The digital future of education has not yet been determined. We are building it now. That task raises very large questions. How do people learn best digitally? What does educational equity mean in a digital world? Who will profit in a greatly expanded market for digital educational products, and who will make the rules for this marketplace? How will quality standards for digital learning be determined and enforced?
We do not pretend to have all the answers. We do hope to ask the right questions. We know that many of the most important questions are not just technical. They implicate the politics, ethics, and very meaning of education at a new moment in the history of modernity.
Much of the current national conversation on digital learning is focused on postsecondary education. We believe that simultaneous attention must be given to K–12 education for several reasons. First, the boundary between high school and college is becoming ever more fluid, to the point where it is largely symbolic and a potential impediment to positive innovation. Second, national progress toward curricular clarity through the Common Core State Standards Initiative is making it possible to imagine the provision of high-quality, low-cost digital curriculum at massive scale. And of course, the needs and equity problems of US K–12 schools remain large.
The Stanford Graduate School of Education is ideally positioned to both broaden and clarify national discussions about education's digital future. Our effort enlists the varied expertise on teaching, learning, and education politics among our internationally recognized faculty, students, and alumni — as well as the broader Stanford and Silicon Valley communities.