The 2010 Themes & Strands are listed below. Use the wiki editing tools to highlight key terms and to add relevant notes as we analyze this list.

I used red to indicate phrases that I interpreted to relate directly to technology.
I used brown to indicate phrases that I thought could be open to interpretations of technology use or integration.
Green text are my notes/thoughts on some of this.

Feel free to change my text highlights and/or add your own thoughts/notes.

Perspectives on Communities

The idea of community is shifting. Divergent perspectives and evolving values confront us. These forces tremendously impact the meaning of community. Definitions and boundaries of communities vary, but all of us—children and adults—learn best when we are engaged, safe, and challenged.
How will we…
  • Create and develop communities that sustain and flourish?
  • Help leaders create communities that capitalize on time, place, and technology?
  • Bring a worldwide dimension to the whole child?
  • Define what a whole child school looks and feels like?
  • Encourage schools to let the inside out and the outside in (virtually and globally)?
  • Create communities in an online classroom?
  • Create and maintain professional learning communities?
  • Use community to professionalize the profession?
  • Engage in honest conversations to promote a sense of community?
  • Define literacy in an e-world?
  • Engage educators and community members in policy and advocacy?
  • Start and maintain effective connectivity with legislators?
  • Recognize how lobbying groups affect curriculum choices?
  • Build community by keeping the school board involved?
  • Engage agencies, communities, organizations, and businesses in support of the whole child?
  • Build educators' confidence and competence in the virtual world their students are already familiar with?
  • Combat the effects of cyber-bullying on schools, communities, and individual students?
  • Respond to difficult parents?
  • Learn how marketing and choice affect community?
  • Expand learning in the classroom to keep pace with globalization?
  • Build relationships across diverse communities?
  • Meet the needs of underserved populations in our communities? (underserved could be the "non-users" referred to in Disrupting Class - they are non-users of the current system, but may be accepting of using alternative systems such as virtual schools...)
  • Determine the long-term effects of underperformance on a community?

Perspectives on Learning, Teaching, and Leading

Today's classroom is the world. Learning, teaching, and leading are rooted in deep connections. To ready students and ourselves for success in school and in life, our work must be rapid, relevant, and responsive. We must prepare students for a future we can't conceive.
How will we…
  • Organize education to meet different students' needs?
  • Support risk-taking as part of learning?
  • Support and inspire teachers in an environment of increasing change?
  • Effectively market ourselves in an era of increased accountability and public scrutiny?
  • Help teachers learn and learners teach?
  • Maintain high standards for all students?
  • Ensure curricular consistency for highly mobile students?
  • Effectively integrate technology literacy into classrooms and embed it in the curriculum?
  • Use technology to enhance fine arts education? (what about using arts education to enhance technology education?)
  • Use interactive technology to bridge cultural and geographical differences nationally and internationally?
  • Address changes that technology use and gaming have made in student learners?
  • Turn teachers who are novices in technology use into digital natives?
  • Teach students to discriminate among online information sources?

How will we…
  • Differentiate instruction to meet the needs of all learners?
  • Plan for learning utilizing Understanding by Design?
  • Nurture creativity?
  • Empower students to take ownership of their own learning?
  • Use the whole child model to provide early interventions for at-risk learners?
  • Identify successful practices in early childhood education?
  • Prepare today's educators to meet the needs of tomorrow's learners?
  • Empower teachers as instructional leaders?
  • Move from a survival to a significance mind-set?
  • Identify the skills necessary for the high school graduate?
  • Provide alternatives for traditional high school programs?
  • Examine successful high school reform?
  • Measure the immeasurable?
  • Assess digital literacy?
  • Create autonomous learners?
  • Create eco-friendly options in school?
  • Examine models of effective practice in instruction and leadership?
  • Provide differentiated, sustained professional development?
  • Provide access and enrichment for English language learners?
  • Identify successful learning models for English language learners?
  • Teach beyond the standards-based curriculum?
  • Develop 21st century learners?
  • Teach literacy across the curriculum?
  • Use multiple intelligences effectively?
  • Address scheduling issues in K–12 schools?
  • Identify successful inclusionary practices?
  • Effectively use technology for students identified with special needs?
  • Measure learning?
  • Examine the effectiveness of charter schools?
  • Obtain and use grants to enhance instructional programs?

How will we…
  • Provide sustained professional development for all teachers and leaders?
  • Prepare students to be productive 21st century citizens?
  • Prepare students for transitions between middle school, high school, and college?
  • Provide opportunities to prepare students for college and/or careers?
  • Infuse 21st century skills into learning, teaching, and leading?
  • Provide opportunities for learning outside of school hours?
  • Connect the classroom to the world?
  • Engage students in their learning?
  • Motivate students to be responsible for their own learning?
  • Engage teachers in action research that supports student learning?
  • Differentiate professional development to meet the needs of all staff?
  • Engage students and teachers in inquiry-based learning?
  • Incorporate equitable practices into teaching and learning?
  • Support English language learners?
  • Effectively educate students of poverty?
  • Differentiate instruction to meet the needs of all learners?
  • Use brain research to inform instruction?
  • Prepare teachers for coteaching and inclusion?
  • Implement and sustain the use of the whole child philosophy into our daily practice?
  • Use ASCD's whole child resources?
  • Use ASCD's resources to improve learning, teaching, and leading?
  • Engage in culturally responsive teaching and leading?
  • Evaluate and support teachers as they implement new initiatives?
  • Use formative and summative data to inform instruction and practices?
  • Use a variety of assessments so that all students get a chance to share their knowledge?
  • Provide rigorous curriculum and instruction for all students?
  • Recruit and retain new teachers?
  • Prepare college students for the teaching profession?
  • Use professional learning communities to increase teacher capacity?
  • Create, implement, and sustain fair grading and reporting practices?
  • Integrate the arts into curricula?
  • Support teachers who teach in the multiage environment?
  • Implement best practices into a multiage classroom?
  • Use flexible grouping to increase achievement?
  • Align instruction and practices to the needs of the learner?
  • Align curricula to support student mobility?
  • Communicate high expectations to all students?
  • Engage students in multiple opportunities for learning?
  • Use instructional walk-throughs to support learning, teaching, and leading?