Teachers' roles are evolving for the 21st century with a focus on integration of technological, pedagogical, and content knowledge (TPACK). Effective teachers develop skills in inquiry learning, participatory learning, and professional development including virtual worlds and emerging technologies to prepare students for the future.
The role of the teacher in the future. A slidecast by Scott Fifield for Education 6620.http://www.wordle.net/
The role of the teacher in the future will integrate technology with teaching and learning.The teacher will develop a new knowledge base that will integrate the roles of technology, pedagogy and content knowledge. Inquiry learning will be a key component in the classroom to develop critical thinking skills. The teacher will facilitate participatory learning that will provide a hands-on and interactive constructivist-style classroom. Professional development will be essential to the role of the teacher in the future. The teacher will not promote a complex and advanced technocenter program but will integrate technology that will improve teaching and learning in the classroom.
Ala-Mutka, Redecker, Punie,Ferrari, Cachia, and Centeno in 2010 stated that knowledge in the future will be instantly accessible and the role of the teacher will focus on competences rather than knowledge. Competences, in future educational objectives, will include the development of critical skills, problem solving, collaboration,innovation and self-management. Teachers will encourage individual learners todevelop their own talents and interests. Educational approachesshould be tailored to individual needs, learning styles and preferences.
Redecker, Leis, Leendertse, Punie, Gijsbers,Kirschner, Stoyanovhttp://hearnames.com/pronunciations/search/Stoyan.html and Hoogveld(hoogve) 2010) conducted a survey about the Teachers’ roles and training strategies in the future71% envisage that teachers will be guides, mentors, friends and partners in self-regulated, personalized and collaborative learning processes (13% oppose). 86% doubt that, in 2025, online resources and digital tools will be so powerful as learning sources that teachers will be no longer needed (only 4% agree). 83% believe that teacher networks fostering the exchange of good practice will becomean important source for pedagogical innovation (2% disagree).
Technology will provide a significant role for the teacher in the future. Jaipal and Figg conducted a study during 2007 with four teachers from two different schools with similar social-economic conditions and technology resources. The study analyzedthe knowledge bases of pedagogy, technology and content knowledge to develop a separate knowledge domain called TPACK.
Based on this study, the pedagogical strategy of the teacher in the future can implement TPACK to increasestudent achievement.
The results provide support to the role of the role of the future teacher that emphasize technology has to match the outcomes. The role of the teacher in the future is not to show of the latest gadgets but to implement a knowledge base that is integrated with technology, pedagogy and content knowledge.
The role of the teacher can implement the TPACK model in the future because a study conducted byYurdakul, http://hearnames.com/pronunciations/search/Yurdakul+%28m%29.html, Odabasi, Kilicer, http://hearnames.com/pronunciations/search/Kılıç+%28Kiliç%2C+Kilic%29.html, Coklar, Birinci, http://hearnames.com/pronunciations/search/Birino.html & Kurt http://hearnames.com/pronunciations/search/Kurt+%28m%29.html, in2012 with 995 pre-service teachers revealed that TPACK deep scale was a valid and reliable tool for measuring TPACK findings for teachers. The implication will be that the teachers’ role in the future can develop technology congruently with pedagogy and content knowledge.
So & Kong conducted a study with two different pedagogical approaches in 2007 with students aged 10 to 12. In one class, the teacher’ role was to implement a multimedia learning unit that focused on an inquiry of learning approach while the other class focused on a teacher-oriented approach with little technology. The implication of this study can provide support in the future that inquiry learning canprovided better student achievement.Inquiry learning will encourage the students will ask more questions and be awareof their gaps of knowledge.The teachers will guide and help students to refine their questions and improve critical thinking skills.
Davidson andGoldberg in 2009 stressed that The role of the teacher in the future will be to facilitateParticipatory Learning. Participatory learning will use new technologies to participate in virtualcommunities where they share, plan, design, implement, and evaluate goals and ideas togetherThe teacher will understand thatparticipatory learning is about a process and not always a finalProduct.
The success of the teacher in the future will depend upon professional development. Polly conducted a qualitative study in 2011 based on two math teachers, one in grade five and the other in grade eight after they completed a 30 hour summer learner-center professional development (LCPD) program to support their use of technology in the classroom. The study affirmed that professional development that was focused on teachers’ content knowledge and sound pedagogies improved teacher productivity with technology strategies. In the future, professional development with pedagogy strategies will implement a technology rich instruction to improve higher-order thinking. School administration in the future should increase professional development related to content specific technologies that support with instructional higher-order thinking strategies.
Report byPunie, Cabrera http://hearnames.com/pronunciations/search/Cabrera.html, , Bogdanowicz http://hearnames.com/pronunciations/search/Bogdanović+%28Bogdano.html , Zinnbauer and Navajason in 2005stated Broadband Internet access will be moreWidespread. The combination oflarge bandwidth and permanent access willimpact the role of the teacher. The method of teaching will be available through technologies.The role of the teacher in the future is to provide a powerful tool forInternet users to personalize and actualizecontent and information on the web, withclear implications for learning.Weblogs or blogs with RSS (RealSimple Syndication), for example will become a majorsource of information and communication for the classroom. The role of the teacher will also provide mobileLearning. Podcasting,, Short Message Service (SMS), andMultimedia Messaging Service (MMS)Will be important providers of curriculum objectives . Mobile devises such as the cell phone can provide excellent motivation for the at-risk students to become involved with lesson plan. There will always be technologies that students will want to engage with. Teachers will have to adapt and adjust to include new technologies in the classroom.
Erlandson, Nelson, & Savenyehttp://hearnames.com/pronunciations/search/Savely.html conducted a study in 2010 with a total of 78 undergraduate students from a large southwestern university that utilized traditional 2-D computer-based multi-media programs and educational multi-user virtual environment (MUVEs) in a guided inquiry learning context that improved marginal cognitive load. The role of the teacher will be to introduce programs, such as MUVE, to obtained curriculum outcomes.The role of the teacher in the future is to embrace technologyThe teacher will have to support the special needs that are required in an inclusive classroom. Technology will have to help students with learning disabilities create and control their own learning plans based on their interests and educational background (Louys, Hernandez-Leo http://hearnames.com/pronunciations/search/Hernandez.html , Schoonenboom, Lemmers, and Perez PARIS- Sanagustin, 2006). The teacher will support self-training, organized self-learning strategies, and fostered an inclusive classroom. Rudd, Davia, and Sullivan (2009) impliedsocial networks will become a key element for delivering learning content in the form oftargeted rich media that is specific to the individual. This can be foreseen in team-basedhigher learning as course work and group field study applications migrate to easy-to-usemobile devices.
Ala-Mutka, Redecker, Punie,Ferrari, Cachia,andCenteno in 2010 Technology provide access to knowledge. The role of the teacher in the future is to integrate technology withteaching and learning.However, the digital competence of the futuremay not coincide with todays’ classroom. It is very important to keepupdating the understanding of the needs for digital fluency as the technologies and theways society is using them are constantly changing and developing.
