However, what we have seen in the present time period is not the shedding of old models of instruction, but rather an assimilation of new technology into old models.  In fact, the presenters noted that professors and teachers are  often strongly influenced by methods from the face-to-face classroom.  The learning sciences offer great  opportunity for educators to become part of the shift, part of the change, part of the transformation of what we call “teaching/learning.”

In particular this session challenged attendees with this question:  “Can technology help us reinvent how we prepare people for healthly and productive lives?” Key points from the session:

• Increased access to learning opportunity is a moral imperative that makes a far-reaching difference in people’s lives
• Digitally-based courses and delivery offer powerful ways technology can expand access
• Some of the difficult in transforming learning and teaching is that students, administrators, and funders EXPECT education to look a certain way i.e. teachers presenting information
• Much of the time (calendar year) spent in formal education settings is less than time spent outside the school setting
• A blended environment leveraging both formal and informal learning creates a more powerful design for teaching and learning
• One of the major challenges faced will be how educators respond effectively and efficiently to rapid change
• Given the continuous and rapid pace of change, the importance of expertise becomes critical.  People must navigate at the edges of their existing knowledge and skills, called adaptive expertise, and this requires the letting go of the “old ways” or “unlearning”
• Adaptive people need adaptive organizations
• Book: The new division of labor:  How computers are creating the next job market (Levy and Murnane),  explores the value of technology-enhanced learning as seen in the evolution of the stock exchange industry
• Digital natives are already self-directed learners, they are already influenced by learning opportunities afforded  by technology outside formal learning.
• Students capacity for independent learning is essential to their future-success.

Our challenge as Education Technology Professionals seeking ways to transform learning is to find the answers to this key question:
How can technology, aligned with guidelines from the learning sciences enable the blending of formal and informal AND break down silos and develop an integrated approach to learning?

Out of the box, the iPad’s primary purpose is consumption.  Yes, you can do some creation (albeit awkwardly), but primarily it is about content consumption.  Apple iTunes revolutionized the music industry with its tight integration with the iPod, yet this revolution was in consumption.  App developers, media companies, and publishers are embracing this new platform for just those reasons:  audience access, consumption, and control. As such, will it replace the computer?  Should it replace the computer?  Maybe.

If our role as educators is to cultivate responsible, independent, life-long learners for a future that is yet to be invented, it is essential that we ensure an educational environment supporting and developing knowledge construction, creation, and innovation.  The iPad potentially moves us from Web to apps, from open architecture to controlled architecture–a backward move.  Are we willing to give up control?

As educational leaders, we have the opportunity to ensure that the last ten years of educational progress (from computer based training…CD-Rom based software…webpages…webquests…web 2.0…project-based learning…constructivism) continues to move forward to the next level.  iPads purchased and placed into classrooms without  mindful intention, vision, purpose, and professional development will result in usage as a consumption device.  This is an opportunity for education leaders to invent new ways of utilizing such devices for breaking traditional paradigms, ensuring responsible purchases aligned with goals, and developing new innovative opportunities for empowering student learning.  Are we up to the challenge?