Educational Technology Philosophy
As a teacher, entrusted
with the sons and daughters of my community, it is my belief that I am
responsible to create and allow as many educational experiences as possible for
my students. In order to attain a goal such as this, I want to know my students
individually. I must make available a multitude
of learning experiences, environments, organizations as well as approachable and
teachable moments. I strive to create an
environment where students know they matter, as well as feel warm and
welcomed. In leaving my room for the
final time, it is my desire that they feel a friendship has been made, but more
importantly they feel confident and equipped for the adult world they will soon
enter.
In order to properly prepare
my students I infuse technology seamlessly into my curriculum. It is imbedded in all that I do. Technology must not be an add-on, fractured
or afterthought in my world, because it is foremost in their future. My curriculum is mandated as to what I teach,
but it is up to me how I teach it and… I choose to teach it in a fun,
technology infused and zany way. When
using technology we often discuss how it can be used in college or the
workforce, what are the benefits? My
desire is for my students to think past their assignment or learning module to
see how they can incorporate this information into their future.
The learning process must
include curriculum that is a mix of engagement, hands on experience, permitted
discovery time, peer contributions and problem solving -including failed
attempts in order to properly grow academically. I consciously
promote students to “try” something new, to “try” when they encounter a
roadblock, to “try” when they think they are not able. “Trying” gives our students a new sense of
ability that can only be found in a safe comfortable environment. This is when new learning happens.
When I teach, I introduce
our information, model the procedure, then let the fun of discovery in
technology begin. My intro and modeling usually takes place in seven minutes or
less allowing the greatest amount of time possible for student concept mastery. As my students start working, I
may interject bits of information, or question for understanding. I may point
out something great a student has discovered, asking him or her to please help
others. I cover the room looking for
small victories and share them with all.
I want to see and share something great about everyone many times
throughout the year. I want each and every
student that comes in my room to know that they are capable of anything and
everything they set their mind to and are valued as a person. I teach this way because I see students that
are gifted but underachievers, much like myself in high school. They are the only ones that can hold
themselves back and I want them to know and feel okay with putting themselves outside
of their box in expectation of something spectacular.
