The old school designed in the 19th century, still(yet) pervive in his(her,your) architecture, organization and structure. Even it(he,she) infiltrates into the curricula, the methodologies and the evaluation into all his(her,your) levels.

That design was answering to the needs of the industrialization with a rural student body type Tom Sawyer, who had to turn into workers of factories as the recreated one for Chaplin into » Modern times «, with established schedules and a discipline uniformadora.

The own(proper) University supports, even after the opportunity of Bologna, dictated classes following(continuing) the ecclesiastic guidelines, before the invention not already of Internet, but even previous to Gutenberg’s press, which still(yet) we can recognize in the churches where after the public readings (foreseen for illiterate) the explanatory sermon comes.

It is imposed to break with the everlasting strategy gatopardista of Lampedusa, of changing something in order that nothing changes and the penultimate radiance can be revestirse with more technology (already not so new)… In Primary and Secondary Education there moves along the risk of which after delivering netbooks to the student body, for inertia one installs a slate(blackboard) (for very digital and interactive that is) and there is kept the obsolete disposition(regulation) of the classroom (as looking in a cinema), and the dominant role of the professorship for an unidirectional relation. The learning is not also facilitated during 8.760 hours of the year, impeding – when not preventing – that miniportable sayings are taken to the homes, where a good connectivity is not assured for the universality of the families either (something that it would be an exigency of Digital Incorporation and that, soon, it will be one more universal right).

The contemporary education needs to prepare to our infancy and youth to coexist with and to reach to social reticulated very new institutions. There will continue being factories, but very automated, and the majority they will be other scenes(stages) of cooperative work more similar to some advanced job environments (as this «paradise» that Google offers to his(her,your) collaborators). This he is the model of classrooms of a » School Google » that we must imagine between(among) families, student body, professorship, administration and productive system.

Since(As) universal tool of learning the netbooks will be in use, for the present time, the tablets, very soon, and in one or two years slightly similarly to the current ones Smartphones ( Intelligent telephones, as the majority of the current ones from the average range). The wireless widespread access will allow the connectivity in broad band in all the areas of the centers, of the homes and of the municipalities.

The personalized environments of learning (Personal Learning Environment PLE) will provoke an educational revolution without precedents, generating a personalized REDucación that will grow and will adapt at all time to the person to the one who serves. These Individualized profiles Also they will be generated to be accessible to the diversity of the families, which formation(training) and participation are conditions necessary for an own(proper) education of this age Internet.

An educational premise, of deep fret and already feasible, is this permanent connection with the network(net) of networks(nets), at all time, included the times of examination. The connected evaluation and in network(net) it will be the engine of change and the point of item(game). They do not fit any more tests(proofs) where it could not consult freely from the Wikipedia. up to the Corner of the Vagabond. Only this condition will alter deeply the necessary didactics to establish in the second decade of the 21st century the pedagogic manners of programming, orientating, reporting, motivating and evaluating.

The new school must offer more than one can live in a home of the 21st century. In opposite case the home-schooling will extend the latent movements of desescolarización. And the essential element, in all the epochs, they have been them and the fellow-scholars, only that now, besides the student body presencial, the education 2.0 us will connect with new remote student body that shares the same interests and passions that every apprentice or aprendiza. The intelligence, the knowledge, the wisdom reside in the networks(nets), so much in the human connected face-to-face networks(nets) as(like) for digital means.

The families will recover the decisive responsibility in the education of his(her,your) offspring, something that was not easy in historical current stages, but that today is so possible as necessary. The families, even even more the company(society) in his(her,your) set, will be able to intervene of more constant and determinant form in the formation(training) that every day his(her,your) daughters and children receive.

The student body has to recover a protagonism that has disappeared in the last decades. His(her,your) responsibility, from early ages, must be cultivated they being recognized the aptitude to look after itself(himself,herself) mutually, and to contribute in the education of minor students with a counselors’, additional function to the tutorships exercised by the adult professorship. In a School 2.0 certain labors can stay in hands of Members of the student body, in order to stimulate his(her,your) initiative and contribution to the community. Besides the figure of delegate or delegate of group, every pupil or pupil it(he,she) will take charge of different functions inside or out of the classroom. The social networks(nets), canalizing educational processes, will give visibility to the student body that day after day he(she) studies and strains (and not only to the one that organizes a large bottle).

The professorship continues being the educational key to achieve the transition towards an education 2.0. His(her,your) autoritas, more that in the hierarchic potestas, must base on a personal and digital identity that is recognized by the school community. This one is the only(unique) way of establishing a fruitful communication in the community where the hierarchy has to lean on the redarquía (netarchy) derived from the reputation on the network(net).

The education needs more transparency And the classrooms must be opened much more towards the company(society) and in both senses. From the exterior we will know what proposes as labor of learning in every school day, will see how one interacts between(among) the educational agents participants, will be able to contribute materials and methodologies of advance and will evaluate almost directly the individual progresses and grupales.

The intention of the education is to learn to live And it(he,she) spreads along the whole life, live. To stop learning every slightly significant day and every hour that should make us grow as persons is to start dying. The calendars and school schedules will be extended significantly, beyond the physical educational spaces which facilities will be opened in the vacation, evening periods and of weekends.

The learning from the homes and from community places (libraries, mediatecas, etc) will receive(charge) very much major development and will generate new communities overcoming distances and times. The Complementary and Out-of-school Activities, attend them and virtual, they will live through a summit without precedents. The educational competitions(competences), the soul of the new curricula, they will spread out also in not ruled schedules and by means of informal education, but of high quality propitiated(caused) by the conversation and the most opened and narrow cooperation between(among) all the educational agents: student body, families, professorship and company(society).

There has become extinct(gone out) the belief of which only it is learned of the professorship, which yes he(she) has to guide and to structure the knowledge and to encourage the attitudes. Today already it is possible to fulfill to the perfection that maxim of which we have to learn more all, of all the human beings. Because the teachers also we learn of the discentes, the adults of the children, the «wise persons» of the «ignoramuses». Learning is something constant, since(as,like) breathing: indispensable and gratifying. Let’s claim our role of permanent apprentices, sharing our passion for the learning in every instant of life.