sense that this can change ideas about what knowledge is most worthwhile. New levels of collaboration, digital augmented intelligence, may mean that collective I.Q. should be the measure of an education system's success.
I believethat information networks, by their nature, are a social construct. They replaces the linear flow of the current education model with developments arising from independent actions by numerous people. These actions cohere into a significant development by the shear volume of the work. They are based on shared understandings directly supported by the hyper-linked environment made possible by the World Wide Web. This creates access to multi-cultural value systems not previously possible. The benefits of this access are evidenced by joining learners to curriculum purposes using a wide diversity of ideas. Educators will realize that these innovations open education systems to holistic pedagogy, limiting the reliance on astrict discipline model.
I believethat information networks will help realize long held goals of universal education and the right of all to engage as equals in the common pursuit of life, liberty and happiness. An interesting side effect of this will be the increasing value that society will place on education systems and educators. This will happen, even if the only reason for the increasing opportunities of educators is the growth that universal education will bring. There will be many new opportunities presented to educators as there mission grows exponentially with the growth of digital technology. Teaching may become a more prized and demanding profession as educators adapt work to empower students. To facilitate autonomous work by students will require great skill.

I believethat information networks empower students and this changes what teachers need to do to help develop knowledge, character and skill. It is an irony of current educations systems that we assume that students cannot make wise judgments about their own education. Infants learn to walk and talk through their self-directed efforts. When children become students, educators impose a far more paternalistic system.
I believethat information networks make

construction of integrated learning communities more feasible by bring to education
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the benefits of advance media -- digital libraries, multimedia curriculum design, and wide-area networking. The idea of parents, children, teachers, and community members joining together in educational activities is not new. It has been a difficult ideal to realize. Networked technologies make it possible, through a single location, to engage a diversity of people with learning scenarios, resources, and intellectual tools. These information technologies make sustaining numerous different educational functions ubiquitous. Using theses technologies can provide classroom access to a network of consultants with special competencies, to undergraduate and graduate students, and to professors who help field question that neither students nor classroom teacher can answer through their independent inquiries.
I believethat information networks provide an infrastructure for changing curriculum design. This is a shift away from questions of scope and sequences towards questions of problem posing, project initiation, and facilitation of work upon them. This implies redirecting assessment away from measuring how well students know mandated minimums to disclosing their ability to manage inquiry and solve problems. This curriculum design will encourage students to work in small collaborative groups on challenging projects that take a significant period of time to complete and cut across normal disciplinary boundaries. This curriculum design makes it the responsibility of everyone in education -- students, teachers, administrators and parents -- to be simultaneously both teacher and learner. This curriculum design uses multimedia scenarios and projects that can appeal to diverse learning styles and engage students of all backgrounds in cooperative, inquire-base educations work. This curriculum design invites the pedagogy described by John Dewey. The pedagogy itself involves various mentoring activities, helping to make sure that students really grasp the problems and questions, that they comprehend key characteristics of the data that they seek, and that they can use the tools of analysis, simulation and synthesis purposefully. This is the pedagogy of research.
I believethat information networks is a representation of John Dewey's postmodern Epistemology. Learning takes place in a social context. Knowledge is created from information by action guided by pedagogy.

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