modern teacher essay

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15 Characteristics of a 21st-Century Teacher

A teacher reflects on our changing society and how change informs what teaching is like today.

Recent technological advances have affected many areas of our lives, including the way we communicate, collaborate, learn, and, of course, teach. Those advances necessitate an expansion of our vocabulary, producing definitions such as digital natives , digital immigrants , and the topic of this post— 21st-century teacher .

As I write this, I’m trying to recall if I ever had heard phrases such as 20th-century teacher  or 19th-century teacher . Quick Google searches reassure me that there are no such word combinations. Changing 20th  to 21st  brings different results: a 21st-century school, 21st-century education, 21st-century teacher, 21st-century skills. I  searched for Twitter hashtags and Amazon books, and the results were just the same—nothing for  20th-century teacher  and a lot for  21st : #teacher21, #21stcenturyskills, #21stCTeaching, and quite a few books on 21st-century teaching and learning.

Obviously, teaching in the 21st century is an altogether different phenomenon; never before could learning be happening the way it is now—everywhere, all the time, on any possible topic, supporting any possible learning style or preference. But what does being a 21st-century teacher really mean?

1. Learner-centered classroom and personalized instruction: As students have access to any information possible, there certainly is no need to spoon-feed them knowledge or teach one-size-fits-all content. Students have different personalities, goals, and needs, and offering personalized instruction is not just possible but desirable. When students are allowed to make their own choices, they own their learning, increase intrinsic motivation, and put in more effort—an ideal recipe for better learning outcomes.

2. Students as producers:  Today’s students have the latest and greatest tools, yet the usage in many cases barely goes beyond communicating with family and friends via chat, text, or calls. Even though students are now viewed as digital natives, many are far from producing any digital content. They own expensive devices with capabilities to produce blogs, infographics, books, how-to videos, and tutorials, just to name a few, but in many classes they are still asked to turn those devices off and work with handouts and worksheets.

Sadly, often these papers are simply thrown away once graded. Many students don’t even want to do them, let alone keep or return to them later. When given a chance, students can produce beautiful and creative blogs, movies, or digital stories that they feel proud of and share with others.

3. Learn new technologies:  In order to be able to offer students choices, having one’s own hands-on experience and expertise will be useful. Since technology keeps developing, learning a tool once and for all is not an option. The good news is that new technologies are new for the novice and and experienced teachers alike, so everyone can jump in at any time. I’ve used a short-term subscription to Lynda.com , which has many resources for learning new technologies.

4. Go global:  Today’s tools make it possible to learn about other countries and people firsthand. Of course, textbooks are still sufficient, yet there’s nothing like learning languages, cultures, and communication skills by actually talking to people from other parts of the world.

It’s a shame that with all the tools available, we still learn about other cultures, people, and events from the media. Teaching students how to use the tools in their hands to visit—at least virtually—any corner of this planet will hopefully make us more knowledgable and sympathetic.

5. Be smart and use smartphones:  Once again—when students are encouraged to view their devices as valuable tools that support knowledge (rather than as distractions), they start using them as such. I remember my first years of teaching when I would not allow cell phones in class and I’d try to explain every new vocabulary word or answer every question myself—something I wouldn’t even think of doing today.

I’ve learned that different students have different needs when it comes to help with new vocabulary or questions, so there’s no need to waste time and explain something that perhaps only one or two students will benefit from. Instead, teaching students to be independent and know how to find the answers they need makes the class a different environment.

I’ve seen positive changes ever since I started viewing students’ devices as useful aids. In fact, sometimes I even respond by saying, “I don’t know—use Google and tell us all.” What a difference in their reactions and outcomes!

6. Blog:  I have written on the importance of both student and teacher blogging. Even my beginners of English could see the value of writing for real audience and establishing their digital presence. To blog or not to blog should not be a question any more.

7. Go digital:  Another important attribute is to go paperless—organizing teaching resources and activities on one’s own website and integrating technology can bring students’ learning experience to a different level. Sharing links and offering digital discussions as opposed to a constant paper flow allows students to access and share class resources in a more organized fashion.

8. Collaborate:  Technology allows collaboration between teachers and students. Creating digital resources, presentations, and projects together with other educators and students will make classroom activities resemble the real world. Collaboration should go beyond sharing documents via email or creating PowerPoint presentations. Many great ideas never go beyond a conversation or paper copy, which is a great loss. Collaboration globally can change our entire experience.

9. Use Twitter chats: Participating in Twitter chats is the cheapest and most efficient way to organize one’s PD, share research and ideas, and stay current with issues and updates in the field. We can grow professionally and expand our knowledge as there are great conversations happening every day, and going to conferences is no longer the only way to meet others and build professional learning networks.

10. Connect:  Connect with like-minded individuals. Again, today’s tools allow us to connect with anyone, anywhere, anytime. Have a question for an expert or colleague? Simply connect via social media: follow, join, ask, or tell.

11. Project-based learning:  As today’s students have access to authentic resources on the web, experts anywhere in the world, and peers learning the same subject somewhere else, teaching with textbooks is very 20th-century. Today’s students should develop their own driving questions, conduct their research, contact experts, and create final projects to share, all using devices already in their hands. All they need from their teacher is guidance.

12. Build your positive digital footprint:  It might sound obvious, but it is for today’s teachers to model how to appropriately use social media, how to produce and publish valuable content, and how to create sharable resources. Even though it’s true that teachers are people, and they want to use social media and post their pictures and thoughts, we cannot ask our students not to do inappropriate things online if we ourselves do them. Maintaining professional behavior both in class and online will help build positive digital footprint and model appropriate actions for students.

13. Code:  While this one might sound complicated, coding is nothing but today’s literacy. As pencils and pens were the tools of the 20th century, today’s teacher must be able to operate with today’s pen and pencil—computers. Coding is very interesting to learn—the feeling of writing a page with HTML is amazing. Even though I have a ways to go, just like in every other field, a step at a time can go a long way. Again, Lynda.com is a great resource to start with.

14. Innovate:  I invite you to expand your teaching toolbox and try new ways you have not tried before, such as teaching with social media or replacing textbooks with web resources. Not for the sake of tools but for the sake of students.

Ever since I started using TED talks and my own activities based on those videos, my students have been giving very different feedback. They love it! They love using Facebook for class discussions and announcements. They appreciate novelty—not the new tools, but the new, more productive and more interesting ways of using them.

15. Keep learning:  As new tools and new technology keep emerging, learning and adapting is essential. The good news is: It’s fun, and even 20 minutes a day will take you a long way.

This piece was originally submitted to our community forums by a reader. Due to audience interest, we’ve preserved it. The opinions expressed here are the writer’s own.

What is the role of teachers in preparing future generations?

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Claudia costin claudia costin visiting professor of practice in education - harvard graduate school of education, former secretary of education - municipality of rio de janeiro.

August 3, 2017

• 10 min read

The following essay comes from “ Meaningful education in times of uncertainty ,” a collection of essays from the Center for Universal Education and top thought leaders in the fields of learning, innovation, and technology.

This is a very ambitious goal. In many parts of the developing world, too many are left behind by not having access to school or learning the basics. Of the 121 million out-of-school children and adolescents in low- and middle-income countries, one-sixth of children did not complete primary school and one-third of adolescents did not complete lower secondary. Thirty percent of countries still do not have gender parity in primary and 50 percent do not have it in secondary.

Worst of all, 250 million children cannot read, write, or do basic arithmetic, although many of them have been in school for some years. “Schooling Ain’t Learning” states the subtitle of the excellent book from Lant Pritchett, “ The Rebirth of Education ,” which analyzes the challenges the developing world faces to ensure improvements in literacy and numeracy. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has described it as the Global Learning Crisis.

To make matters worse, the demand for skills is migrating to non-routine cognitive and interpersonal skills, since many jobs are being lost to automation . Curricula in schools do not normally consider this change and education systems do not have the tools to address these more sophisticated skills.

Globalization has made these changes present in almost every country, adding to existing inequalities and contributing to the intergenerational transmission of poverty. In many low-income, and even middle-income countries, certified teachers (i.e. teachers who have received the formal education required by the country’s regulations) lack knowledge in some subjects such as mathematics, physics, and chemistry, lack adequate quantities of textbooks, and connectivity (and sometimes even electricity) is rare in school buildings. Yet, even in these cases, the demand for higher-level thinking skills is present in the labor market, imposing a double-challenge over an already overburdened school system.

In this context, what should be the role of the teacher? It would be easy to respond that if the basics do not exist, we should not expect anything more than the basics, thus allowing the next generation of students to be unskilled and unprepared for the future ahead.

In this short essay, I try to state the opposite: It is possible, with the appropriate support, to expect teachers to help students to be active citizens and professionals in these times of uncertainty.

The path to scale 21st century education in countries with struggling education ecosystems

These countries cannot make their school systems progress step-by-step, first covering the last mile in access, then promoting the outdated model of quality education for all, and finally ensuring that the system incorporates the development of a new set of skills. They will have to leapfrog and learn from countries that have previously improved their education systems.

For this to be feasible, some initial deficiencies will need to be addressed, such as a precarious pre-service and in-service education and inefficient teachers’ hiring processes. Pre-service education in the developing world tends to overemphasize the theory, at the expense of the practice of education. A curriculum reform in the tertiary institutions that prepare future teachers would be more than welcome. Only through a solid reflection on a teacher’s everyday practice could we advance towards a model where they could be seen less as a mere class provider and more as a mediator in the process of skills development—literacy and numeracy, higher order cognitive skills, or social and emotional skills. These skills are better developed through interactions, not speeches or copying from a blackboard, as most teachers do. Facilitating a class where consistent participation is expected is extremely difficult for novice teachers that were themselves taught through pedagogies that don’t demand students’ engagement.

Last year, the OECD delivered an interesting report on the strategies mathematics teachers from participating countries in PISA 2012 used to deliver their instruction. 4 The report grouped the strategies into three categories: active learning, where the emphasis is on promoting student engagement in their own learning, with support of ICT and lots of teamwork; cognitive activation, where students are challenged into a process that develops higher order thinking skills, especially problem solving and critical thinking; and teacher-directed instruction, that relies on the teacher ability to deliver good classes. According to the report, the strategies are not mutually exclusive, which demand the instructor a constant change in roles, to adjust to the kind of instruction being implemented.

Pre-service education and hiring processes in the developing world should prepare professionals that are ready to manage these more sophisticated roles as they deal with their daily teaching of classes.

In addition to this important transformation, professional development should incorporate the notion that, in addition to being a mediator, a teacher is part of a team and teaching is not an isolated work. Teachers need to learn to collaborate, co-create, plan classes, and monitor their work together. This could be in the school they are working or within a school system. Good initiatives of pairing struggling schools with better performing ones in the same area—thus dealing with the same student population—have shown promising results globally.

The real challenge is that before the profession becomes more attractive, and the pre-service education more effective, these countries need to deal with a current cohort of teachers that often lack the skills and repertoire to face this complex reality. In these cases, a blend of more scripted teaching strategies with space for experimentation and support for innovation have shown to be effective. Studies have shown that unskilled teachers benefit greatly from additional support such as pre-formatted class plans, digital classes, and more detailed textbooks.

Despite this, learning—through collaboration or professional development courses—how to deliver classes that are more engaging and allow for the student’s space to develop higher order thinking skills, is feasible even under these difficult circumstances. It just demands more structured professional development and better-prepared instructors to address these teachers’ needs.

This demands mentoring and class observations, together with structured materials to support initial efforts from the novice teacher to prepare meaningful class-plans and deliver them. It also requires some additional time if the classes are—as in some developing countries—too short or based on a curriculum overloaded with unnecessary content.

Building Global Citizens at Uncertain Times

The demands put on schools are not restricted to preparing students for the increasing demands of the labor market. A child needs to grow to be an informed member of the society in which they live and to have the knowledge and capabilities to participate. In addition to acquiring basic cognitive and social and emotional skills, a solid Global Citizenship curriculum should be introduced in the school system even in the developing world. Understanding how his or her own country is organized, and how it connects to a globalized world, will be of great value for the student.

To foster the skills needed to become a global citizen, we should develop these skills in a structured way in the teachers’ workforce. This means in-service education through collaboration and group-discussions on empathy, cultural appreciation, ethnic and gender identities, and general knowledge of current world affairs and challenges. A teacher that believes she is part of humanity and not just of a region or a country tends to foster the same perception in her students.

Ultimately, if we want students to become citizens, we need to give them a voice. Very often, in school systems, we treat teenagers as children and don’t trust them to be responsible for their own student lives and choices. This means we must trust them to take part in important decisions about the school curriculum and we must discuss their behavior issues with them directly—not their parents. This would also require allowing some space for them to make mistakes and learning to correct them effectively. A global citizen, it must be understood, is first a citizen in his own school, community, and country. If we truly want to prepare them to become informed and active members in their countries, it is important to give them some space to exercise choices and activism at an early stage.

In Rio de Janeiro, where I was municipal secretary of education, we introduced a mandatory assignment at the beginning of 7th grade, for the adolescents to state in a structured way the life project—that meant putting their dreams into words and learning to plan their future lives. They did it at the beginning of the school year, in an activity conducted with the support of 9th graders that were trained specifically for the task. Only after the whole class arrived at an acceptable proposition for each kid did the teachers enter the classroom, at which point each student could choose a mentor teacher to continue discussing their projects. The results were impressive for both students and instructors.

Using Technology to Leapfrog

Although it might seem utopic, education in low- and middle-income countries can benefit from modern technology even when the basics are lacking, if a more contextualized approach to including such tools in the classroom is taken, as a support to teachers not as an additional subject.

In China, for example, the Ministry of Education offers schools options to use digital classes. In Rio de Janeiro, when I was secretary, we took a similar approach: offering all teachers the use of digital classes prepared by trained instructors. The use of the platform has shown positive impacts on learning. Yet to take full advantage of this tool, connectivity needs to exist. In the absence of this, pen-drives or offline options were provided. Using technology for remedial education was and is still done, even when connectivity is not available.

Other possibilities are the broadcasting of classes to support instruction where specific teachers are not available. An interesting example of this innovative practice was highlighted in the Millions Learning report from the Center for Universal Education at Brookings. The school system in the state of Amazonas in Brazil had the challenge of providing physics and chemistry classes in the Amazon jungle for high school students. The solution was to enlist a teacher to broadcast classes and provide schools with a generalist teacher to ensure class participation and student engagement.

The use of technology in these examples show the possible advantages of bringing resources and a knowledge base that is not yet available in every classroom. On the other hand, the fact that in the education ecosystem it exists somewhere and may be mobilized is of great help and doesn’t give teachers the sense of disempowerment, since it is prepared by teachers from within the Amazonas system or by members of the community and not by a distant company located in another country.

Conclusions

The SDG-4 demands an organized effort to ensure that every child and adolescent in the world has the means to complete quality primary and secondary school, as well as develop skills to live a healthy and productive life. Unfortunately, as uncertainty grows, this task seems almost impossible—even in high-income countries—as more complex skills are demanded by employers and globalization requiring individuals who understand the challenges the planet is facing and that can operate in different geographies.

What should be the role of teachers, in such an environment, especially in low- and middle-income countries? This is the question I have tried to answer here, providing some clues of what could be done to ensure that the United Nation’s goal can actually produce a more educated global society, and that a better world might emerge.

Global Economy and Development

Center for Universal Education

Christine Apiot Okudi, Atenea Rosado-Viurques, Jennifer L. O’Donoghue

August 23, 2024

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August 22, 2024

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What Makes a Modern Teacher?

Author: Martin Roth

I’m a huge fan of RPG video games. One of my favorites is Final Fantasy VII, but what characterizes all RPG games is that you need to continuously acquire new skills before you can advance to the next level. Only with these new skills can you overcome the next challenges. This idea got me thinking about the field of teaching, and how much it has probably changed over the decades. This evolution has required teachers to constantly update their repertoire as the years pass by. Progression in both society and technology ensures that the art of teaching has to follow suit.

Currently, technology is rapidly developing and finding its way into many aspects of our lives. In education, it’s affecting the way students learn and the way teachers teach. For that reason, challenges faced by the modern teacher have evolved when compared with the same role 30, or even 10, years ago.

To investigate this further, we decided to ask veterans of the profession which skills they feel are vital for the modern teacher. Here’s a summary of what they said.

1. Personal Skills

Stress management skills:.

A survey in the UK revealed that 53% of teachers are thinking of quitting in the next couple of years. The two most popular reasons listed were the volume of work and the desire to find a better work/life balance. Learning how to effectively cope with and manage stress is important life skill – one that everybody, including teachers, should work on.

Personal Development:

Personal development is a continuing process. When we assess our skills and qualities, we can evaluate our aims in life and set goals in order to meet them.

2. Interpersonal Skills

Communication skills:.

Being able to communicate effectively is one of the most important of all life skills, and it is an essential to those of us in the field of teaching. Communication is the transfer of information from one place to another, whether through speech, the written word, visually, or non-verbally. It’s the teacher’s job to determine the best ways to communicate with students, and increasingly key is the ability to take into account different learning styles while doing so. Modern teachers must be able to incorporate different modes of communication to serve a range of learners. Determining the individual needs of students will also make teachers more aware of their teaching style, and help them to incorporate different elements into lessons as appropriate.

Negotiation Skills:

One of the most important skills teachers need for modern classroom management is negotiation. The relationship between teacher and student has dramatically changed in recent years. Gone are the days when the teacher was considered to be “always right”. Students are more empowered than ever before. This is not necessarily a bad thing, and can actually help to foster better relations between students and teachers in the long run. Students are increasingly feeling heard and respected by their teachers, who are now both taking lessons and modeling good communication skills. For any teacher, negotiation in the classroom is all about managing the balance between the role of teacher and that of a peer. It’s certainly an art worth dedicating time to, and can make your classroom a place of constant learning, with all interactions becoming ‘teachable’ moments.

Conflict Resolution Skills:

Conflict is a normal part of life and will arise in any classroom. It can even be used as a healthy part of the learning process. It’s how teachers manage moments of conflict that determines whether a situation will become functional or dysfunctional. Disagreements can become either productive or destructive in a matter of minutes. There are many different conflict styles in which educational advantages can be found. In fact, if effectively handled, conflict can provide very good learning experiences for students. We’d recommend taking a course or reading-up on conflict management styles to any modern day teacher.

Listening Skills:

Listening is vital to successful communication. Teachers are not just “chalk and talk” teachers anymore, and need to become good active listeners in order to be effective as effective as possible. Listening should be a two-way process. In the past, teachers have done most of the talking, but now it is more essential than ever to make classrooms a place of discussion. After all, students spend plenty of time listening to teachers, and the best way to increase engagement in a subject is to have informed conversations. We must learn to respect each other. The end goal here is a generation of students that aren’t too dependent on teachers, and see them not as a fountain of knowledge, but a guiding figure in the learning process. It’s important to to develop learners that can think on their own, capable of finding their own solutions to everyday problems.

Critical Thinking/Problem Solving:

More and more people are realizing that critical-thinking skills are key to a successful career and life in general.In order to produce students that are critical thinkers and problem solvers, educators need to become critical thinkers as well. Prior to modern times, many teachers focused on Bloom’s “remembering” part of the pyramid, deeming it the most important element for learning. But teachers are no longer “taskmasters” that feed content to students in record time. Many schools are now emphasizing the importance of higher-order thinking skills. If this movement is to succeed, we must set out a new vision for teachers too. We must practice the kind of deep-thinking skills that we are now required to teach.

3. Leadership Skills

Change management and adaptability skills:.

Modern day teachers’ lives are in a constant state of flux, and it’s certainly one profession that requires the ability to manage change on a daily basis. Change management is all about helping yourself and others during times when adaption is needed. It’s a fact that we need to be willing to change to the ever-changing world of education. Continuous professional development is a must in our modern world of technology. There are constant waves of change bringing us newly developed techniques, which modify the way students learn and the way teachers teach.

Simply put, standing still isn’t an option. Expectations and learning standards are continually being updated by administrators, who have a huge role to play in making sure their schools remain up-to-date in our ever changing world. That is why being willing and able to adapt is a must-have skill for every modern teacher. The good news? Whether it’s being able to adapt to the way students learn, or the way we write our lesson plans, we now live in a world where many professional development venues are readily accessible and only a keystroke away.

4. Learning skills:

Lifelong learning skills:.

Teaching is a lifelong learning process. There is always new information that can be found to aid professional development. The system is ever changing, along with the curriculum and educational technology, so it’s up to the teachers to keep up with the times. If we are willing to go that extra mile to learn, students will be inspired to do the same.

Research Methods:

We need to update our information gathering skills. It used to be that the card catalogue was the secret to all of our answers, but now there is an information highway at our fingertips. Take time to learn what types of information and resources are available for teachers. There are a lot of educational resources out there that are very useful.

Coaching/Mentoring:

Teachers play an important role in the lives of their students. It is therefore important to set a good example at all times. As a mentor, teachers can unlock a child’s potential to maximize his or her own performance. We are helping them to learn and achieve, not just teaching them.

Presentation Skills:

In this day and age, presentation skills are as important as they’ve ever been. As a teacher, there are always new skills to learn in order to become a more efficient communicator. Finding a style that best fits the audience is the most important thing, and with new tech coming out, we can always find a way to communicate in a way that is both easy to understand and interesting for students.

ICT and Digital Literacy:

Technology is everywhere; it is intertwined with almost every aspect of our lives. It affects everything that we do: how we shop, socialize, connect, play, and of course, how we learn. Since technology is greatly increasing its presence in our lives, we can no-longer hide from it. In one form or another, it is becoming an essential part of being a teacher. It’s up to those working in education to step up to the plate and learn what it is all about and how it can be applied. You may just be pleasantly surprised.I know I have been; there are many tech tools available that make the life of a teacher much easier.

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Home > Books > Teacher Education in the 21st Century - Emerging Skills for a Changing World

Modern Teacher Education - Supporting the Vast Landscape of 21st Century Pedagogy

Submitted: 02 October 2020 Reviewed: 04 March 2021 Published: 31 March 2021

DOI: 10.5772/intechopen.97032

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Teacher Education in the 21st Century - Emerging Skills for a Changing World

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Learners have changed; Teaching has changed; Expectations have changed. How to best support modern learners is the challenge of all educators at all grade levels. The students of today are sophisticated users of technology, they are multitasking constantly and can sometimes be more comfortable with the technology than they are interacting with teachers and peers in the real world. Marc Prensky described them as “Digital Natives” over 10 years ago implying that they are efficient users of technology. This is not always the case. While they are exposed to various technologies and can successfully use them outside the classroom their use of these same tools as learning support tools can be lacking. Digital natives have different learning styles and different concerns than previous students. Educators need to keep up with this changing landscape and need to learn, develop and innovate new ways to support todays’ learners. Supporting today’s learners now requires more than just educating them in a specific content area but also includes supporting them in the use of technology tools in an education setting. Supporting educators through areas of primary training such as teacher preparation programs and degree programs are one way to accomplish this but also the many credible teacher training programs that provide experience, peer support or certifications are also excellent tools. Through this chapter we will take a close look at pedagogy, learning styles, support tools, and the skills needed to be a modern educator.

• 21st Century Education
• Hybrid Pedagogy
• Online Pedagogy
• ISTE Standards for Educator
• Online Teaching

Author Information

Dr joshua c. elliott *.

• Fairfield University, Fairfield, CT, United States

Dr Craig S. Tunks

*Address all correspondence to: [email protected]

1. Introduction

How to best support modern learners is the challenge of all educators at all grade levels. The students of today are sophisticated users of technology, they are multitasking constantly and can sometimes be more comfortable with the technology than they are interacting with teachers and peers in the real world. Marc Prensky described them as “Digital Natives” over 10 years ago implying that they are efficient users of technology. While they are exposed to various technologies and can successfully use them outside the classroom their use of these same tools as learning support tools can be lacking. Digital natives have different learning styles and different concerns than previous students. Educators need to keep up with this changing landscape and need to learn, develop and innovate new ways to support todays’ learners. Supporting today’s learners now requires more than just educating them in a specific content area but also includes supporting them in the use of technology tools in an education setting. Supporting educators through areas of primary training such as teacher preparation programs and degree programs are one way to accomplish this but also the many credible teacher training programs that provide experience, peer support or certifications are also excellent tools. Through this chapter we will take a look at techniques, strategies and programs that can support both in-service and pre-service teachers in their success in 21st century pedagogy.

2. Learner definitions

For the purposes of this chapter, there are two classifications of teachers. The first is pre-service and the second is in-service. Pre-service teachers are students in teacher certification programs. They may or may not have completed a methods course or their student teaching assignment. Although they may have an idea, they do not have confirmed employment with a school district. Because of this, they do not know who their learners are or what resources they have access to. These resources include specific technologies a district uses. In some cases, this could mean which tool is used. For example, a district may choose to use Microsoft technologies while another may choose Google Apps for Education. Resources could also include tools that may or may not be found in other districts. Examples include specific subscription-based tools (Newsela, Turn It In, etc.) or 1–1 device programs.

In-service teachers are employed by a public school district or independent school. These teachers know their learners and the resources available to them and their students. However, these teachers are actively engaging with students. Their time constraints are more structured and constrained because of their professional obligations and duties. Their focus is on teaching whereas a pre-service teacher is hopefully more focused on learning.

2.1 Learning differences in pre-service and in-service programs

Active teachers (In-service) will often attend professional development as a group within their district. This has several benefits. The goals and the needs of the district can be considered in advance. What is lacking, however, is the opportunity to collaborate with others from other educational environments.

Pre-service teachers must learn how to operate in an educational community that they do not know yet. Although there are times when pre-service teachers complete an internship that transitions into a full time position.

3. Educational technology integration models

Not all pre-service or in-service teachers are strong users of technology. Technology integration happens at many levels. Technology can be an afterthought or an intimidating factor for some teachers. Even worse, learning how to use technology effectively can be one more thing added to a teacher’s already busy schedule. It is more important to make educational technology approachable for teachers than it is to impress them. This opens the question of how we frame technology in a way that works for busy teachers and helps them optimize learning. Three theoretical frameworks and theories help educators approach technology in a systematic and effective manner. They are the SAMR Model, TPACK model and the Triple E Framework.

3.1 SAMR model

The SAMR model can be considered an entry point model for those educators most uncomfortable with educational technology [ 1 ]. There are four steps to the model; substitution, augmentation, modification and redefinition. Substitution describes a scenario where a teacher simply replaces one tool with another with no discernible improvement in learning. Augmentation describes a scenario where the chosen technology allows the learning task to be redesigned to somewhat improve learning. Technology serves as a direct replacement for the previous learning activity with clear improvement at the modification stage. Redefinition describes a situation in which technology allows for learning activities that would not be possible previously. Although very approachable, the linear design of the SAMR model can be simplistic in some situations.

3.2 TPACK model

This model is much more comprehensive than other models discussed. There are three main parts to the model; Technological Knowledge (Knowing how to use the technology), Content Knowledge (Knowing the content or subject matter being taught, and Pedagogical Knowledge (Knowledge of teaching) [ 2 ] ( Figure 1 ).

TPACK framework. Retrieved from: https://commons.wikimedia.org/wiki/File:TPACK-new.png.

3.3 Triple E model

Engagement: the chosen technology allows students to focus on the assignment.

Enhance: The technology allows students to gain a deeper understanding and make it easier to understand the content.

Extend: The technology allows learning to move beyond the school day and into their own lives.

Kolb expands on her theory with a greater focus on applications in her follow up book, Learning First, Technology Second in Practice: New Strategies, Research and Tools for Student Success [ 4 ]. Kolb successfully finds a balance between research and real world applications that educators can use in their own classes.

3.4 Comparison of the three models

All three models have their own merits. The SAMR model is probably used most frequently with classroom teachers. It is fairly straightforward and easy to understand. This makes it a good fit for framing the use of technology in the classroom for new teachers. Possibly because of this, it can also be a little simplistic at times also. The TPACK model offers much more detail. However, this can make it difficult to unpack for some. The Triple E Model falls somewhere in between the SAMR and TPACK model in terms of complications and capability. It is a linear model so it is easy to follow. However, it is more approachable for teachers who are more comfortable with technology. The model focuses on learning first and on what technology to use second. All three models are excellent resources for framing the use of technology in the classroom. It is possible that deciding which model to use could be contingent who is using the model. Pre-service or in-service educators who are not entirely comfortable with educational technology may benefit most from the SAMR model. Educational technology leaders looking to do a deep dive may want to choose the TPACK model. Educators with a solid educational technology base who are looking to optimize learning will most likely want to choose the Triple E model.

3.5 Applications to teaching

The question at this point becomes how can teachers be trained to best use technology in the classroom for improved learning. This is where a new type of new variation of digital divide becomes relevant. Originally, the phrase digital divide referred to those who have access to technology and those who do not [ 5 ]. A variation of the phrase has branched off though that refers to the gap between those who know how to use technology productively and those who do not [ 6 ]. If teachers can be trained to use technology effectively, then they are better prepared to teach their students. Proper teaching of effective technology use can also serve as a model of best practices for in-service and pre-service teachers.

4. Professional growth and development

Professional Learning Communities (PLC) are a very important and popular tool in education to support all faculty and staff members. PLC are groups of educators that look to support each other through common areas of interest in a collaborative and needs-driven environment. Professional Learning Communities can be developed around topics of interest, grade levels, subject areas or other commonalities that can be supported through peer support.

What do you want to learn?

How will you know that you have learned it?

What support will you recieve while you are learning?

What support do you need while you are learning?

Two additional areas to consider are the structure and the convenience of the various programs available. Elliott demonstrated that these are the key priority areas for both individual educators as well as administrators when selecting online professional learning [ 7 , 8 ].

4.1 Developing professional learning communities

There are a variety of ways to establish and maintain professional learning communities. We will be reviewing both free and paid membership services. This wide range of services are available to both in-service teachers and pre-service teachers.

Focus on Learning - focus and commitment to the learning of each student.

Collaborative Culture - members working interdependently to achieve a common goal of learning for all.

Collective Inquiry - enabling team members to develop new skills and capacities which in turn lead to new experiences and awareness.

Commitment to Continuous Improvement: gathering evidence of student learning, developing strategies and building on strengths, implementation, analyzation and application.

Learning by Doing: turning aspirations and visions into action

Results Orientation: all efforts must be addressed on the basis of results rather than intentions

Research from Hur and Brush show five primary reasons that teachers seek to participate in online professional learning communities [ 10 ]. These include sharing emotions, utilizing the advantage of online environments, combating teacher isolation, exploring ideas, and experiencing a sense of camaraderie. These reasons clearly demonstrate the benefits and contributions that professional learning communities offer to both in-service and pre-service teachers.

Below we articulate systems that can be used for professional learning communities. Selecting the correct platform requires the individual to reflect on the areas listed below and the benefits that can be derived from participation. While many areas are important, two areas that should not be overlooked are teacher emotional sharing and methods to strengthen teachers’ self-esteem and support teachers’ confidence. These areas are becoming increasingly important as technology integration can often create added stressors for teachers.

4.2 Social media

Social Media is an excellent tool for developing Professional Learning Communities both in-service and pre-service teachers can particiate in these programs. Social Media tools such as Instagram, Facebook and Twitter or platforms that support the easy sharing of user created content. Most often we consider these platforms for personal use such as communicating with family and friends and sharing photos of relatives. In recent years that have become very powerful in the ability to provide a platform for educators to collaborate across the world. The sharing of best practices on such a broad scale allows for collaboration and learning that was previously unobtainable through traditional professional development. Most social media platforms are free to use which make these types of PLC very affordable to all. But the format as explained more directly below will require the participants to be actively involved with curating the content they are interested in.

Twitter is an online social media platform that allows users to “tweet” short amounts of information including links to websites and videos. This information can be followed and sorted in multiple ways. First a user can follow a specific user. These users could be industry subject matter experts and participants can receive this knowledge and interact with the poster. In addition to following specific users Twitter uses hashtags to categorize information. There are a number of trending hashtags on Twitter to support education. These hashtags can be divided in larger buckets such as instructional practice, 21st century skills, education technology, equality, specific subject areas, specific grade levels, education policy and many more. There are many available websites and lists that show the current trending hashtags. To use this tool effectively faculty should identify hashtags and users that are relevant to areas they would like to learn more about and participate as not only knowledge consumers and knowledge constructors.

Facebook is a social media platform that allows users to create profiles, connect with family, friends and colleagues both directly and through the use of groups to share information in a wide range of media formats. The use of Facebook as a PLC is focused on the use of the groups feature. Groups which can be created by any user can be themed on specific subjects or areas of interest. Many groups related to education currently exist and offer a wide range of topics and participants. For example, a number of groups appeal to educators across the globe allowing for perspectives that would not otherwise have been available.

Instagram is a popular social media platform that is owned by Facebook. This platform focuses on the sharing of photos and videos. While Instagram is still an emerging platform interest is growing in its use for sharing professional learning opportunities. For example, many professional organizations, conferences and presenters make video streams and recordings available on the platform.

4.3 Professional organizations

There are a number of professional organizations that are available to support faculty and administrators. Two key national organizations are the International Society for Technology in Education (ISTE) and Consortium of School Networks (CoSN). Participants in these organizations open up many opportunities for educators to participate in both virtual and physical professional learning communities.

ISTE is a nonprofit organization that supports educators who are interested in the use of technology in education. The focus of the organization is on classroom teachers and instructional leaders. ISTE offers membership for both in-service and pre-service teachers. Through membership in this organization many resources and professional learning learning communities are available. A wide range of PLCs are available including topics such as online learning, computational thinking, technology student standards and more. These PLCs are normally available online and some provide additional research based resources to those that participate.

CoSN is a nonprofit organization that supports education technology leadership. In addition to their role in professional development they also have a strong advocacy group that seeks to bring awareness to the need to support education technology and to bridge the digital divide by ensuring all students have access to high speed Internet access.

4.4 Schools and local PLCs

Very often the best professional learning communities are created from the professionals immediately around you. In-service teachers will often find commonality with their peer education. Fellow faculty and staff members in partnership with industry professionals and parent organizations can often create a knowledge base of information that can support innovation and advancement in education. These groups are often the groups that then focus on the development of professional learning opportunities in schools and school districts.

Very often these groups emerge through the collaboration of faculty with like interests. It is easy to see how this is possible for in-service teachers. But pre-service teachers are also able to take advantage of this through partnerships with fellow students. An example of this can be seen through two graduate students from Fairfield University. Through their coursework they developed a professional learning community and a free resource aimed at supporting teachers’ use of technology. Tech4teachers.info is an online guide designed to help faculty provide instruction in an online or hybrid format.

4.5 Professional growth and development

Plans for professional growth and development (PGD) are important factors for in-service teachers. Pre-service teachers are guided through their educator training programs. All too often once a teacher is employed the availability of PGD becomes limited. Many factors can contribute to this depending on the school or district. One of the biggest challenges are often around financing and time. PGD time for in-service teachers can be limited. When this occurs teachers often are not able to prioritize their own learning when having to balance the needs of their students. The funding for PGD can also be a factor in the availability of professional learning. In these cases it is important for teachers to have the opportunity to use free services and social media to support their learning.

4.6 Impact on professional development on technology integration

Technology related Professional Growth and Development programs are an essential part to support both pre-service and in-service teachers. Technology training is still needed today by many teachers. Teacher training programs in technology integration is important to the implementation of technology in classroom lessons [ 11 ]. Over the 3 years of the study, “The Infusion of Technology’s Influences on Teacher’s Use of Technology in the Classroom” it was clearly demonstrated that the increase in technology PGD caused a significant increase in technology infused lessons. During the first year of the study .9 percent of the lessons conducted infused technology by the conclusion of the study 5.4 percent of the lessons conducted infused technology. This showed a direct relationship between the increase in technology PGD [ 11 ].

The value of technology Professional Growth and Development and Professional Learning Communities remains an important aspect of supporting todays in-service and pre-service teachers. To ensure this school leadership should ensure that opportunities for this type of PGD is made available to faculty and staff. Additionally in-service teachers should prioritize these training to support their instruction to ensure they are introduced to current and trending technology tools.

5. Online and hybrid learning

Online and hybrid learning is an upcoming trend in education. While it has been a mode of instruction delivery at the university level for many years it is still new to the k-12 education world. The new learning and instructional delivery models have caused the need to define how teachers do things in a new way. A focus on the Community of Inquiry Framework (COI) by Michael Moore provides excellent guidelines to the best practices in the areas of online and hybrid learning. This model considers instruction delivery as an interaction between content, instructors and classmates.

5.1 Content

Interaction with content refers to intellectual engagement with course concepts that results in changes in the student’s understanding, skills, or perspective. Examples of interaction with content in online courses include: watching video lectures, solving problem sets, taking notes on textbook readings, participating in a game based on course content, or completing chapter quizzes. Interaction with content is the only sort of interaction in self-regulated and on-demand courses, but most online courses include at least one more type of interaction.

5.2 Instructors

The second type of interaction identified by Michael Moore was interaction with instructors; i.e. the interaction between a student and a more expert teacher who stimulates and maintains the student’s interest, motivates the student to learn, provides direct instruction, organizes the student’s application of concepts and/or practice of skills, supports and encourages the student, and assesses his or her learning. Most online courses include this type of interaction. Examples include: teacher facilitation of an online discussion forum, virtual classes, ongoing journaling with students, teacher created study-guides, reflection, faculty recorded videos (Loom) and feedback on student work.

5.3 Classmates

Interaction with peers refers to student-to-student interactions among two or more members of an online class. Moore remarked that interaction with peers was something new in distance education made possible by online learning. He also noted that it can be an extremely valuable, in some cases an essential, resource for learning. Constructivists would agree. Indeed, some scholars argue that interaction with peers and constructivist approaches are what separates online learning from distance education [ 10 ]. Examples of interaction with peers in online courses include: asynchronous discussion forums in which students link course concepts to their experiences, small group work on projects, group wikis and blogs, peer review of classmates’ papers, and student led discussions.

5.4 Differentiation

Differentiation strategies center around a focus on personalizing learning in order to allow everyone an optimal learning experience. Educational programs should teach pre-service educators relevant instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students. Districts should provide similar professional development opportunities. Personalized learning is intended to facilitate the academic success of each student by first determining the learning needs, interests, and aspirations of individual students, and then providing learning experiences that are customized—to a greater or lesser extent—for each student.

5.5 Equity, diversity and inclusion

Culturally relevant teaching is a pedagogy that crosses disciplines and cultures to engage learners while respecting their cultural integrity. It should accommodate the dynamic mix of race, ethnicity, class, gender, region, religion, and family that contributes to every student’s cultural identity [ 12 ].

Educational technology should incorporate a strong focus on equity as the integration of technology very quickly made equity issues centered on financial differences evident. The digital divide remains an ongoing struggle to ensure the appropriate integration of technology into instruction as well as the availability of appropriate training for in-service and pre-service teachers. Tools selection should include thinking about possible accessibility issues resulting from availability and access to devices and Internet.

5.6 Software & tool review

Diversity - Real or perceived difference in attributes related to one’s identity that influence their behaviors and relationships.

Equity - The extent to which individuals in an organization feel safe, valued and able to express themselves authentically in the workplace.

Inclusion - Is the implementation of fair policies, practices and procedures in a company such that resources are distributed based on individual’s contributions.

Does the visual representations in the software program reflect diverse individuals including those of different race, nationality, religion, etc.?

Does the software program reflect an equality between genders and races?

Considering the students that will be using the program will they be able to connect with the culture and representations in the program?

Is acceptance of different genders, sexualities, races, etc. clearly represented in both the visual representations and the dialog?

These questions should be considered suggestions for a thoughtful conversation and not be considered limiting or exclusionary to any community.

5.7 Tools for the modern educator

As educators we are required to take on a number of responsibilities and roles in the classroom and for our students. We are mentors, listeners, scholars, coaches, community-builders, facilitators, communicators, learners, and helpers to just name a few. As we seek to align our instruction to today’s modern learning environment and learner we should reflect on which role we are fulfilling and the tools necessary to meet that role. Teachers learn through experience these roles and how to be successful in them. Often in-service teachers through their participation in professional learning communities will identify tools and begin to use them. Pre-service teachers can receive this information through the course work they take.

There are many tools available for the modern educator. Below are a few that we have highlighted based on the reputation of the tool, feedback from training and our personal use ( Table 1 ).

Example tools for the modern education.

6. Conclusion

A review of learner definitions began our review of research, literature and a reflection on past experiences. Through this chapter, we looked at techniques, strategies and programs that can support both in-service and pre-service teachers in their success in 21st century pedagogy. We began with a focus on three education technology integration models. SAMR, TPACK and Triple E Framework are all excellent tools for encouraging the integration of technology into instruction. The three models have the same goal but vary in their approach. This allows for the appropriate approach to be adopted by program or individual teachers to create the best possible outcomes.

To enable these frameworks as well as other technology tools appropriate professional learning needs to be offered to both pre-service and in-service teachers. These opportunities can be offered through structure programs, the development of professional learning communities and social media. Evidence was reviewed on the impact of technology professional development on the integration of technology in instruction.

While the providing of professional development is important through all aspects of education we reviewed specific aspects of online and hybrid learning. Online and hybrid learning are becoming more popular throughout all of education including k-12 education. The focus of this discussion centered around the Community of Inquiry Framework (COI) by Michael Moore. Considering the three pillars from the COI Framework lesson design should include organizing activities into content-based united related to each major concept ( Table 2 ).

Community of Inquiry Planning.

Using this template will help both in-service and pre-service teachers to develop their instruction to ensure success, student engagement and student learning. This template easily allows integration into the Backwards Design template as described in Understanding by Design by Jay McTighe and Grant Wiggins.

Determining software and tool selection is a significant portion of instruction design. When making these selections in addition to the instructional impact there needs to be a focus on differentiation and Diversity, Equity and Inclusion (DEI). We reviewed these points and presented suggestions on reflections points for creating a software review process that includes DEI.

Lastly we suggested tools for the modern educator that connect to the various roles of educators and the COI Framework. These suggestions can present an excellent starting point for both in-service and preservice teachers to learn new tools, develop professional development and growth programs or participate in various professional learning communities.

• 1. Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends , 60 (5), 433-441
• 2. Rodríguez Moreno, J., Agreda Montoro, M., & Ortiz Colón, A. M. (2019). Changes in teacher training within the TPACK model framework: A systematic review. Sustainability, 11(7), 1870
• 3. Kolb, L. (2017). Learning first, technology second: The educator’s guide to designing authentic lessons. ISTE: Portland, OR
• 4. Kolb, L. (2020). Frameworks that scaffold learning to teach with technology. Championing Technology Infusion in Teacher Preparation . ISTE: Portland, OR
• 5. Van Deursen, A. J., & Van Dijk, J. A. (2019). The first-level digital divide shifts from inequalities in physical access to inequalities in material access. new media & society, 21(2), 354-375
• 6. Ebbers, W. E., Jansen, M. G., & van Deursen, A. J. (2016). Impact of the digital divide on e-government: Expanding from channel choice to channel usage. Government information quarterly, 33(4), 685-692
• 7. Brush, Thomas A, Won Hur, Jung. (2009). Teacher Participation in Online Communities: Why Do Teachers Want to participate in self-generated online communities of k-12 teachers? Journal of Research on Technology Education. ISTE: Portland, OR
• 8. Elliott, Joshua C. “Online Professional Development: Criteria for Selection by Teachers and Evaluation by Administrators.” Diss. University of Phoenix, 2014
• 9. DuFour, R., & DuFour, R. (2013). Learning by doing: A handbook for professional learning communities at work TM . Solution Tree Press
• 10. Elliott, J. C. (2019). The EXCITE Grant: A Case in Innovative Library Professional Development. Public Library Quarterly , 1-15
• 11. Tunks, Craig S. “The Infusion of Technology’s Influences on Teacher’s Use of Technology in the Classroom” Diss. Kennedy Western University, 2004
• 12. Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum
• 13. UpBOARD. Inclusive Workplace Culture: Drive Diversity, Equity and Inclusion (DEI) through DE&I Best Practice ONline Software Tools, Templates & Dashboards. [Internet]. 2019. Available from: https://upboard.io/inclusive-workplace-culture-diversity-equity-inclusion-dei-software-templates-dashboards/

© 2021 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution 3.0 License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Teachers' Essay

It’s all about teachers thought, experiences and observations of daily school life.

Modern Teachers in the Modern World

A lot of technology advances can be seen today in terms of computers, cellphones and other gadgets. It’s nice to know that these materials are also being used in the field of education. Today, teachers were encouraged to use Interactive White board, computers, laptop, netbooks and other updated  equipment in teaching . There are even some schools who are now using tablets in their class instead of the traditional method. A big change was observed not only in our country but around the world regarding the use of these modern equipment’s in teaching.

But our values should never be set aside though we are now living in the modern times. Teachers should never forget to inculcate Love of God, Love of Country, Respect, Industry, Obedience, Kindness and other traits as they continually inspire their pupils to learn. With the advances in education, our teachers must remain the same… armed with dedication, commitment and passion of transforming their learners to become better.

Mrs. Ruvirosa B. Felipe Teacher III Orion Elementary School Orion Distric

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Home — Essay Samples — Education — Teacher — Teachers as Role Models: Shaping the Future with Inspiration

Teachers as Role Models: Shaping The Future with Inspiration

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Published: Sep 1, 2023

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Behavior and ethics, values and character development, dedication and impact.

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Characteristics of a 21st-Century Teacher

• An Introduction to Teaching
• Tips & Strategies
• Policies & Discipline
• Community Involvement
• School Administration
• Technology in the Classroom
• Teaching Adult Learners
• Issues In Education
• Teaching Resources
• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Secondary Education
• Special Education
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• M.S., Education, Buffalo State College
• B.S., Education, Buffalo State College

What does a 21st-century teacher look like to you? You may have heard this popular buzzword thrown around your school or on the news, but do you know what a modern-day educator really looks like? Beyond the obvious of being up-to-date on the latest in technology, they can have the characteristics of a facilitator, a contributor, or even an integrator. Here are six more key characteristics of a 21st-century educator.

They're Adaptive

They are able to adapt to whatever comes there way. Being a teacher in today's world means that you have to adapt to the ever-changing tools and changes that are being implemented in the schools. Smartboards are replacing chalkboards and tablets are replacing textbooks and a 21st-century teacher needs to be okay with that.

Lifelong Learners

These educators don't just expect their students to be a lifelong learner, but they are as well. They stay up-to-date with current educational trends and technology and know how to tweak their old lesson plans from years before to make them more current.

Are Tech Savvy

Technology is changing at a rapid pace and that means that a 21st-century teacher is right along for the ride. The latest technology, whether it's for lessons or grading , will allow the teacher and student to be able to learn better and faster. An effective teacher knows that learning about the latest gadget can truly transform their students' education, so they are not just current on the new trends, but really know how to master them.

Know How to Collaborate

An effective 21st-century educator must be able to collaborate and work well within a team. Over the past decade, this important skill has grown quite rapidly in schools. Learning is deemed to be more effective when you can share your ideas and knowledge with others. Sharing your expertise and experience, and communicating and learning from others is an important part of the learning and teaching process.

Are Forward Thinking

An effective 21st-century educator thinks about their students' future and is aware of the career opportunities that may arise from them. They are always planning to ensure that no child gets left behind so they focus on preparing today's children for what's to come in the future.

Are Advocates for the Profession

They are an advocate not only for their students but their profession. Today's teachers are being watched with a close eye because of all of the changes in curriculum and the Common Core . Instead of sitting back, a 21st-century teacher takes a stand for their themselves and their profession. They pay close attention to what is going on in education and they address these issues head-on.

They also advocate for their students. Today's classrooms are filled with children who need someone to look out for them, give them advice, encouragement, and a listening ear. Effective teachers share their knowledge and expertise and act as a role model for their students.

21st-century teaching means teaching as you have always taught but with today's tools and technology. It means utilizing everything that is important in today's world so that students will be able to live and prosper in today's economy, as well as having the ability to guide students and to prepare them for the future.

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21st century teacher.

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Recent developments in technology have significantly influenced the very concept of education, the way in which people teach and learn. In the past it was necessary for people to physically assemble at one location in order to receive their education. Everything was tightly connected with the time and the space. Nowadays students can learn distantly (Bates, 2005). Modern technologies allow the teachers to reach for their students, scattered around the globe, as long as there is Internet connection available (Moore et al, 2011). Modern technologies also allow teachers to clearly illustrate their words with diagrams, pictures, videos, which can be clearly demonstrated to the students as the concepts or processes are being explained to them. In general, the technologies available have revolutionized the way in which people teach and learn. In the past the process of teaching had a lot to do with memorizing: remembering formula and rules, texts and words, locations and dates. Nowadays teaching and learning are much more about understanding things. A modern teacher first of all teaches their students how to work with information, how to find necessary information and then operate it. Modern specialists have got endless opportunities of looking things up within a very short period of time. Thus, for them it is not as important to keep huge volumes of data in their memory. They can operate much more significant volumes of data, however, in case they understand their discipline and understand how technology is applicable to their field of study.

Modern teachers have got endless opportunities to explain things more effectively and in a shorter period of time on the one hand, while there are numerous issues, which are related to application of technology in classroom environment as well (Selwyn, 2011). A XXI century teacher needs to keep this all in mind and skillfully apply technology in their everyday work, while at the same time carefully addressing the issues which may appear in their practice. For instance, it is easier for the students to cheat, look up things while working on their tests or during exams. This is why it has become a more challenging task to properly evaluate the knowledge of the students for a teacher nowadays. Another important issue, related to technology is, certainly, the distraction, which technologies cause. Nowadays all students have their portable devices (laptops, tablets, phones), which can assist them in their learning process. It is not necessary to carry heavy loads of books around, a one-pound tablet can be a substitute for all thinkable and unthinkable books, providing students access to online libraries, dictionaries, access to search engines and so on. At the same time it is also important to realize, that the very same tablet will provide the students with endless opportunities to do something different from what the class focuses on. Chats, social media, online and offline games – the opportunities are various.

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All this causes a need for a modern teacher to be very skillful in applying technology to their teaching process, and thus to not only be able to use technological solution for more effective teaching, but also to detect distracting factors and address them in a timely and effective manner, eliminating the influence of such factors on the quality of the teaching process. I have come to understand that for me, as a XXI century teacher, technology is a skillful tool and, though they cause certain challenges, I will certainly be able to cope with possible difficulties caused once I have the understanding of the way in which these technologies work. I need to be a very “technological” teacher; however it is also important to work with the traditional, conventional methods, carefully mingling them together with technological solutions for the best benefit of the students.

• Bates, A. (2005). Technology, e-Learning and Distance Education. London: Routledge.
• Moore, J. L.; Dickson-Deane, C.; Galyen, K. (2011). “E-Learning, online learning, and distance learning environments: Are they the same? » The Internet and Higher Education. 14 (2): 129–135.
• Selwyn, N. (2011) Education and Technology: Key Issues and Debates. London: Continuum International Publishing Group.

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• Post author: Sakshi Padiyar
• Post category: child / Education / learning / schools / teachers
• Post published: Dec 18, 2021
• Post last modified: Dec 18, 2021

What qualities are essential for a modern teacher

Teachers teaching our children and teenagers may be a rewarding but difficult professional decision. To be successful at this position, you’ll need a diverse set of talents, as well as knowledge and experience. There are a few important talents that you’ll have to be a modern, 21st-century professor. Even though patience is the most important quality on the list, we’re not simply talking about it. We’re talking about just being able to adapt to new technologies and managing your reputation online in the age of social media. We’ll look at the top eleven abilities that current instructors must possess.

Patience is the single most critical quality that any teacher must possess. In a classroom where pupils are buzzed from their Costume party, patience will get you a long way. It will also assist you in getting through each monotonous day in the classroom.

Knowledge of New Technology

We are living in the digital era. We’ve seen enormous breakthroughs in educational technology in just the last five years, and we’ll continue to see it evolve at a quick pace in the future. Not only must you stay current with technology, but you must also understand which digital tools are appropriate for your students and school environment.

Imaginative Creativity

A teacher’s creativity is the most powerful weapon he or she has. Many instructors are discovering that they need to utilize their imagination more than ever now that the Teacher Eligibility Test – TET Entrance Exam is being adopted in schools in India . Teachers must be innovative in order to keep their pupils interested in learning.

Team Player

Working as part of a team is an important component of being a teacher. This is referred to as “team teaching” by educators. When students work together as a team, they have a higher chance of learning and having fun.

Control Your Online Reputation

Most, if not all, teachers are now available online in this day and age. This denotes the existence of an “internet reputation.” Modern teachers must understand how to control their online reputation and which social media platforms are appropriate for them to use. LinkedIn is important for communicating with coworkers, but Snap Chat or any other social networking site with students is probably not a smart idea.

Communication

Every teacher needs to be able to interact with not just their kids, but also their parents and their colleagues. Because you’ll be speaking with children and staff for almost all of your day, you’ll need to be able to speak clearly and concisely. If not, you may consider taking a refresher course to improve your communication abilities.

Know Where to Look for Interesting Resources

In today’s world, it’s critical to be able to identify innovative and interesting tools that will keep children engaged. This entails looking for new applications to try, surfing the web for ideas, and subscribing to online readers who keep up with the newest educational technology.

Continual Education

Professional development classes benefit effective instructors. They understand that you can never learn too much, so they attend seminars, conferences, and other events that will help them become better educators.

Recognize when to take it easy.

When it’s time to kick their feet up, withdraw from social media, and unwind, modern instructors know what to do. They also recognize that teacher burnout is at an all-time high right now, making it even more important for them to slow down and take care of themselves.

Adaptability

Adaptability is a quality that any teacher, whether modern or not, must possess. Teachers must be able to adjust to their pupils’ learning styles, classroom behavior, lesson plans, and other factors. It is a quality that, together with patience, must be possessed.

The skill to empower

Teachers in the 21st Century Need It’s a gift to be able to empower others in many ways.

This is, nevertheless, a multifaceted talent. It necessitates compassion and the capacity to turn a bad into a good. Teachers must motivate their pupils, parents, and coworkers. This entails taking charge and becoming a leader.

If a student is having trouble writing papers, for example, they may think, “Where can I get a write my essay service?” As a teacher, you may encourage pupils to come to you for help if they are having problems.

It focuses on the things that are possible and those that aren’t.

This is a forward-thinking mindset that is fundamentally governed by love. It enables one to contribute to the betterment of the planet.

In Conclusion

In the digital era, educators must teach pupils how to connect and protect one another. Projects may need both real and virtual cooperation. It is now simpler than ever to connect with people of different faiths and cultures. A modern educator must be able to utilize technology securely and effectively.

They must be aware of contemporary threats and support pupils in comprehending and dealing with them.

Related posts:

• EDUCATION AND MODERN TECHNOLOGIES, THEIR POSITIVE AND NEGATIVE IMPACT
• 6 Qualities That An IB Student Graduate Should Possess
• Getting the most out of parent-teacher conferences
• Traditional And Modern Education in India : A Balanced Approach

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Characteristics of an Effective Teacher Essay

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Introduction

Reference list.

Following the current technological advancement in technology and modernization, the demand for education has been revealed to rise sharply among the various age groups in contemporary society. On this basis, therefore, the quality of teachers entrusted with the task of teaching the current technologically oriented society should be credited to a big extent. As it has been revealed, many teachers fail to affect many educational programs among the learners as a result of poor training grounds for them thus making them lack various crucial characteristics that teachers should have. This paper presents a critical overview of characteristics that the current teachers should have to be effective in their teaching (Dube & Sibusiso, 1997).

Perhaps, an effective teacher should be able to motivate and encourage his/her learners as well as counsel them in various aspects. As a matter of fact, learners ought to be motivated and encouraged so as to develop morale in the curriculum. More so, an effective teacher should be able to impart subject contents well so that, the learners may be in a position to understand the concepts intended well. In this respect, therefore, teachers ought to prepare for any lesson they have to teach so that, they can deliver the best content to the learners (Highet, 1979).

Certainly, an effective teacher should be able to use pertinent graphics and teaching aids in their teaching process. By so doing, the teacher would be enhancing the understanding of the subject matter more deeply; thus making it retain for long in learners’ minds. It should also be noted that an effective teacher should accept advice from other people which enables him/her to improve in one aspect or another. It is of crucial significance to note that, teachers should uphold a favorable learning environment for his/her learners. By so doing the teacher would be enhancing better and efficient learning among the learners (Highet, 1979).

Further, an effective teacher should be ‘learner centered’ in which all the activities involved in the teaching session should be meant to benefit the learner. In this respect, therefore, the teacher should be able to communicate effectively with his/her learners so as to ensure coherence and harmony throughout his/her teaching session. More specifically, the teacher should develop positive relationships with his/her learners; which would motivate and encourage his/her learners to enhance more learning (Highet, 1979).

It is important to note that, an effect should be able to treat his/her learners equally regarding them with a sense of respect. By treating all the learners equally, the teacher would be encouraging the instilling of social norms among his/her learners which would further enhance better classroom learning. Employing practical information among the learners would be necessary for an effective teacher. It is thus important that a classroom teacher should employ practical knowledge among his/her learners which would further prepare them for their future careers. Generalized, a classroom teacher should be well organized and capable of maintaining and instilling discipline among his/her learners (Dube & Sibusiso, 1997).

As it has been revealed, classroom teachers should acquire various useful characteristics which would enhance efficiency in their teaching. By acquiring these characteristics, a teacher ensures his efficiency and effectiveness in producing positively oriented graduates into the society to engage in various production activities. It thus leaves no doubt that; teachers ought to incorporate their humanitarianism with professionalism, so as to be effective in their teachings; which would further enhance better learning among the learners.

Dube, M. & Sibusiso M. (1997). Characteristics of an Effective Teacher. In Adult Education and Development Vol. 48(2) pg 13-29.

Highet, G. (1979). The Art of Teaching . London: Methuen & Co. Ltd.

• Self-Management for Enhancing Teaching and Learning
• Effective Teachers' Skills and Qualities
• Ophthalmic Drops & Ointments and Age Considerations
• Classroom Reorganization for Enhancing Learning
• How to Motivate and Reward Teachers
• Role, Responsibilities and Boundaries of a Teacher in Terms of Teaching Cycle
• Team Collaboration Between Teachers in Schools
• Why I Enjoyed a Particular Teacher
• Three Basic Ethical Considerations in Educational Practice
• Why Professionalism Is Important for Teachers
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W ith the constant technological development and globalization of our world, many professions have to keep up with these changes.

Teachers are ones of them. They take responsibility not only for themselves but also for their pupils as their main task is to prepare their students for an independent life. Consequently, teachers are to keep up with all the novelties including innovative methods of teaching and development of new skills.

Let us look through the main skills that are a necessity for modern educators.

Important skills for a modern teacher

Each teacher has to possess many vital skills to be a professional. Many of them have been known to people for many years already, the others have been formulated quite recently because of changes in our society. In any case, each contemporary teacher should:

1. Be committed to his work

The teacher is one of the most difficult professions as their representatives can’t lose interest as without constant engagement it is impossible to perform your work efficiently. If a teacher is committed, it means that he has fallen in love with his life choice and is dedicated to teaching.

2. Have education and training

Several centuries ago only those people could become teachers, who could prove a deep knowledge of the certain subject. Now it is not enough to be fluent in your field, as without special academic training you will not be hired by any educational establishment. Moreover, without some additional knowledge of psychology or methodology, for example, you will not be able to cope with teaching at all.

3. Be organized

Modern educational institutions require a detailed teaching plan from each staff member for the following academic year. It means that a quality course planning is much more productive, especially if it is combined with a premium organization of each lesson.

4. Be tolerant

Patience and tolerance differ a professional teacher from the amateurs. Only an experienced and dignified person can bring up such important for a teacher skills and treat all the students equally without any prejudices. Moreover, such teacher will entrust students to make their own decisions instead of imposing his own viewpoint on them.

5. Be open to questions

Young learners are rather inquisitive and the number of questions they ask may be enormous. The teacher must be ready not only to listen to this questions but also find time to answer them. It will not only show his or her competence but also be a good encouragement for students as they value honesty and desire to be helpful.

6. Be innovative

Each new generation that comes to school brings a variety of novelties with them. Apart from the numerous devices , these are also different relations with each other, new habits and attitudes to the customary things. Such children think in a completely different way, so the process of study should also be changed. Teachers not only have to follow all the innovations appearing in the society but also should have a desire to adopt them personally. That also includes the use of the abundance of new technologies at the lessons and for home assignment. Students will be more responsive to the contemporary teacher than one, who got stuck in the last millennium.

7. Be social and sociable

Communication of a teacher and student should not be restricted only by the wall of a classroom. Modern children would preferably choose to ask some personal questions through the social networks than do that face-to-face. Another way to become closer to students is to organize a group, where you can discuss interesting topics, or make your studying more interactive issuing them online tasks or some extraordinary assignments. It is a perfect way to make education more appealing to the modern youth.

8. Be curious and develop

It is impossible to call a teacher experienced if he stands in one place, uses the same teaching methods and conspectus for many years and does not wish to make any changes. This description suits better for a tree, but not a teacher. Curiosity is an engine that makes a person develop. If one is not interested in anything that happens around him, it means that this person lives in his own world and he will never be interesting to other people including pupils. Even the tiniest details from the surrounding world can draw students’ attention and then it is much easier to hold it during the lesson if you accompany rules with funny life examples, isn’t it?

New methods of teaching

Pedagogy as a science has existed in ancient Greece yet, so teachers have been refining teaching methods for not one century already. With the development of society, teaching methods have been also changing. Modern methods mostly reflect an improved understanding of the psychology of children as well as acceptance of the technological leap forward. Modern teachers prefer such new methods as:

1. Contextual learning

Only a dozen years ago most of the schools were committed to factual learning. The main evidence of good knowledge was the ability to repeat learned information by command. Everything has changed since that time, as now pupils have to analyze, find pros and cons, make conclusions and find evidence but not only memorize. This method has made schooling more productive and appealing.

2. Various approaches

The modern school has little in common with traditional lectures that were considered the main kind of lesson in the past. Modern lessons differ much as the variety of approaches used impresses even adults, who finished school not so long ago. Apart from lecturing, teachers use storytelling, group work, individual assignments, games, presentations and numerous other activities within one lesson. Constantly changing the activities on the lessons they manage to promote a working atmosphere in the class and lessons do not seem to last so long.

3. New technological devices

Of course, there are numerous arguments about advantages and disadvantages of various devices in education, but still, their benefit makes them useful for the lessons. They enhance the learning system making it developed and contemporary. Children have acquired various new tasks that are available on the Web, can learn through video conferences or live chats, receive notifications from teachers etc . Parents have also appreciated the contribution of the innovative devices into the schooling as now they can control their children’s grades online and visit school less often. Teachers also use modern aids as they simplify the preparation process and add color and diversity to simple lessons. Any device like a speaker, online streaming video, interactive whiteboard, visualizer, projector, educational software, CD player can be useful for teaching and is used by tutors at the lessons making them more appealing to modern pupils. For example, there is a powerful software tool called Hiver. This software is a service application that helps collaborating from email inboxes. It helps to organize the work process and makes it easier and more productive. Isn’t it great?

For example, there is a powerful software tool called Hiver . This software is a service application that helps to collaborate from email inboxes. It helps to organize the work process and makes it easier and more productive. Isn’t it great?

4. Active learning

Some high school educators try to avoid active learning projects as they lose a sense of silence and students’ obedience when those ones start their discussions. At the same time, active learning makes the student think, talk and share information. This way of learning involves peer instruction, discussion groups and collaborative solution of the problem. Using this innovative method, students get the most of schooling and inspiration for further development.

5. A desire method

A typical teacher uses a standard procedure to start the lesson. He welcomes pupils and tells what they are going to learn today. But these statements can’t grab students’ attention from the very beginning, so scientists offer to use headlines, some kids of promise. Formulating the statement in a completely different way teacher shows his students how they can benefit from the content of the lesson and as a result students’ desire to listen to the teacher increases.

6. VAK teaching

Learners are divided into three main types: visual, audio and kinesthetic. Of course, it is impossible to gather learners of the same type in one class, but a teacher can take this fact into account presenting information. Some students need to see new data, the second ones – to hear and the third ones – to feel. That means that the same material should be presented in different ways. Each student will percept his amount of new information, while the others will have a chance to repeat what they have already learned.

These are only some of the innovative methods used by modern teachers . Many of them are unique for each field of study. Nowadays, teaching has gained many new features and continues to develop. Characteristic of natural sciences methods are used in humanitarian sciences, while many approaches to learning languages can also be applied to maths or physics.

The only key personality that manages all these processes remains the same – it is a teacher. And a great part of students’ success is in teacher’s hands. That is why apart from the modern approaches each person, who dares to call himself a teacher, should possess a number of skills that will contribute to the effectiveness of education. Development of these skills and use of the best innovative methods are the key components of the successful and efficient education and only a teacher is responsible for both of these two constituents.

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Modern Teacher’s Public and Private Morality: An Approach Inspired by Philosopher Zehou Li

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Introduction

It makes little sense to exempt teachers from moral responsibility, no matter what era, for “education and teaching are inherently moral enterprises” (Carr 2000 , p. 187). Even the most progressive liberals hold moral education by highlighting an unprejudiced approach. However, in existing debates on the morality of teachers, the question has usually been framed in terms of a difference of degree – from maximal moral criteria to minimal moral expectations for teachers. On the former paternalist and maximal viewpoint, explicit commitments are required to certain beliefs and values derived from religious, cultural, or other justified authorities, and, accordingly, teachers are expected to be moral exemplars of these ideals and conduct. In the latter liberal conception, a more vigilant attitude toward any presupposed system of principles is manifest, and, by contrast, a minimal professional ethics is set out for teachers who, on this account, are morally neutral in the...

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Li, Z. H. (2017). Lunlixue Gangyao Xupian 伦理学纲要续篇 (Sequel to outline of ethics) . Beijing: SDX Joint Publishing Company.

Li, Z. H., D’Ambrosio, P. J., & Carleo, R. A., III. (2016). A response to Michael Sandel and other matters. Philosophy East and West, 66 (4), 1068–1147.

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Ministry of Education of People’s Republic of China. (2012). Document Teacher [2012]1 . Retrieved from http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/s7232/201212/xxgk_145603.html

People.cn. (2013-12-24). 图解: 24 字社会主义核心价值观中英文版 ( Core socialist values ). Retrieved from http://politics.people.com.cn/n/2013/1224/c1001-23936171.html

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Wei, L.F. (2019). Modern Teacher’s Public and Private Morality: An Approach Inspired by Philosopher Zehou Li. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_15-1

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THIS attractive volume contains ten essays, by writers of undoubted authority, on the chief subjects of school curricula, including civics, but excluding art and music. As each author has written independently of the others, there is a refreshing diversity in the modes of treatment. These vary from what is almost an apology by Mr. George Smith for the teaching of classics to Mr. A. W. Lucy's confident assurance, which allows him to plunge straight into practical details, in the case of mathematics. Even in defining the chief aims of education the essayists give conflicting opinions—which is all to the good, for it is when we think alike that we have ceased to think at all. In the section on science, for example, Mr. F. W. Sanderson reaffirms that it is the duty of education to “teach the average man the glory of his daily work and trade.” The conspicuous success which has attended Mr. Sanderson's work at Oundle School makes his contribution to the volume a welcome one; the more so since, besides stating his ideals, he has indicated the lines along which they may be approached in practice.

The Modern Teacher: Essays on Educational Aims and Methods.

A. Watson Bain. With an Introduction by Sir W. Henry Hadow. Pp. xv + 272. (London: Methuen and Co., Ltd., 1921.) 10 s . 6 d . net.

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The Modern Teacher: Essays on Educational Aims and Methods . Nature 107 , 519 (1921). https://doi.org/10.1038/107519a0

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Issue Date : 23 June 1921

DOI : https://doi.org/10.1038/107519a0

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