The considerable sociological Teaching Report 2022

Running Head: TEACHING
Teaching
Name
Institution

TEACHING 2
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believe with my experience as a teacher has been replaced by the technologies due to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