The conversation(s), I mean.  You know, about how teachers need to be engaged, too, in order for their passion to come through.  Gardner Campbell posted this quote by Jerome Bruner that was a good reminder of the fact that, while the tools and the opportunities to connect and talk are new, not so many of the ideas about school and learning and teaching that some folks, myself included, are (re)discovering:

2. Jerome Bruner, from the Preface to the 1977 revised edition of The Process of Education:

Let me turn finally to the last of the things that have
kept me brooding about this book–the production of a curriculum.
Whoever has undertaken such an enterprise will probably have learned
many things. But with luck, he will also have learned one big thing. A
curriculum is more for teachers than it is for pupils. If it cannot
change, move, perturb, inform teachers, it will have no effect on those
whom they teach. It must be first and foremost a curriculum for
teachers. If it has any effect on pupils, it will have it by virtue of
having had an effect on teachers. The doctrine that a well-wrought
curriculum is a way of “teacher-proofing” a body of knowledge in order
to get it to the student uncontaminated is nonsense.

Amen.  A double amen to the conclusion of his post (you should really read the rest):

I yearn for that effective surprise and for the cognitive economy of
powerful symbols, for the structures and the illuminating honesty, the theme parks and the sandboxes, to make of courses of study episodes of buildable wonder.

Now, he’s a university professor talking about university courses.  But I want my daughters’ kindergartens to be "episodes of buildable wonder."  Don’t you?