I used to think . . .

. . . globalization meant more interaction between nations and people.

Now I think . . .

. . . it is far more complex and needs transformative change in attitudes through education to make an integrated and not fragmented outcome of globalization.

. . . somewhere, somehow, someone was on top of the digital revolution.

. . . that it is not well understood, that we are in the midst of a phase of disequilibrium, a transformative era.

. . . emotions and thinking, learning and body were all separate.

. . . emotions are why thinking and learning happen - emotions involve the self and body.

I used to think my district was relatively forward thinking in regards to global thinking and initiatives…

. . . now I think many parts of the world are way beyond the U.S. and my district is in the Dark Ages.

I used to think I would find more answers at Harvard…

. . . now I think I must still be on the voyage of discovery and seek more answers.

. . . the rapidly growing forces of globalization, the digital revolution, and mind/brain research require the complete makeover of curriculum frameworks, tools and more innovation.

I used to think . . .

. . . that I had a choice about the extent to which I need to learn about and adapt digital tools.

Now I think . . .

. . . I not only need to but want to become proficient. I happily surrender!

. . . the call of today’s age is to increase the effectiveness & efficiency of curriculum delivery.

. . . that my administration had to make this decision.

. . . I can make this decision.

I used to think change was infrequent and took time….

. . . now I think change is constant and rapid.

I used to think getting teachers to think globally about their course was important…

. . . now I think it even more so!

I used to think . . . . . . the zone of proximal development had nothing to do with technology.

Now I think . . . . . . it is built into effective educational technology in a much more powerful way than the traditional classroom. . . . the internet was

the answer.

. . . the internet can be an answer, a threat, and an opportunity. …brain research

was important to find out how to make learning effective.

. . . brain research is useful but context and relationships are most important.

I used to think . . .

. . .my students were so far ahead of me technology-wise that I’d never catch up.

Now I think . . .

. . . they are speeding ahead, but I’m on their tail.

. . . the digital revolution had relatively little to do with the subject I teach.

. . . it has a lot to do with what / how I teach because it is very much related to the lives of my students.

I used to think that I had a sense of the scope of the three forces…

. . . now I think that the impact of the three forces is more pervasive than I realized.

I used to think that teacher intent was enough…

I used to to think social media was the “enemy” . . .

. . . now I think social media forms are possible learning and collaboration tools.

…but now I think teaching for the future must be deliberate.

I used to think educators from around the world were so different in their educational methods and concerns and successes…

. . . but now I’m thinking we are so similar it is scary and exciting. We have been able to share and collaborate on ideas in this ever changing world.

I used to think we were too late to start…

…now I think we need to jump in as learners, let the children teach us, be models of strong and unafraid learners.

I used to think we should discourage / shut down such technology as Facebook, cell phones, etc., during school hours…

. . . now I think we should consider ways in which we can teach the responsible use of such technologies on campus.

I used to think the standards would provide the basis for the curriculum…

I used to think globalization and the digital revolution would take their course and we couldn’t do anything about it…

. . . now I think we have the responsibility to reflect about and embrace the idea that they are here to stay.

. . . now I think the standards and curriculum need to be rewritten for relevance and flexpertise.

I used to think that brain research was in its early stages. . .

I used to think a combination of content and process teaching was a productive way to enable 21st century learners…

. . . now I think a combination of intellectual, social and emotional learning, assessed frequently, will be a productive way to accompany 21st century learners.

. . . now I think lots has been done and I have lots to catch up on.

I used to think Gardner and Perkins were locked up in their ivory tower writing books…

. . . now I think Gardner and Perkins are very warm and accessible people-- teachers, just as much as I am.

. . . now I KNOW there is a whole community concerned about the future of learning.

I used to think that I was the only one who thought about education the way I do…

The End