Teaching Philosophy

My Teachnology Statement

A printable PDF version of my teachnology statement is available here. Click on the image to open a flipbook version of the statement.


Click on image to open flipbook on issuu.com

My philosophy of teaching with technology is based on:

1. my personal experience with the higher education systems
2. my personal exploration with new technologies
3. conversations with educators and technology users
4. my ongoing research in digital rhetoric and pedagogy

Coaching in a Strategic Learning Approach

I believe that learning is a lifelong endeavor. Educators are in a business of coaching students to learn how to acquire useful information and develop skills that are transferrable to their future undertakings. While today’s generation is more likely to be acquainted with digital technologies that make information available and more accessible, students are faced with information overloads from different media and sources. From my perspective, I see the role of an educator as to guide students in navigating across this sea of information and to allow them to uncover the strengths and talents in themselves. As our time spent with the students is fairly constrained to their four to five years in college, I believe that we should focus on teaching students how to self-regulate – setting their own academic goals, developing strategies to meet them, and reflecting on their academic performance. This goal may be achieved by the integration of digital technology that opens up possibilities for individualized learning.

Integrating Technology to Empower Students

As we continue to realize that students have different needs in their education, technological integration allows educators to better understand their students and create a space for a connected learning ecology. As new technologies emerge, students today are supported by web applications and open educational resources (such as online open textbooks, open-source software, etc.), which promote inquiry-based learning, collaborative innovation, and learner empowerment (Drexler). Networked devices such as smartphones and cloud-based computing gadgets can be integrated into the curriculum to cultivate communication and meaningful interactions. For instance, a hybrid learning model, utilizing online tools and applications, allows learning to be more accessible to students while constructing an ideal system that appreciates cultural diversity. Networked learning, paired with the principles of constructionism and connectivism, enables students to acquire information, collaborate with other writers, and discover their own identities.

> Technology Enables Inquiry
I believe that teaching with technology ignites students’ motivation to self-regulate by challenging them to think about what they are learning. Using social learning tools (i.e. online social networks), students are enabled to gather knowledge from experts and professional organizations in a networked learning system. I believe that students become active learners by using new technologies to solve problems effectively.

> Technology Enables Collaboration
I believe in using technology to encourage students to work more effectively with one another, by taking advantage of the communication functions in new innovations. Technology-mediated communication tools allow students to create a closer, connected community where they can meet, clash, and grapple with one another’s beliefs and opinions, and gain values within the mediated contact zone.

> Technology Enables Self-Discovery
I believe that using technology in classroom helps students to unearth their identities. Students who are active on social networking sites may experience social identity construction and selective self-disclosure. Teaching with technology enables educators to assist students in their journey to learning about themselves and others on Web 2.0. I believe that students can learn more about themselves and cultivate a sense of socio-political citizenship via digital socialization.

Entering this ever-evolving field of education, I see myself as a coach, guiding my students through the subject matter in order to assist them in their own discoveries via the networked learning model. I will consistently assess the use of technology in my curriculum and hold high expectations for my students to stimulate their creativity. As an educator, I will promote critical thinking and effective problem-solving skills in my students. In a nutshell, my philosophy of teaching will be centered on technology that will essentially bring the best of my students to the forefront.

Work Cited

Drexler, Wendy. “The network student model for construction of personal learning environments: Balancing teacher control and student autonomy.” Australasian Journal of Educational Technology, 23.6 (2010): 369-385. Print.