Any good teacher should become acquainted with relevant technologies. But the technologies should not dictate an education goal. Rather, the teacher (or parent or student or policy maker) should ask: can technology help to achieve this goal, and which technologies are most likely to be helpful?

If I know you're very good in music, I can predict with just about zero accuracy whether you're going to be good or bad in other things.

Most people (by the time they have become adults ) can't change their minds because their neural pathways have become set... the longer neural pathways have been running one way the harder it is to rewire them.

In every part of the world with which I am familiar, young people are completely immersed in the digital world - so much so, that it is inconceivable to them that they can, for long, be separated from their devices. Indeed, many of us who are not young, who are 'digital immigrants' rather than 'digital natives,' are also wedded to, if not dependent on, our digital devices.

All human beings have all of the intelligences. But we differ, for both genetic and experiential reasons, in our profile of intelligences at any moment.

Teaching which ignores the realities of children will be rejected as surely as any graft which attempts to ignore the body's immune system.

The countries who do the best in international comparisons, whether it's Finland or Japan, Denmark or Singapore, do well because they have professional teachers who are respected, and they also have family and community which support learning.