The Committed Sardine is the website of Ian Jukes and The InfoSavvy Group. The Readings section lists many books on education and technology, and the Handouts section of the Site provides free downloads of articles proposing new ways to prepare students for the social, economic and political impact of exponential change in technology. Articles are organized into the following topics: Vision, The Communications Age, Curriculum, Information Fluency, Technology Planning, and Creating Powerful Presentations. The most recently updated article is an extensive survey of the rapid development of new technology and the way in which it is changing society and the changes to education that are required to provide the skills students will need to succeed in a future dramatically different from the present:

Windows on the Future examines the way in which the exponential trends of Moore's Law, Photonics, The Internet, Infowhelm, Biotechnology, Nanotechnology, and Neuroinformatics promise to dramatically change the way in which people will work and live, and the implications for education and our definition of intelligence. Moore's law originally predicted that computer power would double while the cost of that power would half every 2 years. Since 1963, this prediction has mostly come true, and in fact been revised only to accelerate the rate of growth. Moore's law is expected to hold for the next 15-20 years, and many experts believe it will hold for 50-100 years. A reasonable prediction of future computing power based on Moore's Law has students in 2030 carrying around a cheap, small device in their backpack that provides near instant access to the sum total of the world's knowledge and information. Recently Alcatel and NEC have each sent 10 trillion bits per second down a strand of fiber optic cable. This is the equivalent of sending "more than 1900 CDs PER SECOND, 150,000,000 simultaneous phone calls, 400,000 DVD quality movies, or the entire 150,000,000 items contained in the Library of Congress". Advances in photonics and molecular electronics means that we can expect bandwidth to double every 6 months. This increase in bandwidth, combined with ubiquitous wireless internet will lead to increased global competition in every sector of the economy and the job market. The skills required to succeed professionally and economically will be less about factual recall and 'left-brain' thinking, and more about creativity, problem solving, intuition, empathy, and critical thinking.

The Web doubles in size every 4 months. Sites that didn't exist a few years ago, such as youTube, mySpace, and Flickr are drawing billions of page views. Digital music and video downloads are fundamentally changing the music and movie industries. The blogosphere is growing at a rate of 2 blogs per second. More than half of online users are creating content in addition to consuming it. This massive change in a small amount of time has already transformed the way we live our lives both personally and professionally and it already seems a bit overwhelming, and yet we are only at the beginning of an exponential growth curve of these technologies. The impact of this growth is Infowhelm. Facts and the knowledge become obsolete quickly, and Information becomes transient and disposable. According to futurist George Gilder, 20 times more information has been recorded since 1997 than was recorded from the beginning of recorded history until then. The amount of unique new technical information doubles every 2 years and that by 2014 it will be doubling every 72 hours. By the time a student reaches the third year of a 4 year college technical program, half of what they learned in their first year is obsolete. The NSF estimates it would take 22 centuries to read the annual biomedical literature. Add to this explosion of information the exponential advances in biotechnology and nanotechnology, and the near future promises to be very different from the present, requiring the ability to successfully process, combine, and apply massive amounts of information from a variety of what are traditionally thought to be separate domains of science and thought. We need to teach not just Information and Media Literacy, but Information Fluency, so that asking good questions, accessing sources, analyzing and authenticating information, and then applying it and assessing the result becomes second nature, like riding a bicycle. It needs to be taught at every grade level.

Kids today are different. Clinical research shows that children neurologically adapt to their pervasive digital experiences, and that they absorb and process information in ways fundamentally different from their predecessors. They live different lives than their parents and teachers did as children, with different types of schedules, family routines, toys, gadgets, social norms, and expectations. They expect instant, anytime access to information, goods, services, and each other. The digital generation is used to being bombarded by simultaneous images, sound and data, and can draw more information from this in a few seconds than from reading entire books. They don't want to be passive consumers of media, but want to interact with it.

The new digital divide is generational as much as it is socio-economic. Students are Digital Natives, and Educators are often Digital Immigrants, struggling to come to terms with the technology habits, information consumerism, and ways of thinking of the students they teach. Digital Natives process information differently, using different parts of their brain than older generations, and the gap is accelerating, with differences appearing even between teenagers, tweens, and younger children. The emphasis of a Digital Kid's education can no longer be on information recall, but rather on higher order thinking skills. Successful learning requires making connections to previous knowledge and experience, having repeated, differentiated learning opportunities, and receiving regular feedback and reinforcement. Students must b e given the opportunity to actively construct their own knowledge, and to develop the ability to understand and apply key content concepts and ideas, to solve problems, ask questions and question answers, link disciplines, and explore multiple routes to knowledge. Digital Learners like to receive information quickly from multiple multimedia sources, multi-task, process pictures, sounds and video before text, have random access to hyperlinked information, network with others, learn "just in time", have instant gratification, and learn things that are active, relevant and instantly useful. In addition to Reading, Writing, and Arithmetic, students will need the following skills to be successful in the twitch-paced,information saturated, instant-access, multi-disciplinary world of tomorrow:

1. Problem solving and critical thinking: the ability to define a problem , design a solution,implement it, and evaluate it afterward
2. Communication Skills, with an emphasis on speaking and listening.
3. Technical reading and writing, not just literary reading and writing
4. Applied technical reasoning skills: the ability to apply statistics, logic and probability to real-life situations
5. Information Fluency: to access, analyze, authenticate, and apply information, and assess the result
6. To use technology as a tool, not as a subject in itself
7. New personal skills: to cope with ambiguity and uncertainty, and to be independent - self-motivaters, self-learners, self-assessors, and self-marketers
8. New mind set skills: to anticipate the future, be flexible, let go of obsolete knowledge, skills, and ideas to make room for new ones, and learn from failure.
9. A "beef stew" curriculum that discards the notion that school can teach everything that students need to know but is instead a place to learn how to learn, and also discards the industrial-age legacy of compartmentalized knowledge.

Teachers should work to give students ownership of their learning by explaining the relevance of what is being taught and providing experiences that reflect the real world. They should provide Project-based and inquiry driven activities that involve and connect the seven layers of learning: content, process skills, tool competencies, real life situations, communities and community resources, parents, and qualitative and quantitative assessment. Education changed from the Agricultural age to the Industrial Age, and it needs to now change from the Industrial age to the information age