A tectonic shift in learning has occurred from the simple acquisition of knowledge (now available to anyone on the planet with a Smartphone) to an emphasis of how one uses that knowledge. This implies a significant shift in the role of the teacher - from “teacher” in the traditional sense of one who has the keys to the knowledge to “learning guide,” as someone who helps facilitate the acquisition, analysis, and application of knowledge. With less need to reinvent wheels or deliver information to students in didactic ways, educators can use tools such as Open Education Resources (OERs) to find and freely share information that helps students, peers, and other stakeholders learn, grow, and innovate. Making one’s work available in such a way improves its quality as peers review and adapt it for their own needs. Moreover, the use of Massive Open Online Courses (MOOCS) and other free, web-based curricula materials, addresses the deeply rooted inequities that can undermine the access to high quality teaching materials and information in historically underfunded schools and districts, thus leveling the playing field. A culture of free knowledge also moves students from recipients of knowledge to creators of knowledge.The OWL framework encourages students to generate their own content by solving real-world problems and then sharing it with the world through the use of multimedia tools such as blogs, e-portfolios, and video conferences. Finally, a school’s technology policies can either enhance Open Way Learning or thwart it through outdated and draconian methods that create an artificial environment that is incongruent with the open sharing environment we experience in the real world. The concept of centralized knowledge has been turned on its head. Schools can either recognize and adapt to this reality or travel down a path to irrelevance.