Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement. Unless clear goals across the curriculum—such as the use of math to solve real problems—are articulated at the outset, one-to-one computing becomes “spray and pray.”
If the language we use to describe an initiative sets the tone and direction for it, and if we want to create a more inspiring vision than giving each student a device, then I have a simple proposition: Let’s drop the phrase “one-to-one” and refer instead to “one-to- world.”
"If you dislike change, you're going to dislike irrelevance even more."
“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”
"Before implementation is too far underway, a “moral framework” (Reeves, 2011,p. 2) should be decided upon. The CCSS were designed to prepare students with 21stcentury skills and rely heavily on the use of technology. Some of the assessments will be offered digitally. Unfortunately, there are some states that are less prepared for this digital dependency than others (Rothman, 2012). The states that do not have the financial means to fully implement the standards, complete with digital components as well as hard-copy materials as they were intended to be, may be at a disadvantage.States that are not as well equipped will have to devote significant funding to get their schools up to speed, resulting in fewer funds for instructional materials for students (O’Hanlon, 2012).