Teacherpreneurs Mentor Edupunks: 2030 – What’s at the End of the Telescope?

 Note: This post is the final in the nine-part series Teacherpreneurs Mentor Edupunks: Convergence Reshapes Teacher Preparation for Today and the Future and written in the vein of peering into Teaching 2030. Click here to read the previous post on Open Ed, Equity, and the College Debt Bubble.

In the previous post, the impact of the college debt bubble on educational options was discussed, and it is the college debt bubble, coupled with the sense of betrayal, which Anya Kamenetz describes, that will push young people, including our nation’s future teachers, toward quality open-education. It will be these edupunks who hack their own education, create their own crowdsourced learning playlists, and undertake apprenticeships mentored by teacherpreneurs in local-to-global contexts.

In DoItYourself University, Kamenetz interviewed Dr. Judy Baker, who manages distance learning at Foothill College in Los Altos Hills, California, a residential community of Silicon Valley, and shared her idea of what the future may hold:

The way I see it, higher education, ten, twenty years from now is going to look very different. It won’t be the brick and mortar and the semester and a course in this and a course in that. It’s going to be more outcomes based and skill based, project based. You don’t have to take these sixty courses or whatever it is to be a journalist. Someone will identify your gaps and then you address the gaps, in whatever way is possible. And that may mean taking a course from New Zealand, being in a discussion forum with people in Canada, an internship in Mexico with Habitat for Humanity. You just need to get the knowledge and skills whatever way you can and then test out or present a portfolio. And when you add it all up, a few years later, you actually are ready to be a good journalist. (p. 133)

Dr. Baker has imagined what the future of teaching and learning might be. And, we, teacherpreneurs, have begun to do the same as we have examined only a few of the converging points that are changing traditional teacher preparation and exploring imagined possibilities. From crowdsourced, open education to economic innovations and cultural shifts, one thing we do know is that by 2030 traditional teacher preparation content, context, and delivery will not survive but must, as Wiley wrote, “evolve to reflect basic changes in their broader societal contexts” – to remix and mashup to create fresh forms. We don’t exactly know what those fresh forms may be, and it will be messy and confusing along the way as we “learn, unlearn, and relearn.”

But, what is important to note is that in a participatory culture supported by open education, those who will become teachers in 2030 will do more than react to their own learning, they will shape it. And, it will be teacherpreneurs who shepherd their learning and propel the teaching profession forward.

 

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