w/ my students in EME 2040, Spring 2024
I prioritize students' individual learning experiences and recognize that equity means providing customized support tailored to each student's needs. For example, when working with visually impaired students, I sought out design platforms compatible with assistive technologies like voiceover or JAWS to replace the standard platforms used in previous semesters. This approach ensures that all students can meaningfully engage with the course material, even in design-intensive assignments.
In my classroom, I step away from being an authority figure and adopt the roles of activity designer, facilitator, and feedback provider. Influenced by knowledge-building theory, I design collaborative activities that encourage students to engage deeply with the material and each other.
My teaching often begins with posing meaningful questions aligned with the day’s learning objectives, prompting students to participate in collaborative problem-solving or knowledge co-construction processes. For instance, I incorporate activities like Think Tank and Elevator Pitch, inspired by my own professors. To further enhance these processes, I utilize tools such as Padlet and Jamboard, which students appreciate for enabling creativity and interaction. Reading their brilliant ideas always enriches my teaching experience.
I have learned that students bring invaluable perspectives to the classroom. I am continually surprised and inspired by their critical reflections on technology and its dual effects in educational settings. This reciprocal learning dynamic has become one of the most rewarding aspects of teaching.
My teaching philosophy is grounded in the principle of learning by teaching. Research demonstrates that peer teaching enhances tutors' learning through improved retention, deeper understanding, and critical re-examination of their own knowledge (Okita & Schwartz, 2013). I create opportunities for students to lead classroom discussions, share their mastery, and present their perspectives.
There are many ways to encourage students to teach and support their peers, such as by troubleshooting technical issues together, fostering a sense of agency, and building a decentralized learning community. Through this process, students help each other and develop confidence and competence as collaborative learners.
Reflection is a cornerstone of my personal and professional growth, helping me track progress, identify future directions, and deepen my understanding. I integrate reflection into my teaching by encouraging students to engage in meta-reflections at the end of the semester. This practice helps students consolidate their learning, improve retention, and gain insights into their development.
Meta-reflection practice in EME 2040
I also value students' feedback at the end of each semester, as it often surfaces nuanced reflections on critical thinking about technology, media literacy, citizenship, and openness to new ideas. These insights go far beyond my initial expectations and underscore the joy of teaching.
My emphasis on reflection is influenced by my own academic experiences with Dr. Catherine Chase and Dr. Bret Staudt Willet during my master’s and PhD programs. Their classes emphasized the transformative power of reflective practice, which I strive to bring into my teaching.