Digital education integrates information and communication technologies to provide innovative learning methods. Introduction of new tools during the pandemic lockdown makes us inquire the question of innovations in digital education and the many resulting changes. We can now express that the teachers’ role and their traditional duties are no longer the same. From this point of view, some questions have been raised: Do new distance education models have an impact on the role of the teacher? How do relevant new distance education models affect teaching? What are the new skills that need to be known and applied in order to respond to the ever-evolving educational methods? This study will include a review of develop­ments in digital education together with the transformations in the teacher’s role. In order to emphasize the changes that occurred during the quarantine and to draw attention to important developments such as the role of teachers and monitoring, the use of technology in the 21st century and the models proposed in the field of education will be explained in our study. The research is concerned with the development of ICT (Information and Communication Technologies) that supports the connectionist pedagogy by encouraging the emergence of a new teacher profile as well as the transformations in its role. To do so, four roles that define today’s teacher are described: organizer; collaborator; researcher; modeler. Based on the research, it is possible to say that each of the teachers can assume multiple roles: sometimes an organizer and/or a collaborator, sometimes a researcher and/or a modeler and vice versa. Unlike the classic model of past, it is a question of trans­formation/change but above all, it also includes the concern arising from significant and accelerated transformations with the gradual shifting of the teacher’s role towards pedagogical-digital qualification.