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Our learners will never now a world where Digital Technologies are not the norm. Using solutions developed within this space and with this mindset is already their normal. Unless they are to be slaves to this technology we must also empower them to be creators of digital solutions. To do this we must begin with recognising the challenges that a curriculum built around mastery of Digital Technologies brings to our teachers and seek to understand the supports they require.

An important part of the role of any educator is that of planning learning sequences. Perhaps you are tasked with designing curriculum or more likely you are translating a mandatory curriculum into workable units of learning. The task is complex and there are multiple arrangements. The goal is to design units that connect students with learning in ways that are meaningful and relevant. A well-designed unit of learning fits seamlessly alongside other learning opportunities and the overall sequence of learning should match the learners developing expertise. As we plan units of learning we must consider a great variety of factors which impact the learning we design. Our knowledge of our students and where they are with their learning is crucial and a strong place to start. We also need to know what it is we are required to teach and have a grab bag of pedagogical moves that bring this content alive.

Perhaps the disruption of a global pandemic will prompt a rethinking of how education might be framed to best serve the needs of those who rely on it most? Perhaps now is the time to rethink the curriculum?

"At Stanford, we envision the iPhone as having a profound potential to break barriers in the way we provide information and services to students - in how they converse with the institution, their curriculum, the faculty, and each other. With an enduring entrepreneurial, innovative, and technological leadership, those same qualities that helped shape Silicon Valley, Stanford is in a unique position to chart yet another new course, this time using the iPhone. "

Recordings are available of the conference presentations about integrating technology into the curriculum and K-12 classroom. Several on Moodle.

Recently I have been contemplating how we might define inquiry. Like many terms in education, it is often used in multiple contexts and has a range of meanings attached to it. Coming to agreement on what inquiry is, requires negotiating seemingly divergent understandings. If we are to avoid oversimplifications and dichotomous thinking, we need to explore these multiple perspectives and find a balance point.