Is It One More Education Fad?

I'm confused about this concept of 21st Century Learning. I've listened to and mulled over and discussed the concept but still don't have a clear grasp on how it improves children's learning—or at least, how it differs from the way I teach at present. A consummate researcher (and now Googler) at heart, I decided to do some checking in order to find what I was /clearly/ missing. 

From the BC Ministry of Education website: 

• In 21^st Century Learning, students use educational technologies to apply knowledge to new situations, analyze information, collaborate, solve problems, and make decisions. Utilizing emerging technologies to provide expanded learning opportunities is critical to the success of future generations. Improved options and choice for students will help improve student completion and achievement. 
•  In its 10th Report in 2007, the Premier’s Technology Council (PTC) identified technology and e-learning as central to addressing future skill shortages in the work force, particularly in rural areas of the province. The PTC described “blended learning” – technology-enhanced learning that is both online and in the classroom– as an effective approach to enhance education. The PTC recommendations are consistent with international initiatives that promote 21^st Century Learning and the use of technologies to support student choice and flexibility.
• The Premier's Technology Council December 2010 Report, A Vision for 21^st Century Education, describes what a educational system might look like should it be transformed.
• One of the driving forces behind the push to infuse 21^st Century Skills into education is the Partnership for 21st Century Skills, a national organization in the United States. (Note: if any of the links above don't work, blame the MOE, I copied the paragraphs from their site.)

What initially struck me was the number of times the word technology (or form of) was used in the ministry's description of 21st Century Learning? 

I am worried that the MOE sees technology as the saviour of children's education instead of a tool (and a very useful tool) that can be used to enhance learning, in some cases. 

I am worried that 21st century learning, at its core, is all about distance learning (no matter that the kid lives next door to the school) via the internet. 

I am worried that, once again, we are attempting to follow a U.S. model of education (yup, the US system is always super successful).

And, finally I am worried that the drivers behind 21st century learning are not necessarily educators and many have a vested interest in promoting technology (or other business interests . . . not public education):

• Take a look at the 21st century learning founders: self-described as business leaders (The 21st Century Learning Initiative was established in 1995 by a group of English and American businessmen and organizations ...); 
• Take a look at the list of participants in the Premier's Tech Council's (PTC) report "A Vision for 21st Century Education," I see ONE teacher in amongst the handful of superintendents and administrators. The rest are from the MOE and the business community (i.e. tech companies);
• Take a look at the list of "strategic council members" on the Partnership for 21st Century Skills, I see tech companies, for-profit educational organizations, publishers, and the American Assoc. of Librarians thrown in for good measure.

Because really, I don't hold out hope that any of the tech businesses are going to provide, gratis, technology so that all students have the kind of access that the 21st century learning initiatives suggest is needed.

Why is business driving public school education at all? 

Is it because our society values business so much that we look for kids' potential to be workers, instead of their potential to be good citizens and their potential to be life-long learners? 

A friend of mine who is a professor in California recently said to me: "The rationale for modern education is to create competent workers. Thus, they go to businesses for direction. It's what society values."

Any progressive reform for BC public schools should come from educators, both from education faculties and Masters, PhD students and from the ground level, in the trenches, teachers.