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Core concepts including emerging technologies, teacher education, and the responsibilities of teachers in the classroom are analyzed from an instructional perspective. Availability, accessibility, and competency are discussed as critical requirements for effective integration. The opinion-based conclusion emphasizes that a prepared teacher with the right mindset is essential. 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It analyzes concepts and the roles of teachers in classroom instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which aspects of emerging technology integration are discussed?",{"text":117,"@type":113},"The paper discusses availability, accessibility, and competency in relation to emerging technologies as an instructional mode. These are treated as key conditions for effective classroom use.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper recommend to improve teacher education outcomes?",{"text":121,"@type":113},"It recommends government policies and legislative approaches that support practical availability, accessibility, and professional development. 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The concepts; emerging technologies, teacher\u003Cbr>the emerging technologies education, and the roles of\u003Cbr>in the 21st teachers in\u003Cbr>century the 21st\u003Cbr>century classroom were analyzed. Availability, Accessibility and Competency were discussed in the light of the emerging technologies as an instructional mode in the classroom . This is an opinion based paper. It was concluded that the 21st century classroom requires a prepared teacher with an emerging technologycompliance and the right frame of mind. It was recommended among others; government’s policies and legislative approaches that will support in practical terms availability, accessibility and professional development be formulated and implemented to ensure competency and motivation as well as monitoring and evaluation framework.\u003Cbr>Keywords: Teacher education, emerging technologies, 21st century classroom . |\n| --- |\n| *Corresponding [author. E-mail: Morfely2000@yahoo.com. Tel:](author. E-mail: Morfely2000@yahoo.com. Tel:) +2348033596698. |\n\nINTRODUCTION  \nEvery human being by nature is a teacher. Teaching takes place once an activity, formal or informal , leads to change in an experience or behavior in someone else from unknown to known. The traditional African society prior to the advent of colonialism had forms of teaching and learning system in which the parent or elders inculcated societal norms and values on the younger generation or to one another. The system was moralistic , simple and pragmatic. The traditional African teaching process depended on every day experiences using tangible and intangible materials found in the environment such as artifacts, crafts, natural resources, festivals, folklores, arts, idioms etc, to aid teaching and learning, which is still in use today to preserve and transfer our cultural heritage even though it was informal. Today, education vis-a-vis teaching has taken a new dimension as some persons are versed with the right and responsibilities to carry out teaching functions, otherwise called a teacher. Consequent , such individual must pass through some specific and specialized training through designated platforms and specialized programmes and process called Teacher Education.  \nIn tandem with the above and given the specialized teachers’ roles in the developmental process of all individual and the nation, it is observed by the writer that, the Federal Government of Nigeria presently places emphasis on the teaching profession as enshrined in the National Policy on Education which states amongst the goals of teacher education is to produce highly motivated, conscientious and efficient classroom teachers for all levels of the educational system, provide teachers with the intellectual and professional background adequate for their assignment and to make them adaptable to changing situations ( Federal Republic of Nigeria, 2013) . Corroborating the above position, Abba (1992) as cited in Ukoha (1999) opine that “if education has to do with teaching, curriculum and setting, then teacher education has to do with creating an enabling environment so that someone can impart through different ways appropriate knowledge and skills to someone who is willing to be a teacher, or someone who is already a teacher but wishes to enhance his/her capacity in discharging those teaching functions effectively.  \nInterestingly, the paper avers that the essence of  \nteacher education is to inculcate in a would-be teacher, acceptable atti","cbCaiuylYWKes4lb","https://ap.wps.com/l/cbCaiuylYWKes4lb","pdf",79010,"English","# Introduction\n## Traditional African teaching and teacher education\n## Nigeria’s policy goals for teacher education\n## Emerging technologies and ICT-supported teacher roles\n## Flipped classroom and ICT integration","[{\"question\":\"What is the main focus of the paper?\",\"answer\":\"The paper focuses on teacher education in Nigeria and how emerging technologies shape the 21st-century classroom. It analyzes concepts and the roles of teachers in classroom instruction.\"},{\"question\":\"Which aspects of emerging technology integration are discussed?\",\"answer\":\"The paper discusses availability, accessibility, and competency in relation to emerging technologies as an instructional mode. These are treated as key conditions for effective classroom use.\"},{\"question\":\"What does the paper recommend to improve teacher education outcomes?\",\"answer\":\"It recommends government policies and legislative approaches that support practical availability, accessibility, and professional development. It also calls for competency and motivation support alongside monitoring and evaluation frameworks.\"}]","Teacher education in Nigeria and the emerging technologies in the 21st century classroom | PDF",18]