Education is one of the oldest and at the same time one of the most dynamic social institutions in human history. For centuries, societies have changed, the ways knowledge is produced and shared have transformed, and technologies have advanced at a breathtaking pace. Yet at the very centre of all this change, there has always been one enduring figure: the teacher. The teacher’s pivotal role in the learning process has never disappeared; on the contrary, each new technological development has made it necessary to rethink the meaning of teaching. The teaching profession has not only survived these transformations but has grown stronger day by day through new roles and expanding responsibilities.

In this book, teaching is examined through a holistic lens across a wide historical spectrum from the periods when the blackboard and textbook were the primary tools, to the widening instructional environments shaped by radio broadcasts, educational films, and television; from computer-assisted instruction to the emergence of the internet, mobile learning, and cloud computing; from the remote teaching practices adopted out of necessity during the pandemic to learning analytics, adaptive systems, and AI-supported instruction. This historical framework clearly demonstrates that the teaching profession has not been rendered passive in the face of technology; rather, it has been continually redefined with each innovation, gaining a stronger and more complex professional identity.

This book has two core aims. The first is to move beyond the narrow perspective that limits the teaching profession to the mere “transmission of knowledge.” The second is to show the inaccuracy of the common belief that technology will eventually eliminate the need for teachers. In this context, the teacher’s many roles beyond being a transmitter of information are discussed within their historical evolution: material curator, manager of audiovisual processes, learning designer, digital guide, data interpreter, learning coach, and ethical pedagogical supervisor. Readers who examine the book closely will clearly see that technology has not replaced teaching; rather, it has made it an even more indispensable profession and has placed new and meaningful responsibilities on the teacher’s shoulders with every innovation. They will also notice, step by step, that the teacher has long surpassed the traditional boundaries of being a “knowledge transmitter” becoming a multifaceted expert who simultaneously manages pedagogical, psychological, ethical, and cultural dimensions.

While illustrating the transformation of teaching alongside technology, most examples in this book are drawn from the field of language education. This is because language teaching by its very nature requires interaction, feedback, context, and continuity, and is therefore profoundly influenced by technological change. In this book, language teachers are portrayed as communicative learning architects, intercultural mediators, and guides of personalized learning in technologically enriched environments. It is emphasized that even in the age of artificial intelligence and adaptive learning, the role of the language teacher has not disappeared; rather, it demands deeper pedagogical responsibility and a heightened ethical awareness.

The final section of the book is devoted to predictions about the future of the teaching profession. In this respect, the work presents a strong scientific and pedagogical stance against the narrative of the “end of teaching.”