In 2007, the National Center for Education Statistics reported that while most teacher education programs taught some use of technology tools, only 57 percent of programs provided significant instruction for using technology to enhance classroom learning, and far fewer provided major instruction for using technology to attend to individual student needs. This begins to explain why many beginning teachers feel unprepared to adequately and effectively integrate technology into learning experiences. Technology know-how and pedagogical techniques must be part of both pre-service and in-service teacher education programs. With students who speak fluent technology, teachers must be tech savvy as well.
There are increasing numbers of English language learners (ELLs) populating U.S. schools and after-school programs.To best reach these students, teachers should learn strategies that will help make lessons understandable for them. Working with ELLs means speaking slowly and clearly, avoiding lecture-style instruction, and providing content and directions in various modes such as written, verbal, and visual. Incorporating students' languages and cultures through literature, music, or video is also useful and encouraging to ELLs.
While teacher demographics have changed little, the current makeup of students reflects an ongoing shift in classrooms’ cultural makeup. According to the Center for Public Education, 64 percent of elementary and secondary teachers and a staggering 78 percent of post-secondary teachers are Caucasian; however, Caucasian students make up little more than half (53 percent) of the total K-12 population. Meaningfully connecting with students from different cultures requires facility with intercultural competence -- appropriate interactions and behaviors derived from a combination of attitudes, knowledge and skills. Through productive cultural interactions, experiences and negotiations, both teachers and students are more likely to achieve shared goals.
Teachers must be equipped to prepare students for life in the 21st century. The Partnership for 21st Century skills identifies key areas in which students must be proficient to succeed in life and work: core subjects and 21st century themes; learning and innovation skills; information, media and technology skills; and life and career skills. These skills are backed by 21st century support systems that include standards, curriculum, instruction, assessment and professional development that are appropriately aligned. Teachers must not only acknowledge these necessary skills but be prepared to help students acquire and refine them.