Teaching Philosophy

My main teaching goal and objective is to teach my students to be adaptive experts as opposed to routine experts. Routine experts “develop a core set of competencies that they apply throughout their lives with greater and greater efficiency” (Bransford et al., 2006, p. 26). Adaptive experts “are much more likely to evolve their core competencies and continually expand the breadth and depth of their expertise as the need arises or as their interests demand” (p. 26). Because of the nature of technology and ever-changing fields of design, learning sciences, and information technology, teachers should be provided with opportunities to become adaptive experts with innovative tools. Below I provide a description of my teaching experiences, my teaching philosophy, and formative/summative assessments that demonstrate my goal of helping students become adaptive experts…

The Future of Pre-Service Teacher Education?

This past week, I participated in the 2011 Pennsylvania Educational Technology Expo and Conference (PETE&C). Bringing together approximately 2500 people (PreK-12 teachers, technologists, vendors, administrators, and higher education faculty/students) from across Pennsylvania, PETE&C enables important conversations to occur around the use of technology to support the teaching and learning process. One of the most interesting conversations I had the opportunity to engage in was around the topic of pre-service teacher education. Dr. James Bolton (Edinboro University) and Mr. Jarrin Sperry (Conneaut School District) facilitated a session titled Pre-service Teacher Prep – What needs to change? In this session, Bolton and Sperry provided question prompts and allowed everyone to contribute, both in-person, and through a backchannel conversation (once you are