The level of connectivity that is necessary to enhance learning by using educational technology in the modern school is measured by what is the best level available.  Good enough is not a term that should ever refer to the level of internet connectivity in schools.  The best available level of connectivity is the only level that is good enough.  High connectivity to the internet can remove the wall of a school and bring the world into the classroom.  It is one of the most important aspects of preparing a school for the future.  The only other element that will have as much impact on modern education is the access to well-trained, world-class educators.  All other trends in this list hinge on the connectivity within the facility.

The complete educational areas within a facility need coverage with wireless accessibility.    Faculty and students should be able to roam freely in all areas of the school and be connected.  Wireless technology has improved so that it is now possible to provide this coverage effectively and is not cost prohibitive.  The access to a wireless network needs to be secure but also painless for students to use a variety of school-owned equipment as well as a student’s own devices.

Collaborative work with other schools, community members, and countries will help bring the world into the modern classroom.  The technology effectively removes the barrier of distance.  Pain free connection with other educational sources can greatly enhance motivation in the modern classroom.  Communication technology can remove some of the limitation created when a school is a silo protected from the outside world.  This connection with others will require the tools, and spaces which easily and effectively allow for the necessary communication to occur.

Research has shown that much of the learning that occurs in schools happens outside the classroom.  Some research states that less than 25% of the learning happens within the formal classroom.  This research emphasizes the development of less formal learning space in the modern school.  Informal learning occurs in the flexible untraditional learning space found in a school.  The creation of these spaces can and should be considered when developing the modern day facilities for learning.  The de-emphasis of the formal classroom requires the development of self-learning and collaborative workspaces.  Spaces need not be furnished with the formal class desks in rows but with more creative, flexible workstations.  Many traditionalist educators find this trend challenging as it requires a change from the lecture style of teaching.  A supportive training program for teachers will help in the effective use of new spaces, nooks, and corners.

Computer labs in the schools need to be converted into digital production space.  In the information age student needs space to create, consume, remix and share material with each other and across the world.  Students today are “interpersonal, logical, special, intrapersonal, musical, linguistic, naturalist and body-kinesthetic learners.  Educators needed to incorporate the authentic learning characteristics of the real-world relevance of active learning.  The quick adoption of social networking by the youths of the world both surprised and frightened the educational systems and have resulted in a banning of many of the Web2.0 tools in schools.  Educators who use the current web tools create a learning environment and community which reflects the reality of the students living in the information age.   Creation of a connected learning environment is dynamic and motivating in worldly variation.

Today’s children have new needs, new capabilities, new capacities; they are significantly different in nature from children born before the existence of the 'wired' world.  The “wired” students are accustomed to having personal interest information at their fingertips and like the challenge of lifelong learning.  Creating a lifelong learner is the new goal of twenty-first-century education and can only be achieved by an educator who shares the lifelong learner characteristic. We must all develop the aptitudes and dispositions of lifelong learning if we are to thrive in our dynamic and pluralistic age.  

Using the internet is akin to teaching in the largest library in the world.  The internet is just a click of the mouse away.  The sage on the stage and the book library of the past pales next to the vastness of the internet resources.  It allows teachers to remove themselves from being the focus of the education and allows the students (learners) to be the center of the process.  The learners can actively participate in thinking and discussing ideas while making mean¬ing for themselves.  The content, instruction and assignments effectively delivered via digital devices will naturally changes the teacher’s role to more of a guide.  

The concept of paperless schools is not a goal of the future it is here.  There are numerous schools across the world which have effectively eliminated paper from the school environment.  Technology and an ever increasing number of applications have made it possible to painlessly work towards the reduction and elimination of paper use in the schools.   The installation of monitors in hallways and classrooms to share daily notices is a simple example of how it is not necessary to print out a daily notice sheet.  The monthly school letter can be distributed electronically on the school website and via email.  Scanners rather than printers, fax machines, and photocopiers will help achieve this paperless goal.

Space is needed within the walls of a school to allow the spiritual and cultural growth of learners.  These areas should be very central in the school, so it allows them to help in the welcoming and spiritual atmosphere of the institution.  The location with the building also speaks to the importance attributed cultural awareness.  These areas focus on cultural awareness, curriculum development, language learning, cultural celebrations, workshops, and the sharing of traditional life skills.  These are only a few of the activities that could happen in the cultural area.  
Cultural education and technology must be infused into the curriculum and not treated as a one-off or add-on.  Master teachers and elders in need space of within these areas to allow them access to the students and to be involved in the development of curriculum and educational support.

The school should be the center of the community.  When constructed correctly a facility connected to the world should welcome all members of the community to utilize what it has to offer.  Lifelong learning is a goal for all members of the community and locking the doors of an educational facilities does not promote this concept.  Security is a concern and is normally the reason used by nay-sayers who find it is easier to lock facilities down.  The worthwhile effort to utilize a facility fully will greatly enhance the value of a school.  A school that is a safe learning environment for all in the community can be a tremendous asset.

The 21 years of age dictated by most departments of education as the cut-off age for interested parties to access high school education free in Canada is not something that should be a boundary in these facilities.  Anyone who realistically wishes to complete their high school education should be able to within these new facilities.  
The concept of grades should not be applied as rigorously as it is currently done within many educational facilities.  A learner should be working at the level at which they can achieve success.  Education should work in a step-by-step process that will allow the learner to fulfill all the objectives to achieve graduation at whatever rate fits their current lifestyle and goals.  Education should be available to students when they are ready to be educated.    
The flexibility of online learning, shared First Nations curriculums, and technology are all elements that will make it easier to create individual programs to meet each unique learner’s cultural and learning needs.