**8. Wrap-up summary of the chapter**

As a round up-summary to this chapter, it is extra-ordinarily claimed and argued with literature-based evidence earlier in the above discussion that classroom teachers can not only survive the 21th century technological revolution–the re-engineering of industrial education 5.0–but also they can thrive as well in the presence of those challenges. However, these desired-important educational goals or objectives of not only the survival of teaching as a profession, but also the demanded-required continuing professional improvement or growth, are possible if and only if teachers are willing to welcome and embrace the continually emerging technological advancements that are happening on almost daily basis. This is in addition to teachers being open and willing to take the risks necessary to achieve the desired-overall educational goals or outcomes, risks such as willingness to not only explore, discover and experiment with new ways of teaching and learning, but also the classroom teachers expected responsibility to take part (through action research) in such innovative-creative activities that help in the creation of those novice ways of teaching and learning in the classroom setting. Not only being open, welcoming, embracing and willingness to take risks, but also teachers must be willing to take up emerging roles that are brought about as the inevitable consequences of the 21th century technological advancements, new roles such as knowledge advisors, knowledge supervisors and even knowledge managers.
