The considerable sociological Teaching Report 2022

Running Head: TEACHING
Teaching
Name
Institution

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Teaching
Introduction
The considerable sociological, economic, as well as the epistemological move has, in turn
,placed pressure on the social organization of schooling globally to progress and respond to the
novel human resource demands in industries plus workplaces, and more significantly, to the
learning needs plus social prospect of student lives. One of the essential challenges in teaching is
attempting to fit 21st-century learning environments into 20th-century building to promote an
ongoing evolution in teaching. The 20th-century teaching assumed a factory model, which I
believe with my experience as a teacher has been replaced by the technologies due to
globalization. The past learning and teaching was basically based on the teacher rather than the
needs of the learners. The teacher was central in the teaching and the learner had nothing to do
with the learning process. The 20th-century education offered a teacher-centred classroom plus
compartmentalized curriculum and learners working autonomously to memorize facts. Thus, the
educator worked as the “sage on the stage” the giver of all facts. Learners during the 20th-century
sat on desks in orderly rows. Thus, in upper grades, learners moved from one classroom to
another at the sounding of the bell. Thus, this kind of education worked perfectly for an
developed country and a world that reliant on standardized outcomes. For over 15 decades a set
of pedagogies reflecting the precedence of the Industrial Age has been entrenched in the course
of mass schooling. Thus, the hallmarks of these pedagogies are found in teacher-managed
learning in which deconstructed in addition to reconstructed data is presented to same-age
cohorts of learners in standardized classroom environments. The social networks have changed

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the way adolescent students learn, especially in Australia where technological advancements
have penetrated society (Christensen & Aldridge, 2012).
Pedagogies practice of 21st Century
In my experience while being adolescent, the 21st-century pedagogies have changed and
this has been attributed to the changing technologies that have greatly changed the teaching
practice where educators and students have resorted on these technologies to remain relevant.
Teachers strive to meet the needs of the learners by embracing relevant pedagogies. Many
governments, including Australia, have invested heavily in digital education, stressing the
increasing connection between technology and economic prosperity. The challenge currently
confronting schools is to build technological infrastructure and resources, digital resources, and
support for teacher’s practice, leveraging additional advancements by shifting the centre away
from the acquirement of novel technologies since many adolescents currently depend on modern
technologies to get information, including social media. The teachers will use these novel tools
as enablers of innovative, demanding, plus engaging ways of learning plus teaching process.
Hence, by shifting to the subsequent phase, schools will need to equip students, as well as
educators to meet these 21st-century challenges of quickly changing world to meet the needs of
learners (Chen & Hwang, 2014).
While in my college level, I found that there were considerable changes in schooling
based on my experiences currently being witnessed started nearly two decades ago when the
internet became accessible to those who would afford connections. During this period, the price
of personal connected tools (laptops, computers, tablets, as well as smartphones) started to

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decline stridently, making personal devices affordable. The combination of these two
advancements has led to new opportunities. The majority of the content of learning is now
accessible from a rich array of sources worldwide in different media. Thus, these resources may
be utilized at a time plus place of the learners’ choosing. Therefore, learning opportunities are
becoming accessible inside and outside the formal class. These advancements have resulted in a
significant shift in the nature and rationale of teaching and learning-from content release to
building learner capacity (Junco, Merson, & Salter, 2010).
In my experience, the new digital education atmosphere would aspire to work very
differently. Further to classroom teaching, educators will need to develop novel approaches of
teaching, which embrace digital learning and “bring your own device” learning models would be
incorporated into the learning atmosphere. Hence, powerful leadership in schools in the 21st-
century would be required to support this novel environment, to boost teacher capacity and to
support the absorption of digital education in educational settings. Learning will enlarge past the
school to encompass the parents, home, and specialists situated in industry, tertiary institutions,
and somewhere else. The social media tools, like Facebook, MySpace, and Twitter would be
increasingly deployed to enrich plus expand the learning experiences of students (Rutten, Ros,
Kuijpers & Kreijns, 2016). According to Johnson (2011), regardless of the positive results,
patterns of technology usage and associated developmental plus learning outcomes are mediated
by different personal characteristics, as well as living conditions. Globally, adolescent digital
literacy has been linked to home internet access, socioeconomic status, gender as well as
language and literacy backgrounds (Johnson, 2011).
Critics of 21st vs. 20th century learning

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According to Alderman & MacDonald (2015) the 20th-century teaching methods was
dominated by direct instruction and lecture techniques unlike the 21st –century methods
dominated by the growing technologies that teachers use to provide content. During the 20th
century, teachers were the main holders of the content where lecturing was the mainstay of
college courses. During the 20th-century, the education system was mainly the factory model that
was tailored for the Industrial revolution where teaching did not depended on technologies.
Teaching was based on the industry requirements and never considered the student requirements.
In my view, the students were educated to be prepared for work on farms in different factories.
This is an obsolete model of a by-gone-era as compared to the 21st-century, where I believe that
the education system is driven majorly by technology.
The 20th-century teaching stressed compliance and conformity over creativity while the
21st-century stressed on innovation and creativity, where two skills that were essential to perform
well in a professional or company setting and to hold down a good job for many years.
Compliance is currently relic; however, they are still key values in several schools, enlightening
policy even when not being explicitly enhanced to learners. On the other hand I agree that
Mishra, Koehler & Henriksen (2010) that the 21st-century teaching method should embed
innovation in learning to enrich student’s experience that will improve educational outcomes
unlike the 20th-century when teaching methods were basically by teachers. With my experience
with the Australian education system, innovation is a defining feature of a knowledge society
plus a digital economy. Hence, it is important to quality education delivery and teachers should
embrace innovation at the classroom level. Several external formal assessments of education
recommend innovation in the learning process yet several educators and schools argue that they

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are by now occupied in this practice. Thus, there is a need to create a culture in schools plus the
community where innovation is appreciated as a vital element of constant teaching plus learning
enhancement (Mishra, Koehler & Henriksen, 2010). Additionally, I agree based on my
experience that innovation should come to be perceived as connected with engagement plus
success for all learners and as a means of fashioning new ideas and paradigms for student
education. For instance, in the prospect, there is a need to depend on adequately on educated and
aware educators plus schools to make decisions, which balance cyber safety threats against the
necessity to innovate. Whilst regulation would continue to play an active part, there would be the
necessity to be ample professional decision at the release point to make ultimate judgments and
handle the results. Hence, innovation will need a degree of organic growth-a setting where ideas
are mutual, developed, as well as stimulate additional autonomous action focused on universal
goals (Johnson, 2012a).
Additionally, I agree that the adaptive skills on media data transmissions amongst the
adolescent, both at home and in society settings should be created in a focused manner. In my
viewpoint, these skills can be taught and enhanced within a school curriculum while childhood
learning environments may offer to nurture of adaptive skills, properly entrenched in technology
apps (Huda, Jasmi, Basiron, Hehsan & Gassama, 2017). The uses of these technology apps both
at home, as well as in early childhood environments can need trained teachers to deliver.
Therefore, the 21st-century pedagogies have substantially changed and need teachers to be
trained to meet the changing needs of the students and the emerging technologies where students
adapt. Mettler et al (2011) assert that to implement the adaptive process, the use of applications
must be more extensively prioritized in moving information important to children regarding their

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age along with the development requirements. I agree with Mettler et al (2011) that there is too a
need to suitably guide the use of media information despite the growing importance of digital
media among children at home and community by paying consideration to intuitive guidelines,
because this can promote the child’s identity plus value, hence, academic outcomes. Therefore, I
agree that cooperation between the home, the school, and other stakeholders is important in
assisting children to learn better plus develop the essential skills through fun while accessing
different service application to reinforce their critical thinking skills. Teachers should be ready to
guide the students through diverse digital technologies to ensure that they positively use them to
better their educational outcomes (Mettler et al., 2011).
Pre-service Teacher
As a pre-service teacher, I have found that during the 21st-century, teaching methods
should largely take advantage of the emerging technologies that will enhance skills and critical
thinking. In my experience there are many media data platforms featured among learning
services to allow school kids to get improved skills and critical thinking skills in any subject, for
example, in mathematics and these are established to be attractive (Christensen & Aldridge,
2012). Studies that I have read show that offering the younger generation with infinite access to
the internet through tablets in addition to smartphones has both challenges and opportunities.
Some studies have demonstrated that youth plus children exhibited that such devices may modify
their thinking skills, as well as the capacity to absorb information (Johnson, 2016). Nonetheless,
the strategy to evading protracted exposure to “useless” online resources must be considered as
an effort to maintain a balance between offering extensive prospects and positive conscious

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control. The teaching methods should promote the use of resources that will only benefit the
learner and avoid those that will cause more to students (Buckingham, 2013a).
Higher rates of school retention served the old ideal of secondary schools as a safe
heavens and reliable institutions educating the young for responsible and successful adulthood,
but now the schools were also becoming warehouse, unwelcome to many youths who had
nowhere to go. Schools were now as much a problem in terms of successful transition to
adulthood, as they may once have been imagined a solution.
Over the last century, young people have lost considerable control over their own lives.
They have been forced to stay at school longer, to be dependent on their families for longer.
They have lost considerable economic power as a result of the collapse of traditional
apprenticeships, and their value in the labour market more generally. They also were confined to
their own peer groups. There are many reasons why young people may not be happy in this new
situation. They have had an insecure economic idea. School are typically boring and alienating
for youth. They argued that subject based departments, hierarchies of knowledge, teacher
directed forms of learning and competitive assessment practices reinforce patterns of exclusion
and perpetuate educational inequalities. To solve this issue, the committed teachers and the
reformed school. They will reclaim the wasteland of the adolescent’s years of schooling.
Teachers are important, but they are not the sole solution for the social and economics
inequalities that mark middle years schooling. Teachers out without reference to the conditions
and structure that mediate their work is problematic, and absolve government and other
institutions of their collective responsibilities for young people.

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With my vast knowledge in teaching experience, I believe that there a need for teachers
and other stakeholders to reinforce adaptive skills with moral engagement to promote the
teaching practice in the modern era of technologies. There are many up-and-coming problems of
technology use in social media, like LinkedIn, Facebook, plus messenger that influence
behavioural challenges like student-teacher relationships, cyber bullying. Hence, there is a
pressing need to embrace approaches on technology used to solve the challenge encountered by
institutions, like schools. According to Fenwick and Edwards (2016), the function of information
communication and technology (ICT) is input to the social system plus technical structures are
engaged into the support feedback on approach and use in technology acceptance.
Comprehending the alignment with critical discourse would allow educators to incorporate the
models of interrelating with others in a proper manner. This may be reinforced by the model of
decision-making incorporated into the feedback levels emanating from the decision-learning
models (Fenwick & Edwards, 2016).
Also, I believe as a person with wide experience during my pre-service, partnerships
during the 21st-century pedagogies are crucial in promoting the learning experience of learners.
The private sector may contribute to considerable research and development capacity in the
concern of enhanced learning results. As long as schools, schools, and industry players share
universal goals and are equally dedicated to working cooperatively, private segment
collaboration may be mutually helpful across many fields of teaching plus learning (Cook-
Sather, 2015). Additionally, I subscribe to the idea that commitment with parents is important,
especially when schools are undertaking changes, which affect the student. In this instance, the
partnership should be between school, teacher, parent, and student. Schools should make serious

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endeavours to build school communities plus to communicate well with whosoever constitutes
the community (for example, engaging with local industry). In my experience, the unexploited
resources of parents, grandparents, as well as the older community supporting learners to learn,
may be integrated into school communities with great effect (Hofferth & Moon, 2012).
Conclusions
Generally, I believe that the 21st-century environment presents diverse opportunities and
challenges to the educational system, especially the pedagogies. Teachers are faced with
immense challenges and opportunities in an era where there are many technologies. Therefore,
careful engagement of media data with the expressed principle of child protection along with
rights of accessing media is crucial Alderman & MacDonald, 2015). I also confirm that teaching
methods should embrace innovation where new ideas are generated and shared where teachers
should regulate the content that the learners access through the technologies to promote their
teaching methods. The partnership between different players will be important in ensuring that
the teaching methods are enriched to promote pedagogies in line with the changing needs of the
learners in the modern era. Also, teachers should undergo regular training so that they remain
relevant in the classroom and ensure that they meet the needs of the learners from diverse
backgrounds.

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