"While a “new teacher education” has evolved over the past several years in the United States, in large part as a response to the accountability and standards movements in public policy as well as academic circles, formal  reparation programs for the classrooms of the twenty-first century have generally failed to embody the knowledge, skills, and dispositions needed for the development of digitally literate students and netizens. Three “digital definers” are making a loud and persuasive case for fundamental changes in the way teacher education programs prepare students for the classrooms of today and tomorrow. The presence of digital natives in our
schools, the availability and growing ubiquity of access to digital curriculum, and the expectations for digitally literate graduates and workforce members should define the shape of the new teacher education." Full .pdf here.