Journal of Texas School Women Executives, Volume III, Issue 1 2014 candidates, and most of all a repository of action research projects exploring all types of issues, topics and questions facing school and public policy leaders. Often, students participating in the online program have opportunities for more interaction and engagement with lead faculty, site and field supervisors, and Instructional Associates than oncampus students. Texas Education Agency (TEA) evaluators visited and reviewed this online Educational Leadership program, and noted that the innovative online degree program “is to be commended for providing a comprehensive, research-based instructional program. It is technically appropriate for distance learning” (Texas Education Agency Executive Summary, 2010). Such commendations by Texas Education Agency demonstrate that online can maintain and sometimes surpass the quality of on-campus programs. Conclusion William Bowen, former President of Princeton University, recently urged leaders in higher education to recognize “how the intelligent harnessing of information technology through the medium of online learning might positively alter aspects of university life as we know it, (Bowen, 2013, p. 44). Universities are experiencing the transformation of going beyond the traditional institution of higher learning where students live on campus and travel from surrounding communities to attend courses held in brick-and-mortar classrooms to an institution where students carry their classrooms with them on their Smart Phones, laptops, iPods and iPads, and engage and interact with faculty, peers and support staff 24/7 for 365 days a year. Today’s 21st century students are connected to the classroom with a click of their mouse or other media that bring up the latest messages and lectures from the faculty; they participate in interactive chat rooms and discussion boards; and they connect with peers and faculty members through an evergrowing number of social networks. Growing universities have learned to design and deliver classroom instruction serving students anywhere in the world! What we offer to our students connected to the virtual classrooms must also be provided as learner-centered environments for our on-campus students. We can change how we develop and deliver instruction! In his earlier edition of Democracy and Education, Dewey wrote, “The best type of teaching bears in mind the desirability of affecting interconnection,” (Dewey, 1916, p. 249). Dewey would be ready to embrace the exciting experiences of the digital generation as he connected with them to enrich their laboratories of learning and leadership.