The document discusses the need for new relationships between teachers and learners in the 21st century. Teachers must see themselves as co-learners who collaborate with students and each other. Schools also need to become effective learning organizations where teachers engage in teamwork, dialogue, and shared learning to rethink assumptions about teaching. This will allow them to develop pedagogies relevant for today's students and prepare them for life beyond the classroom.

1. While we live in a digital age, the essential conversation is not just about technology in classrooms. Rather, it is about new relationships between teachers and learners, between learners and the process through which they grow in competence and wisdom, and between what happens in formal education and what happens in the home, the workplace and the community. (Whitby: 2007)

3. http://gbwhitby.parra.catholic.edu.au/

5. Teachers in the twenty-first century need to see themselves as co-learners and collaborators within the learning environment. In their role as learners teachers learn a great deal about – and often from – their students. They learn from each other, too. And, as a collaborative group, they learn together. This type of learning leads to new ways of understanding and applying existing knowledge. (Hough et al, 1997)

7. This challenge is repeated throughout the professional literature. According to David Warner (2006)4, for instance, the emergence of information communication technologies (ICT) and the development of Web 2.0 (e.g. YouTube, Flickr, MySpace, del.icio.us) have transformed the social and economic landscape. These changes have a profound impact on schooling as educators prepare students for life beyond the classroom – a transition which should be seamless and familiar. (Whitby: 2007)

9. The importance of schools becoming effective learning organisations with teachers engaged in productive dialogue, teamwork and shared learning is imperative as they rethink their assumptions about learning and teaching in the 21st century. Together as learning communities, teachers can reshape pedagogies that are relevant to today’s learners.

10. According to in 2007, Greg was named the most innovative and creative educator in Australia by the Bulletin Magazine in its annual SMART 100 awards. He was also awarded the ACEL Presidential Citation for his contribution to Australian education and service to the Council. http://gbwhitby.parra.catholic.edu.au/profile.htm

11. Proposition 1 ‘ Curriculum’, as it has been traditionally understood, has passed its used-by date. A more appropriate mindset leads us to speak of ‘frameworks’ that are constructed collaboratively and with imagination out of mutual respect for both learner and teacher (Whitby: 2007)

12. Proposition 2 The skills that are appropriately learned and applied with a 21st century framework are not the same as those that served past eras: memorisation , specialisation, control/order, sameness/insularity. Rather, they the skills needed in a dynamic present and future: interconnectedness, managing meaning, living with paradox, working intelligently towards positive change, and maintaining a global perspective. (Whitby: 2007)

13. Proposition 3 Such skills require transforming pedagogies which will focus on the nurturing of clear thinking, discerning, flexible and creative problem-solvers who will exercise their developed capacity to make the world a better place. (Whitby: 2007)

14. Proposition 4 The emerging technologies must be used to enrich these transforming pedagogies. (Whitby: 2007)

15. Proposition 5 To facilitate such learning and teaching, the use of learning spaces both within and beyond the immediate school plant, must be characterised by creativity and adaptability. (Whitby: 2007)

18. those who work in and for schools will have to work differently if they are to serve their students and society in the knowledge age of the 21st century. They will need to imagine a new model of schooling to match the tools and capabilities, including Web 2.0, now available. For this to occur, transformational leadership needs to be dispersed throughout the school community. We stand together at the beginning of a transformation of schooling for life. While we live in a digital age, the essential conversation is not just about technology in classrooms it is about new relationships between teachers and learners…. (Whitby: 2007)

20. According to David Warlick (2008) ......As little as we know about the future for which we are preparing our students, it is clear that it will be a place that is governed by information. Accessing, processing, building with, and communicating that information is how we will all make our livings. Being literate in this future will certainly involve the ability to read, write, and do basic math. However, the concept of literacy in the 21st century will be far richer and more comprehensive than the 3 Rs of the one room school house, a legacy that still strongly influences today's education environment. This enlightening and thought-provoking address will make a case for a literacy model that extends out of reading, writing, and basic math to answer questions like: * What do you need to know, when most of recorded knowledge is a mouse-click away? * How do you distinguish between good knowledge and bad knowledge? * What does it do to the value of information, when everyone is a producer? * How do we address ethics, when we are empowering our students with such prevailing skills?

23. We need to transform curricula so that they focus less on ‘things to know’ and more on ‘ strategies for learning the things you don’t know’. As new technologies continue to quicken the pace of change in all parts of our lives, learning to become a better learner is far more important than learning to multiply fractions or memorising the capitals of the world. ( Resnick: 2002)

26. The emergence of relational technologies means learning can now take place anywhere and anytime. Our schools must be able to meet the demands of a knowledge age; this requires a highly-professionalised education system. We know (from two decades of good theory and practice) that what makes a real difference to learning outcomes are the highly-skilled teachers working with strong leaders in healthy learning environments. For me, sustainable educational reform requires every teacher to be a leader of learning; building powerful networks and continually engaged in reflective dialogue on what is good learning. As our physical and virtual networks continue to expand, we will be able to work more collaboratively in making schooling relevant for all young Australians. (Whitby http://gbwhitby.parra.catholic.edu.au/index.html)