These new 21st century learners are highly relational and demand
The learners today, according to Eaton (2012) often have higher levels of digital literacy than their parents and teachers. They are expecting transparency from their parents, teachers and mentors. For these learners, simply watching videos or images during class, playing online games, or even taking turns at an interactive whiteboard is quick access to new knowledge. More than that, they are capable of engaging in learning
at a whole novel situation. Today's learners need teachers and administrators to re-envision the role of technology in the classroom. In this relation, this study aims to have a thorough understanding of the teaching experiences of the teachers of 21st century learners. To realize this purposes, Collaizzi's approach in conducting a phenomenological inquiry was utilized. Employing snowball and purpose sampling,
informants were selected in consideration of the set inclusion criteria namely: (1) must be a high school teacher (2) must be a teacher who witnessed the changes and transition from traditional teaching to student-centered teaching. Data saturation was reached after the tenth informant was interviewed. Data from the thirteen informants were then
transcribed verbatim. Subsequently, narratives were analyzed to identify common themes reported by them and integrated those into meaningful experiences. To establish rigor of the research results, bracketing, member checking and content validation were done. Two emergent themes were formulated depicting the teaching experiences of the teachers of the 21st century learners which include Earnest challenges that reflect
teachers struggles and frustration on what to do on different task and on handling the learners and Aspirations as an emergent theme symbolizes hopes that arises for every challenge that the teachers have faced in handling 21S century learners. Based on the findings, the informants struggle with the diversity of the students in which the traditional methods are no longer effective in teaching the 21st century learners. Despite
this, it is then concluded that hopes still remain because of the passion of teaching and the love for the students and seeing the fruit that bears from the teachers toil. On the basis of these, as teachers, the researchers then recommend building a strong foundation with relevant and contemporary preparations of education. Furthermore, continued
professionalization, training and seminars to the teachers that are needed to assist and
accommodate the growing needs of the 2I century learners.