Pre-Digital to AI Eras: Changing Role of a Teacher with Technology

Abstract

The role of teachers has undergone a profound transformation in response to the continuous advancement of emerging educational technologies. While innovations such as artificial intelligence, digital tools, and online learning platforms have significantly altered the educational landscape, teachers continue to occupy a central and indispensable position within the learning process. This study presents a systematic literature review aimed at analyzing the evolving roles & responsibilities, and instructional/pedagogical strategies of teachers across different technological eras. It also explores the challenges educators face in adapting to these shifts. The review identifies and categorizes these transformations into four distinct phases: (1) the Pre-Digital Era, characterized by traditional didactic instruction; (2) the Broadcast Era, marked by the introduction of mass media such as radio and television; (3) the Internet Era, which introduced digital interactivity and online learning; and (4) the Artificial Intelligence Era, where intelligent systems support adaptive, personalized learning. Findings reveal that rather than replacing teachers, technology functions as an enabler, enhancing their roles. Teachers transitioned from being knowledge authorities in the Pre-Digital Era, to mediators and moderators in the Broadcast Era, to facilitators, designers, and co-learners in the Internet Era, and to orchestrators, ethical guides, and mentors in the AI Era. The study also identifies shifts in instructional approaches across eras, emphasizing the increasing need for learner-centered, adaptive, and ethically grounded pedagogies. The paper further highlights key challenges, including digital literacy gaps, resistance to technology adoption, and ethical considerations in AI-enhanced education. This study contributes to the ongoing discourse on teacher professional roles, pedagogical adaptation, and the future of teaching in technology-mediated learning environments.