[ILLUSTRATION OMITTED] The best way to help teachers learn about and adapt technology in their classrooms is by immersing them in hands-on work in the same way their students use social networks and other technology applications. Some see a revolution afoot, and not the quiet kind. Almost everyone at the current moment is affected by vast shifts--economic, social, and cultural--set in motion and then propelled by new and evolving digital technologies and related infrastructures. Consider the ubiquity of social media platforms like Facebook, Twitter, and YouTube. These did not exist just a few years ago, but they quickly spawned practices that now organize the social aspect of our everyday lives. Our historical moment, with its exponential rate of far-reaching change, its compression of time and space, and a connectivity that juxtaposes diverse geographies, ideologies, and languages, is a radically different one, demanding a reimagining of how we live, work, learn, and play. Learning scientists Hagel, Brown, and Davison call this moment the big and predict that the changes we're experiencing are redefining what success means in a wide range of endeavors for both individuals and society (2012, p.31). They also try to predict the skills, strategies, and dispositions that our new world seems to demand and, along with a host of other educational visionaries, call for what amounts to a revolution in how we imagine learning, education, and schooling. Even during the current climate of accountability, high-stakes testing, and demands for higher academic standards, there are persuasive voices that urge a paradigm shift in how we think about the contents, processes of and purposes for learning. And in virtually every reconceptualization, digital technologies take center stage. We ask Kappan readers to join that conversation by considering some of the pedagogical implications of this new digital world that are important for classroom teachers and for those who prepare teachers-to-be. Institutional barriers We have high hopes for certain types and uses of digital technologies and believe that such new tools --along with the innovative social practices that can develop around them for creation, communication, and problem solving--have great potential to energize and inspire teachers and students. However, we also acknowledge that schools change at a glacial pace and that teachers experience myriad pressures not only to innovate but to hew to customary and sometimes anachronistic ways of doing school. Educational historian Larry Cuban (1986) has startlingly revealed that across time and each new technology teachers' initial optimism gradually devolved into frustration and limited uptake. When we examine the most recent research, we find that the center still doesn't hold in terms of technology's power to transform education. For example, a recent national survey of 1,441 literacy teachers showed an increase in teachers' confidence around using information and communication technologies during instruction, but it also revealed that they did not use these tools in service of 21st-century literacies (Hutchison & Reinking, 2011). Similarly, a Pew survey of 2,400 Advanced Placement and National Writing Project teachers found that while a variety of digital tools were available in classrooms--laptops, tablets, mobile phones--there was little innovation in how they were being used (Purcell, Heaps, Buchanan, & Friedrich, 2013). Finally, a survey of more than 300,000 K-12 students showed that students want to use the same mobile devices and social media tools during the school day that they use outside of school and that they are frustrated by school policies and other institutional barriers that thwart them (Project Tomorrow, 2013). (See sidebar, 10 things everyone should know about K-12 students' view on digital learning.) Such findings are consistent with Cuban's earlier research. …