Abstract
This commentary explores how the digital world encourages a move away from the information transmission teaching models that have dominated American classrooms. Likewise, the next generation of standards worldwide (e.g., the Common Core in the US) and assessments (e.g., SBAC and PARCC) require this move away from purveying information and toward a remixed sociocultural, community-of-practice–based apprenticeship model of teaching. This apprenticeship model is robustly supported by the last half-century of research in cognitive science and is all about cultures of collaboration: between teachers and students, students and students, and students and the wider environment, including a remixing of and with the digital environment.
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