The theme of the book is defining the role of teachers in blended learning environments. The book encourages teachers to use the blended classroom to engage with digital learners in highly intentional ways. The book articulates the need to create a moral exemplar approach to digital learning environments and posits a dual parallel education theory. The book offers a model of the theory that is currently operating. Finally, the book encourages teachers to accept the challenge to be engaged, shepherd teachers.

Historically, we have been engaged with a model of education reform since the latter part of the last century. We now have a cycle that's become a system with "pockets of promise" and isolated experiments. It appears that everyone is an education reformer and every district, charter and region has their own particular experiment, giving the appearance of widespread innovation. We've grown comfortable with this "interruption" that tolerates, or celebrates, the experiments as long as they don't seriously disrupt our entrenched classroom approach to teaching and learning. Reshaping the Paradigms of Teaching and Learning is a call to move beyond experimentation and transform the understanding of our entire system of education. The author defines the distinctions between the teaching system of the last century and the need for learning systems and how this is possible for today's learner. Understanding the difference, and understanding the need, is our first step toward a broad transformation. That understanding begins with the thought but demands the action. Disruption, and each learner, awaits that transformation.

The theme of the book is defining the role of teachers in blended learning environments. The book encourages teachers to use the blended classroom to engage with digital learners in highly intentional ways. The book articulates the need to create a moral exemplar approach to digital learning environments and posits a dual parallel education theory. The book offers a model of the theory that is currently operating. Finally, the book encourages teachers to accept the challenge to be engaged, shepherd teachers.

Historically, we have been engaged with a model of education reform since the latter part of the last century. We now have a cycle that's become a system with "pockets of promise" and isolated experiments. It appears that everyone is an education reformer and every district, charter and region has their own particular experiment, giving the appearance of widespread innovation. We've grown comfortable with this "interruption" that tolerates, or celebrates, the experiments as long as they don't seriously disrupt our entrenched classroom approach to teaching and learning. Reshaping the Paradigms of Teaching and Learning is a call to move beyond experimentation and transform the understanding of our entire system of education. The author defines the distinctions between the teaching system of the last century and the need for learning systems and how this is possible for today's learner. Understanding the difference, and understanding the need, is our first step toward a broad transformation. That understanding begins with the thought but demands the action. Disruption, and each learner, awaits that transformation.