s="" development="" and="" we="" think="" they="" will="" continue="" to="" do="" so="" well="" into="" the="" future.However, we think it is time that educators and policy makers start to rethink education apart from schooling. Education is a lifelong enterprise, while schooling for most encompasses only ages five to 18 or 21. Even when students are in school much of their education happens outside of school. We all know that technology has transformed our larger society. It has become central to people's reading, writing, calculating, and thinking, which are the major concerns of schooling. And yet technology has been kept in the periphery of schools, used for the most part only in specialized courses.The central challenge is whether our current schools will be able to adapt and incorporate the new power of technology-driven learning for the next generation of public schooling. If schools cannot successfully integrate new technologies into what it means to be a school, then the long identification of schooling with education, developed over the past 150 years, will dissolve into a world where wealthier students pursue their learning outside of the public school.1.What caused the emergence of universal schooling in the 19th century?2.What can we learn from the 2nd paragraph about the author's view on new technologies?3.According to the author, the digital revolution is beneficial for （ ）.4.The word "periphery" in the 4 paragraph probably means （ ）.5.The author's purpose in writing this passage is（ ）.'>

The world of education is currently undergoing a massive transformation as a result of the digital revolution. This transformation is similar to the transition from apprenticeship to universal schooling that occurred in the 19th century as a result of the industrial revolution. In the apprenticeship era, most of what people learned occurred outside of school. Universal schooling led people to identify learning with school, but now the identification of the two is unraveling.All around us people are learning with the aid of new technologies: children are playing complex video games, workers are interacting with simulations that put them in challenging situations, students are taking courses at online high schools and colleges, and adults are consulting Wikipedia. New technologies create learning opportunities that challenge traditional schools and colleges. These new learning niches enable people of all ages to pursue learning on their own terms. People around the world are taking their education out of school into homes, libraries, Internet cafes and workplaces, where they can decide what they want to learn, when they want to learn, and how they want to learn.Who will benefit ultimately from this revolution? In America there is a commercial push to sell educational products to consumers who are looking for an edge up in the race for success. This means that technological products and services are popping up all over the American landscape. Education, once viewed as a public good with equal access for all, is now up for sale to those who can afford specialized services and computer programs. We think schools have served America and the world very well. We greatly admire the teachers who have dedicated themselves to helping children from different backgrounds to learn and thrive in a changing world. Schools have made invaluable contributions to the world's development and we think they will continue to do so well into the future.However, we think it is time that educators and policy makers start to rethink education apart from schooling. Education is a lifelong enterprise, while schooling for most encompasses only ages five to 18 or 21. Even when students are in school much of their education happens outside of school. We all know that technology has transformed our larger society. It has become central to people's reading, writing, calculating, and thinking, which are the major concerns of schooling. And yet technology has been kept in the periphery of schools, used for the most part only in specialized cour