Social Media, Digital Technology, and Twenty-First Century Teachers
Barnett Berry et al. (2011), projecting future trends in Teaching 2030, describe a view of teaching that is quite different from the one most of us currently imagine, and wildly different from that of the “education reformer” and his contemporary followers quoted above. Berry sees four “emergent realities” that shape Teaching 2030’s projections about teaching in the first half of the twenty-first century, all of which depend largely on both the availability of interactive, open-source (i.e., “free”) technologies, and new demands from learners and their families who have been “re-wired” to think in different ways about what, how, and when to learn (p. 17-18). Fledgling examples of all of these “realities” currently exist in our experiences with today’s schools.