1. What counts as "learning"?Is that honored in our schools? Our assessments? Where else?
  2. What are the affordances/constraints of ___ (technology, pedagogical tool, ...)?
  3. How do we interface our digital and analog communities, information, knowledge repositories …? How do we do this within a professional learning community, school, or district?
  4. How do we define "writing," "reading," "knowing," "teaching," … ? or, How is "reading" different now? (Due to multimodal, hypertextual/intertextual tools and their growing social nature) How is "writing" different? How does this change what/how we teach students to read/write (slashed for a reason)?
  5. Considering the above, what skills do students need? Which do we need to "teach"? Might students benefit from a (loose, with time for exploration and tinkering) scope and sequence for those skills?
  6. How do we thoughtfully add in new tools or capabilities without getting sucked into a never ending search for the next new thing or silver bullet?
  7. What’s the difference? We usually only ask the first
    • How should technology resources be integrated into the curriculum?

    • How should curriculum be designed to take advantage of the unique capabilities of technology?
  8. How does ubiquitous access (home, school, library, mobile, etc.) affect things?
  9. Though the terms are loaded and inaccurate, How can an immigrant "teach" a native?
    • Are our students "digital natives"? Who are today's students? How do they compare to those of a decade or two past?
  10. Now that facts and information are basically a click or two away, how does that change what we need to teach or how we teach? How should we balance process and content these days? Explicit and tacit knowledge?
  11. Are any "skills" more important than curiosity/questioning and metacognition?
  12. How do we teach students to teach themselves? Oxymoron, Catch-22 ...?
  13. What makes integrating technology feel like "creativity" for some and "change" (being made to do it) for others? Is it merely because they can't see the power or transformative nature of the technology? Is it because they are on a low-rung of the ETaP scale (adoption) and can't make the leap up to "Innovation"?
  14. Could there ever be a 4 on the "Prensky Scale"?
  15. What happens when a school system does not keep up with the changes in society?
  16. Why have so few technology tools stuck and why has the system changed so little?
  17. How do we overcome the IKEA effect (overvaluing what we make) and the not-invented-hear bias? (Dan Ariely)
  18. How can teachers, schools, districts get beyond the perpetual churn of new silver bullets?
  19. How do we get teachers and students to dig deep enough into their tools to get beyond the novice stage? (Do connoisseur exhibit greater tool flexibility? What allows some to transfer their thinking in creative ways?) There's always another new tool to try.
  20. Should students evaluate their teachers? Should teachers evaluate their principals? What simple matrix could be developed for an instrument simple enough to be used, but that would also point the teachers and principals in a few important directions?
  21. Why does Lucy McCormick Calkins' believe, "The risk, among those of us who develop curriculum, is that we'll plan a set of activities rather than a framework, a philosophy, a set of beliefs."
  22. How is kaizen connected to connoisseurship? Metacognition?
  23. Who is more important, the "writer" or the editor? Creator vs. Revisor
  24. Do we want to improve our lessons/classes/schools or transform them?
  25. Why do teachers, curriculum designers, standards writers, textbook authors/editors have a tendency or desire to break things into small discrete chunks instead of searching for ways to play the whole game (or at least junior versions)?