Educational Philosophy.
Education is a crucial part of the human experience. It prepares citizens to communicate effectively and enact the changes and developments that contribute to the success of our global community. As it is so often said, children are our future, and as educators it is our duty to aid in their collection of the tools they will wield to carve out what is to come for our civilization. However, we must not overlook the importance of adult learners as the skills and knowledge they develop in higher education translate directly into the workplace to bring efficiency and creativity, and to generate groundbreaking advancements to our world. If I have done my job correctly as an educator, students of all ages leave my classroom with a love and mastery of the topics, able to understand and apply these new skills in the real-world. In order to achieve this, I base my practice on the pillars of quality, relevance, mastery and fellowship.
Quality is an axiom of education. In my teaching practice, this translates as developing accessible courses with aligned content. I center this on Universal Design for Learning (UDL) by creating multiple means of representation to ensure all students can access the content in a way that best enables them to succeed. Technology plays a large role. I am currently developing an online course focused on digital tools for mathematical composition, which includes lecture videos based on Mayer’s 12 Principles of Multimedia Learning (2014) to ensure student engagement and effective instruction based on research-proven techniques. In addition, I have created infographics, organizers, and notes with all course content, from instruction to activities and assessment, in alignment and in adherence to the Quality Matters rubric.
One principle of UDL is the why of learning, or relevance. As a constructivist, I encourage students to be active learners incorporating authentic tasks and real-world scenarios into the curriculum. Inspired by Knowles (1964), I provide students with a road map: activating previous knowledge while simultaneously displaying how to apply concepts to their daily lives and making connections to future studies. This develops intrinsic motivation as my students are excited to apply their newfound knowledge to real-world problems. I recently had a student who didn’t believe geometry would help her pursue her interest in art. I was able to find multiple instances of how we could apply the concepts in drawing and painting, which sparked many ideas for her own artistic creations.
I believe that at the heart of an educator is a learner. It is fundamental that instructors are content matter experts who understand the ever-changing landscape of knowledge. Because of this, educators must be lifelong learners, committed to professional development and equipping students with the tools necessary for today and tomorrow. Constructivism does not consider the wide range of understanding in which students enter a class. For this I take a cognitive approach, drawing on Ausubel’s (1960) concept of an advance organizer to scaffold learning. I use technology to differentiate instruction. This allows for every student to achieve mastery of the content. Due to different schools, districts, and states, students enter my course with various levels of algebra understanding. I use instructional videos, synchronous sessions, and additional activities to supply the prerequisite knowledge or enrichment when appropriate.
My role as an educator is as a facilitator of knowledge. Aligned with the ideas of Dewey (2011) and the social nature of learning, I believe the student-teacher dynamic is that of a team; we share a common goal and work together to achieve it. Online learning can feel particularly isolating and as such, technology should be used to lower transactional distance and highlight the social aspect of learning. Fellowship is essential in education; I promote active learning through online discussions, synchronous sessions, and group projects as working with a geographically diverse team is critical in today’s workplace. Using Vygotsky’s (1978) theory of the zone of proximal development; my students work independently through the first stage of learning, and then we meet virtually as I support them to reach higher levels of understanding.
An educator is a special person. They understand their own cultural identity in order to relate with the unique personalities, experiences, cultures, and beliefs of each student while celebrating this diversity. They take the time to ensure excellence with equity, giving everyone the opportunity to succeed, and utilize technology in a responsible way that enhances, rather than distracts, the learning experience. In my practice, this is highlighted by quality online courses that use relevant and authentic tasks to achieve mastery through fellowship and communication. It is upon these pillars that my educational philosophy stands.
One principle of UDL is the why of learning, or relevance. As a constructivist, I encourage students to be active learners incorporating authentic tasks and real-world scenarios into the curriculum. Inspired by Knowles (1964), I provide students with a road map: activating previous knowledge while simultaneously displaying how to apply concepts to their daily lives and making connections to future studies. This develops intrinsic motivation as my students are excited to apply their newfound knowledge to real-world problems. I recently had a student who didn’t believe geometry would help her pursue her interest in art. I was able to find multiple instances of how we could apply the concepts in drawing and painting, which sparked many ideas for her own artistic creations.
I believe that at the heart of an educator is a learner. It is fundamental that instructors are content matter experts who understand the ever-changing landscape of knowledge. Because of this, educators must be lifelong learners, committed to professional development and equipping students with the tools necessary for today and tomorrow. Constructivism does not consider the wide range of understanding in which students enter a class. For this I take a cognitive approach, drawing on Ausubel’s (1960) concept of an advance organizer to scaffold learning. I use technology to differentiate instruction. This allows for every student to achieve mastery of the content. Due to different schools, districts, and states, students enter my course with various levels of algebra understanding. I use instructional videos, synchronous sessions, and additional activities to supply the prerequisite knowledge or enrichment when appropriate.
My role as an educator is as a facilitator of knowledge. Aligned with the ideas of Dewey (2011) and the social nature of learning, I believe the student-teacher dynamic is that of a team; we share a common goal and work together to achieve it. Online learning can feel particularly isolating and as such, technology should be used to lower transactional distance and highlight the social aspect of learning. Fellowship is essential in education; I promote active learning through online discussions, synchronous sessions, and group projects as working with a geographically diverse team is critical in today’s workplace. Using Vygotsky’s (1978) theory of the zone of proximal development; my students work independently through the first stage of learning, and then we meet virtually as I support them to reach higher levels of understanding.
An educator is a special person. They understand their own cultural identity in order to relate with the unique personalities, experiences, cultures, and beliefs of each student while celebrating this diversity. They take the time to ensure excellence with equity, giving everyone the opportunity to succeed, and utilize technology in a responsible way that enhances, rather than distracts, the learning experience. In my practice, this is highlighted by quality online courses that use relevant and authentic tasks to achieve mastery through fellowship and communication. It is upon these pillars that my educational philosophy stands.
Technology.
Technology is a tool that helps us to meet the high standards for educators as well as prepare students for the 21st century workplace. We are global citizens and must inform our learners on how to responsibly contribute to this large society. With the vast amount of information and tools at our fingertips, we must be discerning to maintain quality and locate tools that will enhance our instructional goals rather than detract. However, if we harness this power responsibly, we have the opportunity to reach geographically diverse student populations, gain cultural understanding, and integrate technology to increase mastery through differentiation, gamification, and appealing to multiple learning preferences through varying means of representation. I use technology to provide students with simulations which help apply concepts in their daily lives, to connect with students virtually and provide fellowship, support, and motivation, to design digital experiences with interesting course content that is rigorous and high-quality, and both to help students master material as well as explore professional development opportunities to always improve on and expand my craft.
The International Society for Technology in Education (ISTE) has created standards for both students and educators (as well as administrators and other educational personnel), that focus on the tenants of digital age learning. Explore my Storyline 360 presentations on the ITSE standards, as I present my artifacts that represent each standard and discover what I bring to the digital age educational landscape below!
The International Society for Technology in Education (ISTE) has created standards for both students and educators (as well as administrators and other educational personnel), that focus on the tenants of digital age learning. Explore my Storyline 360 presentations on the ITSE standards, as I present my artifacts that represent each standard and discover what I bring to the digital age educational landscape below!