Without question, 2006 has been one of the most amazing years of my life. Writing a book, quitting my job of 21 years, getting a chance to meet and work with thousands of educators around the world…and that’s just professionally. My wife Wendy and my kids Tess and Tucker have been incredibly supportive and loving throughout, and all of it has left me feeling very, very lucky.

It feels like my relationship with this blog has been evolving this year as well. I’ve spent quite a bit of time the last couple of days reading through it, and I’ve been surprised by how much of my writing this year seemed relatively forced. Sure, there were moments of some real passion, but all in all, it’s made me think hard about where to take it. More on that tomorrow  (or soon after).

At any rate, just for my own sake, here are my favorite six for ‘06, a year that I will not soon forget.

6. 49 Captive Superintendents—One Message (May 29, 2006)

So, I get the chance to address 49 Superintendents in Upstate NY on Thursday. I’ve got some ideas of what I plan to show them about the power and potential of the Read/Write Web, about what teachers and students are already doing, and about the obstacles that we need to begin having serious conversations about. But I’m wondering, if you had 90 minutes with this group, what one thing would you bring up/point to/challenge them with? What would be your most important message?

Read the comments…

5. Teachers as Learners Part 27 (August 30, 2006)

In a world where knowledge is scarce (and I know I’m using that phrase an awful lot these days), I can see why we needed teachers to be, well, teachers. But here’s what I’m wondering: in a world where knowledge is abundant, is that still the case? In a world where, if we have access, we can find what we need to know, doesn’t a teacher’s role fundamentally change? Isn’t it more important that the adults we put into the rooms with our kids be learners first? Real, continual learners? Real models for the practice of learning? People who make learning transparent and really become a part of the community?

4. The Bigger Shifts…Deal With It (July 13, 2006)

And so there it is. Another one of those nasty little truths about all of this. The biggest shift is not the technology, not the practice, not even the implementation. It’s the cultural, social shift that moves us from the idea that we must prevent our kids from seeing and engaging with this “stuff” to the idea that says, look…it’s a different world…they’re going to find sex and porn and bad stuff and bad people no matter how hard we try to keep them from it, but when we weigh that fact against the incredible learning potential that the Web provides, we’re going to choose to educate rather try to block and filter it all…

3. Owning the Teaching…and the Learning (November 3, 2006)

I’ve been growing more frustrated lately and I’m feeling more pessimistic about the prospects for any serious change in how we as an education system see teaching and learning, and I think I’ve figured out why. I hate to generalize, but the thing that seems to be missing from most of my conversations with classroom teachers and administrators is a willingness to even try to re-envision their own learning, not just their students…

2. Dear Kids, You Don’t Have to Go to College (November 7, 2006)

For most of your young lives, you’ve heard your mom and I occasionally talk about your futures by saying that someday you’ll travel off to college and get this thing called a degree that will show everyone that you are an expert in something and that will lead you to getting a good job that will make you happy and make you able to raise a family of your own someday. At least, that’s what your mom and I have in our heads when we talk about it. But, and I haven’t told your mom this yet, I’ve changed my mind. I want you to know that you don’t have to go to college if you don’t want to, and that there are other avenues to achieving that future that may be more instructive, more meaningful, and more relevant than getting a degree…

1. Reinvention Chapter 2: “I Quit” (February 7, 2006)

After 21 years in public education, after teaching English, supervising teachers, integrating technology, advising the yearbook, starting a student environmental group, coaching softball, basketball, soccer and gymnastics, running student counseling groups, chairing sabbatical committees, ed tech committees, professional development committees, serving on hiring committees, being public information officer, mentoring new teachers and goodness knows what else, today I notified my superintendent that as of May 15 I would be leaving the district for parts somewhat unknown. To put it simply, I quit…

Thanks for reading.

Carolyn Foote tagged me, so here are five things that only a few people might know about me…

1. I’m a direct descendant of William Bradford, a Pilgrim on the Mayflower and the second governor of Massachusetts. (A cousin is a card carrying member of the Mayflower Society.) John Proctor of Crucible fame is also among my ancestors. Maybe that’s where my dark side comes from.

2. My first car was a “wild plum” AMC Javelin with a Pierre Cardin designed interior. (Can’t believe I found a picture of one…) Talk about sticking out in high school…

3. I was never really into technology until the Internet…in fact, my second date with my wife, Wendy was her bringing her computer over to my apartment on our second date and we fired up that 14.4 modem. The rest, as they say, is history.

4. The only home run I ever hit in Little League was the day the girl I “loved” showed up to watch the game. Only problems were that Dede came to see Richie, not me, and my whole face was covered with poison ivy and calamine lotion at the time. I was such a catch.

5. My daughter Tess is named after one of my favorite books of all time. Not that I necessarily want her to emulate the Hardy heroine…but when I was in high school, for some reason that book just stayed with me.

Lots of people have been “tagged” with this already, but I’ll see if Barbara Ganley, Kim Moritz, George Siemens, John Pederson, and Alex Reid might be game…

Technorati Tags: weblogged

So did I mention that I got a TIVO for Christmas? My, how much I’ve been missing. I know, I know…I could probably just as well have caught all the Daily Shows on YouTube or BitTorrent or somewhere else. And it stinks that TivoToGo won’t work with a MAC. Bummer.

And speaking of which, here’s something I’ll be capturing tonight. ABC News: ‘The YouTube War’ will feature some thoughts from Jeff Jarvis, who has been doing some great blogging about “small TV” of late. Interesting how things are evolving on that front as well. Here’s a snip from the show notes:

From the frontlines of the war in Iraq to the political battleground of the 2006 midterm elections, the surge of online video has changed the dynamic. In both campaigns, a piece of tape can be quickly uploaded, and seen by tens of thousands of viewers in a matter of hours.

Another example of how these tools are pushing social and cultural change…change that our schools aren’t keeping up with…

Technorati Tags: YouTube, Jeff_Jarvis, culture

Thanks for helping to make 2006 a very special year in my life. Best wishes for a happy, healthy, peace-filled holiday.

(”First Winter Snow 2” by Drawings of Light)

So it’s been a few days of silly little coincidences, like the two people who within about 10 minutes of each other contacted me from very disparate parts of the globe to tell me about Mogopop. Like, whoa!

Somebody, somewhere was writing about not having much patience for new tools that they can’t figure out in like 10 nanoseconds since there is so much other stuff to try out there. I’m more and more finding myself without patience for tools that aren’t extremely easy and intuitive, no matter what they claim to offer. But this little Mogopop thing has me hooked. Basically, if you’ve ever wanted to deliver a course via an iPod (or, perhaps someday, a phone? Maybe?) then Mogopop is the tool of the moment.

Now I know this first attempt isn’t anything stellar, but seriously, in about seven minutes I put together this little aggregation of photo, video and text that you can now download to your video iPod (and, perhaps someday, your phone? Maybe?) and get a quick idea of what, um, my daughter looks like, the Wikipedia definition of Web 2.0 (needs some formatting) and a short clip of some kids at a workshop I did in the U.K. I know, I know…not much that’s useful there…except the concept.

So imagine if you will, a whole slew of quality content like this that learners can access and port with them, or better, learners putting together resources that can be shared with the community to further their thinking and discussion, or perhaps portfolios of work, or maybe personalized reflections in audio, video, text form, or… All deliverable to your iPod (or, perhaps someday…) What else?

And wow, already three other people have downloaded my project! Web goodness! (I know…I need to get a life…)

Technorati Tags: mogopop, elearning, mlearning, education

Just a brief pointer to the “Connectivism Online Conference” running in February that’s been organized by George Siemens and will feature presentations by George, Stephen Downes, Terry Anderson, Bill Kerr, and, believe it or not, yours truly. Luckily, I think I’m scheduled for early in the week, so the bar will no doubt be raised as the conference evolves. If you are interested in “attending” this free event which will be delivered through Elluminate and Moodle, head on over to the conference page and submit your e-mail to get updates as we get closer. In all likelihood, some other folks will added to the list as well.

Technorati Tags: connectivism, learning

I came across this post from Pat Aroune in Western NY who has been diving head first into Read/Write Web tools with his students:

About one month ago, I asked five students to participate in an online experiment utilizing Skype and an online interactive whiteboard called Vyew. Vyew is a free, always on collaboration and web conferencing site that allows individuals real-time desktop sharing and capturing. I met with this small group of students, and we began what was essentially on online tutoring session for an upcoming essay. We did nothing that had not been done during the course of a classroom session, except we were all in our individual homes, and it was 8:30 p.m.. I began to sense, over the course of that hour long session, a wave of energy and enthusiasm from the participants. One month later, this concept of online collaboration has taken on a life of is own. Just last night,twenty sophomores from my A.P. European History classes, met online and did a Skype - Vyew session in preparation for an essay exam today. The remarkable thing is, I was not even a part of it. Individual initiative got last night’s conference off the ground. More power to the students!

You might want to check out the reflections of some of his students on another post as well.

Almost as cool is that Pat’s superintendent Neil Rochelle is blogging about his efforts to bring the tools into the school as well. And this post reflects the type of approach that I’ve been thinking and writing about more and more lately. It’s his recap of a monthly Parent and Student Cabinet meeting where they are talking about the Read/Write Web and it’s use in his school. The result:

Students that have been involved in blogging and social bookmarking love the use of these tools that are being made available and integrated into their instruction. Their chief “complaint”….they are overwhelmed! Because we have attracted teachers to the use of these tools in “pockets” across the district, the same teachers are teaching the content as well as the “how tos” for using the technology. Students feel that they need to learn the newest technology in another class BEFORE using it in these selected classes. A point well taken and one that I will be giving much thought to. Consensus however is they love the approach. They are motivated by on-line collaboration such as internet conferencing such as Skype and video conferencing. Before this year, MySpace was a close as they came to social networking. Now they see an educational value.

It reminds me that kids are overwhelmed too, that they don’t know all of this, that we still have a great opportunity to lead and model appropriate and effective uses, and to learn from each other and our students. Pat and Neil are taking their school in a much different direction, and it’s pretty exciting to watch.

Just some feel good for the holiday…any other stories to share?

Is it just me, or does it look like 2007 is shaping up to be a pivotal year in the school reform discussion? Just this week, two major events in the print publishing world (which is where 90% of the decision makers still reside) seem to be setting the table for some extremely interesting discussions. If you don’t have a del.icio.us tage named “edushifts” (or something similar) it might be time to start one.

First, Time has named us all the Person of the Year, and in doing so, it’s put some mainstream, traditional affirmation to much of what we’ve been saying in this community for the last couple of years. Some quotes from the article that especially resonate:

“It’s about the many wresting power from the few and helping one another for nothing and how that will not only change the world, but also change the way the world changes.”"The new Web is a very different thing. It’s a tool for bringing together the small contributions of millions of people and making them matter.”

“We’re looking at an explosion of productivity and innovation, and it’s just getting started, as millions of minds that would otherwise have drowned in obscurity get backhauled into the global intellectual economy.”

Who are these people? Seriously, who actually sits down after a long day at work and says, I’m not going to watch Lost tonight. I’m going to turn on my computer and make a movie starring my pet iguana? I’m going to mash up 50 Cent’s vocals with Queen’s instrumentals? I’m going to blog about my state of mind or the state of the nation or the steak-frites at the new bistro down the street? Who has that time and that energy and that passion?”

“This is an opportunity to build a new kind of international understanding, not politician to politician, great man to great man, but citizen to citizen, person to person. It’s a chance for people to look at a computer screen and really, genuinely wonder who’s out there looking back at them.”

I like, however, that the lead in is tempered by caution.

“But that’s what makes all this interesting. Web 2.0 is a massive social experiment, and like any experiment worth trying, it could fail. There’s no road map for how an organism that’s not a bacterium lives and works together on this planet in numbers in excess of 6 billion.”

But my, how interesting it will be to create that map together…

The other piece of news this week was the report of the New Commission on the Skills of the American Workforce, which, according to the executive summary, at least, paints a pretty compelling picture for change. It echoes a lot of what Daniel Pink is writing about creativity and the loss of jobs that can be automated. It echoes Friedman in terms of the global leveling that’s going on in the world thanks to the connectedness of technology. The full, 200+ page report comes out on Amazon on Friday which should make for some interesting holiday reading. From the summary, some quotes:

“This is a world in which comfort with ideas and abstractions is the passport to a good job, in which creativity and innovation are the key to a good life, in which high levels of education–a very different kind of education than most of us have had–are going to be the only security there is.”"Too often, our testing system rewards students who will be good at routine work, while not providing opportunities for students to display creative and innovative thinking and analysis.”

“The core problem is that our education and training systems were built for another era. We can get where we must go only by changing the system itself. To do that, we must face a few facts. The first is that we recruit a disproportionate share of our teachers from among the less able of the high school students who go to college.”

And that idea of systems is hammered home. I find this quote especially intriguing:

“The one thing that is indispensible is a new system. The problem is not with our educators. It is with the system in which they work.”

Yeah, talk is cheap. But that’s some heady stuff. And, I know I’m a geek, but on one level it gives me butterflies. Are we on the precipice of a serious, national discussion about education reform? And, if so, is it going to be one with real vision and foresight? And, if so, what is the best way for us to really engage in that conversation? I’ll say it again, if 2007 is going to be the watershed year that it seems to be shaping up to be, we need to do more work in traditional spaces and spend less time blogging back and forth to each other. While this is a powerfully engaging and nurturing environment, if we are going to make our voices and ideas truly heard, we need to start building a grassroots movement “out there,” one that highlights the realities of the world and successes in the classroom through channels that those decision makers (read parents, board members, etc.) are still wedded to.

What do you think?

This e-mail showed up in my inbox today:

A few weeks ago, my school began to block Wikipedia. When I asked why, I was told that a student searched how to make pipe bombs. When I asked what they did to him, I was told nothing because they don’t know who did it. [I am back in my old school district as of Sept. and was shocked to find out that we don’t have a student sign-on that allows us to track the student traffic.] When I mentioned that the majority of students use it properly I was told by the school librarian that the information in Wikipedia was not accurate. I shared the article you pointed out during the workshop and she said it meant nothing because she actually found an author misspelled on the site. Today I was told by a superior that she read an article about how bad Wikipedia is. HELP ME FIGHT THEM. I am really getting frustrated. Today a teacher proposed a wonderful class that would allow movie making a student website building. Again my superior said, no because she does not want their content tied to our school site.

Anyone? Anyone?

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David Pogue writes about the disappearance of online etiquette as the Read/Write Web expands our social interactions online. It’s not a pretty picture. He ends with:

Maybe as the Internet becomes as predominant as air, somebody will realize that online behavior isn’t just an afterthought. Maybe, along with HTML and how to gauge a Web site’s credibility, schools and colleges will one day realize that there’s something else to teach about the Internet: Civility 101.

(Read the 250+ pretty civil comments, too…)

Hmmm…whadda ya think? Is it the job of schools to clean up this mess? Be nice…

(Thanks to Dean Matson for the pointer.)

If this post by Chris Lehmann isn’t one of the best edublog posts of 2006, I don’t know what is. This is what I was talking about yesterday about the power of blogging (the verb.) About being willing to reflect and share and learn through the writing. Not only is he writing about real experiences, he puts them in the context of the larger struggles and issues that so many of us are dealing with. Chris is walking the fine line of the Read/Write Web in his school and he’s gracious enough to take us all along for the ride.

In this post, he talks about some serious issues that have arisen with his students use of wide open laptops. Some have been using iChat irresponsibly, and Chris and his staff have been trying hard not to take the easy route and switch it off. Instead, they have encouraged the school community to work through it, and the results have been pretty impressive so far.

So we are also leaving iChat on the computers, and we’re still encouraging students to find ways to use IM in ways that are useful, and we’re still not naive enough to think that every iChat message is on-point and relevant, but it’s a tool, and the kids and need to learn how to use it safely and effectively. And we’ll be there to help, navigate, and — when we have to — punish for when they clearly violate the rules.

But, as the rest of the story shows, this has not been an easy decision. None of this is. But posts like this force us to think in ways that push our own comfort zones and see the possibilities.

Technorati Tags: chris_lehmann, school20, sla education, learning

David has a feature in EDTECH magazine that addresses the different types of teacher-bloggers that districts may be dealing with these days, and by and large, I think it gives some effective guidelines for school administrators and policy makers who may not yet understand the technology. I realize that the article is focused on the common sense “rules” that are meant to frame the practice, but I’m niggled (if that’s a word) back into the whole blogging as a verb discussion again by the way it gets framed. For instance, this piece:

Professional teacher bloggers are writing as teachers in your schools, with the intent of helping their students learn. Dr. Tim Tyson, principal of Mabry Middle School in Cobb County, Ga., says that his blogging teachers “welcome parents into their classrooms by facilitating active at-home participation in the child’s educational experiences at school.” Tyson’s teachers write about class activities, homework assignments, study guides, project and assessment reminders, and review and extension activities. They also publish exemplary student work, such as videos, podcasts, presentation slides and reports.

Blogging is a powerful communication tool, and communication is an important issue for your school or district. So how do you ensure that the professional teacher blogger is working for the good of the school and does not inadvertently damage efforts to achieve the organization’s mission?

Ok, so here’s my beef, again. Blogs are powerful communication tools. Blogs are powerful publishing tools. But blogging (the verb) is still much more than that to me. Blogging, as in reading and thinking and reflecting and then writing, is connecting and learning, neither of which are discussed in the article. (And maybe they weren’t meant to be, I know) I’m not knocking what Tim or his teachers are doing, I think it’s great. But I’m just asking the question: how are his teachers modeling the use of blogs to learn not just to teach?

I know, I know. I’ve been over this countless times. And hey, I really did let it go for a good while, you have to admit. But I can’t help it. As a recent commenter said about another subject, I expect more…

On Monday, my colleague and soon to be blogger Rob Mancabelli and I dropped in on Chris Lehmann at the Science Leadership Academy in Philadelphia for a three hour tour and chat. Bottom line is that Chris is building a vibrant community of learners among both teachers and students that has a unique feeling in the world of public schools I’ve seen. (BTW, here’s a Flickr set of some photos I took of the students and the structure.)

And it’s really not about the technology as much as it is about the culture of learning that they are creating. Yes, every student has a laptop. And they have been working with Moodle and Elgg to build class sites and online portfolios. But what’s neat is that the students are taking real ownership over what happens at the school. Without giving too much away since Chris said he was getting ready to blog about this, there has been one issue that has arisen that in most schools would cause all sorts of overreaction from administrators and the like. At SLA, the kids are dealing with it through the use of the Moodle forums, where, amazingly, they have been communicating since months before the school even opened in September. Chris and his teachers chime in too, and the conversation is open and honest, effectively dealing with the situation to date.

The physical space is beautiful and there is lots of room to grow for the 400 or so more students who will be coming in the next three years. And it won’t be hard to fill it up; SLA has received about 2,000 applications for just over 100 spots next year.

As with any new school, it’s hard to predict what the next day will bring. But thus far, SLA looks like it’s doing really well in terms of creating a very special foundation for education in a School 2.0 world.

technorati tags:science_leadership_academy, chris_lehmann, Philadelphia, schools, education

A couple of weeks ago, someone, somewhere noted the interesting phenomenon of schools finally catching on to the 1-1 laptop initiative just when cell phones are starting to come into their own as the heir apparent in computing devices. I wish I could remember the link, because a couple of stories have really made me start thinking hard about where things are going to go from here. Predicting is a waste of time, I know, but consider these couple of outtakes…
First, the amount of content that’s going to be created for phones is going to explode:

According to new research released this week by UK-based Juniper Research, a boom in mobile content is expected to take place over the next five years, with estimations that the global mobile entertainment market, currently valued at $17.3 billion, will reach $76.9 billion by that time.
This large upswing in content will come along with a shift in the types of mobile entertainment people are consuming over the next five years, their report estimates. While, for now, the majority of mobile content focuses on music, and principally on ringtones (More than 80 percent of mobile music revenues are for ringtones, according to Ben Macklin with eMarketer.), the shift will come with revenue from mobile television and mobile games, which they estimate will exceed the money generated by mobile music by that time…

…”The mobile phone has quickly moved beyond being just a convenient communication device. For many people, carrying a mobile phone means being connected to a wider community, and the device has become the very linchpin of one’s social life. The entanglement of humans and electronic devices will only become deeper in the years ahead, and the mobile phone will be at the forefront of that process.”

The second article goes more into the phone as a true computing device:

One thing that is clear is that phones will pack a lot more computing power in future, and will be able to do more and more of the things that PCs are used for today—and more besides. Mats Lindoff, the chief technology officer at Sony Ericsson, a leading handset-maker, points out that the processing power of mobile phones lags behind that of laptop computers by around five years. Furthermore, studies show that people read around ten megabytes (MB) worth of material a day; hear 400MB a day, and see one MB of information every second. In a decade’s time a typical phone will have enough storage capacity to be able to video its user’s entire life, says Mr Lindoff. Tom MacTavish, a researcher at Motorola Labs, predicts that such “life recorders” will be used for everything from security to settling accident claims with insurance firms.

And on a more personal note, a couple of weeks ago a gentleman came up to me after one of my presentations and told me that he’s been doing everything he can to get poor, inner city students the computers they need to learn. He’s got corporations to donate them, give them away, yet they hardly ever get used. I asked him two questions: Do the kids have access at home? He shook his head no. Do the kids have cell phones? He said “Of course.”

There is nothing inherently wrong with 1-1 laptop initiatives, but I’m wondering if they are money well spent at this point. Many of us, myself included, look at laptops and wonder what we would ever do without them, kind of how kids feel about their phones. And the important piece to this is that it’s about culture, not about technology. It’s being mobile, being fast, being connected.
Now I can hear the pushback. How can they be taught to read and write with a phone? What about all those applications that we use? The Web content that won’t fit on a phone? I don’t have those answers, and who knows how phones will evolve based on what the users demand. (Cameras on phones are a perfect example…) All I’m saying is there may be a different way of looking at this. We’re not teaching our kids to leverage their phones right now, in large measure, no doubt, because we don’t really know how to leverage them ourselves. And what we don’t know, we are scared of, hence we outlaw them from our buildings.

If the above is any indication, we might want to rethink that strategy…
(Photo “Phon-ey Call” by Makelessnoise.)

technorati tags:cell_phones, learning, education, school20

I’ve been remiss in not pointing to this year’s Edublog Awards nominees for which voting ends on Saturday. I’m particularly struck this year by the number of blogs and bloggers who I had not ever heard of, which is a testament, I think, to the ways in which the community is beginning to really get some traction. I agree with George Siemens when he says:

And yet, it feels like our small edublogger town (where everyone knows everyone) is becoming a small city - where relationships begin to cluster in smaller networks, instead of one large structure.

It’s been an interesting evolution to watch, from those early days in 2001 when a handful of us where kicking the tires on this blog thing trying to figure out exactly what it was all about to today when we have a slew of tools, a whole different name for the Web, learning theories built around it, and tens of thousands (if not more) teachers doing their own experimenting. At some point this year I gave up trying to keep track of it.

And, as if to signal another sign of our evolution, this was the year that things really got snippy for the first time in our space. Another step on the road…
The irony for me, at least, is that I read fewer edublogs today than I did last year; my network is smaller, more efficient. And that my own blogging feels like it’s at a crossroads of some type. Stephen Downes actually kicked my thinking about my own blog a few weeks ago with a very pithy comment:

The big news in this story isn’t blogs. It’s that there are a billion teachers out there. Today we use blogs to communicate with them. But how might this evolve in the future? How do we make it easier, more immediate?

Doh! It really isn’t about blogs as much any more, is it? It’s not about the tool. It’s about the ability to connect. Yeah, I’ve known that, felt that, but sometimes my brain needs a succinct reminder.
So I’ve been thinking about this space and what I want to do with it. I know what I don’t want to do. I don’t want to fall into the blog as travelogue trap. Now that I’m getting out and about more, it’s hard not to just report out on what happened in Louisiana or Buffalo or wherever else. I think that what’s always been the strength of this blog has been the focus (as much as possible) on student and teacher practice. It feels like I’ve been getting away from that.

But the final irony is that I’m feeling compelled to blog less and write more. I know I’ve said this before, but as heady as all of these new voices in our community feel, we are still a decidedly small minority in the grand scheme of education. And I have to say that in many ways, while the community is growing, the conversation feels stalled. To me, we are on the cusp of a huge opportunity for real reform, but it’s not going to come online. It’s going to come in print, through writing articles and writing books, and finding ways to present a vibrant alternative to teachers who aren’t online, to preservice programs who are preparing the next generation of teachers, to the local community leaders who don’t have a context for change, and to politicians who really don’t have a clue as to the complexities of these changes and what they mean for education.

Wide ranging reports about the growing irrelevance of education are right around the corner. It feels like we’re gaining momentum toward a discussion of real reform, but it won’t happen, I don’t think, if we are content with batting about the ideas amongst ourselves, in our blogs and podcasts (which have an even more infinitesimal reach.) I’m not saying they don’t do some good. I’m just wondering if, at this moment, for those of us who at least have a basic understanding of what can be, it’s the best spend of our time.

(Photo “Old School 24” by Lainmoon)

technorati tags:education, blogging, reform, schools