You might be a 21st century teacher if…
Original Post by TeachThought
- You think of clouds as good things.
- You check twitter for news. And only twitter.
- The blogosphere is more relevant a term than the stratosphere.
- You spent more this year on iPad peripherals than you have pencils and pens.
- You giggle when you recall how you used to simply give tests at the end of a unit.
- You hate Wikipedia.
- You begged your school accountant for an iTunes card instead of your annual classroom fund.
- Have actually used the phrase “digital citizenship” in a sentence with a straight face.
- You’re screwed if the internet goes down during a lesson.
- You love YouTube.
- You forgot what chalk does to your skin.
- Flipping the classroom is an instructional strategy rather than a method of classroom management.
- Your students facebook friend request you, and won’t take the hint.
- Your district has a more transparent facebook policy than they do on assessment or curriculum mapping.
- You text other teachers during meetings.
- You think school should be out on Steve Jobs’ birthday.
- You trade rooms with another teacher for a better Wi-Fi signal—and don’t tell them why.
- You’ve texted during class, but have taken a student’s phone for doing the same.
- You plan lessons assuming that every student has Wi-Fi broadband access 24 hours a day, 7 days a week.
- Students blame passwords and log-in issues rather than the dog for eating their homework.
- Your students have to explain certain technologies to you, but you pretend you already knew.
- Your computer clock replaced the clock on the wall.
- You seriously consider that if it’s not being talked about on twitter, it may not have happened.
- You’ve spoken more recently with the tech leader in Mumbai than the new 10th grade Math teacher down the hall.
- You always truly believe there’s an app for that.
25 Signs You Might Be A 21st Century Teacher
Director of Curriculum at TeachThought
Terry Heick is an educator, husband, and father of three children. He is interested in improved social capacity through the design of progressive learning forms.