EDSN 600

For this project, I wrote my philosophy of education in relation to the course learning outcomes posed by the Graduate School of Edcuation. 

I agree with Frederick Douglass in that it is easier to build strong children than to repair broken men. I believe that 3 factors contribute to building strong children: character virtues, education and mentality. Malcolm X says “education is the passport to the future for tomorrow belongs to those who prepare for it today.” While lack of education can enslave a person, the access to an abundance of adequate education can not only free a person, but aid in their prosperity. In order to build productive, confident, and collaborative global citizens of the 21st century, we must first create digitally responsible students and schools.

In my teaching, I would like to focus on aspects of my personal philosophy of education that promote inclusivity, diversity, and equity. I believe that every student should have equal access to education and that their individual differences should be recognized and celebrated. To bring these philosophies to life in my practice, I will create a classroom environment that is welcoming and respectful of all students, regardless of their background or abilities. I will incorporate diverse perspectives, materials, and teaching strategies to ensure that all students feel represented and included. I will begin by developing a Cultural Identity Autobiography. This autobiographical reflection will delve into my past and present experiences, exploring the influences of my individual, interpersonal, and cultural backgrounds through a cultural-historical lens. By examining these influences, I will gain a deeper understanding of how they have shaped my perspectives and pedagogical approaches. When I was in high school, it was customary for teachers to demand that students who had cell phones which meant 100% of the class, “park” their phones in a designated area usually called “Cell Phone Jail,” “Cell Phone Parking Lot,” or some other witty moniker to entice us to participate in the mandatory procedure. Says one teacher venting about the cell phone issue, “I got tired of the cell phone shuffle and created a cell phone jail. My students had to check-in their phones when class started” . This accountability and equity eventually leads to focused minds in the classroom. 1 My belief that education is the key to advancement in the world includes technological advancements, so students will not be left behind their global peers.

As a result of my strong technology background, it would not be a burden to incorporate strategies and content that is delivered digitally or includes technology in some way or another. Nowadays, infants are responding to and using digital devices as early as three months old. It is not uncommon to see toddlers demanding the use of their parents' digital devices. Children are already excited about technology and I think it would be simple for me to implement the use of iPads, and even wi-fi equipped smartphones, for students’ use of applications for the purposes of word processing, math practice, and research pertaining to literature, social studies, science, and the humanities. Instead of deterring cell phone use, my methods of instruction would include and require technology. My classroom would definitely be a “Cell Phone Zone.”

Educational technology is also beneficial to those students who require special education strategies and resources. “Special technology allows increasing the independence of a particular student freeing him from the constant need for direct teacher involvement.” (Dikusar, 2018) Affording opportunities for special needs students to fully partake and participate in the full extent of the learning environment increases student achievement and morale. “Assistive technology refers to the technology that enables individuals with disabilities to be successful and independent to a greater degree than otherwise possible.” (ADA.gov, 2019) Assistive technology is categorized into ranges of low-tech, mid-tech, and high-tech. High-tech already consists of many aforementioned devices and software with the addition of some modifications that a general education student would not need to utilize on a regular basis. For example, word processing programs would include text-to-speech software that would allow students to speak their text directly while the software inputs the characters on the screen. This would accommodate students who may have physical challenges with their hands or arms. Other accommodations include the use of Smart Boards. The multitude of options that a Smart Board offers to the learning environment are too numerous to count. The option that stands out most are the projected, colorful, and sometimes animated text and graphics on the screen. The addition of audio also enhances instructional delivery in the classroom. The learning modalities of all students are able to be addressed with the addition of a Smart Board in the special education or inclusion setting. The stay-at-home orders due to the worldwide pandemic propelled the education arena into distance learning. Google, Microsoft, and Zoom created video conferencing software geared towards collaborative learning. People are able to engage in learning from individual homes. Accessibility features such as magnified text, spoken content, audio descriptions, and voiceover options. The goal of the Federal Assistive

Technology Act of 2004, the reauthorized version of the 1998 Act) “is to provide assistive technology to persons with disabilities, so they can more fully participate in education, employment, and daily activities on a level playing field with other members of their communities.” (AFB.org) As an educator, I will strive to stay abreast of the newest enhancements and advancements in special education technology in order to afford my students the best accommodations to suit their socio-educational needs.

Parental involvement is also key to student success. Modern approaches to increasing parental involvement include digital methods that open communication between the classroom, school and the home. Smartphone applications have been created to solve the problem of school-home communication. Apps such as Class Dojo and Remind are popular for communication between the school and the home. “Teachers, school leaders, and families can partner on ClassDojo and create an incredible school community.” 2 These applications offer many opportunities for open communication and transparency between the home, school, and community.

To further my development as a reflective practitioner in relation to the CLOs, I will continually reflect on my practices and decisions in light of educational research and pedagogical approaches. I will actively seek out professional development opportunities that help me stay up-to-date on best practices for promoting diversity, inclusion, and equity in the classroom. By engaging in self-reflection and seeking feedback from my students and colleagues, I can continuously improve my teaching and adapt my practices to better meet the needs of my students. I will analyze how these CLOs align with my teaching practices and reflect on how I can continually and deliberately reflect on my practices in light of educational research, and professional decisions. I will also explore how I can create contexts for learning that are driven by evidence-based principles of diversity, difference, inclusion, and equity, and how I can apply knowledge, concepts, and strategies across domains to engage students and promote critical thinking and creativity.

Children’s natural attraction to technology removes the majority of barriers faced in including them in the learning process. Google Education has created more programs to increase student accountability in the classroom. Teachers are able to create many different methods of practice and assessment that can be graded instantly providing instant feedback for data driven instruction and parents. Parent accountability plays a role as they would be able to monitor their child’s performance and progress on a daily and consistent basis. Other applications also help teachers to meet their class participation goals by offering ways for all students to respond to instruction and have their voices heard individually and collectively. Online classrooms and discussions are providing ways for class discussions to be memorialized for the teacher to assess and monitor comprehension and critical thinking. I will also include my students in the learning process through hands-on and project based learning activities.

To assess my growth and progress toward the actualization of my personal philosophy of education, I will regularly evaluate the outcomes of my teaching practices. I will analyze student performance data, surveys, and other forms of feedback to determine the impact of my teaching on student learning and well-being. I will also reflect on my own personal growth and development as a teacher, considering how my philosophies and beliefs have evolved over time.

In terms of the histories, philosophies, ideas, and theories of education that we learned about in this course, I believe it is important to preserve those that focus on the value of diversity, inclusion, and equity in education. Ideas such as multicultural education, critical pedagogy, and social justice education should continue to influence current educational practices. By incorporating these philosophies, theories, and ideas into my teaching, I can further my development as a teacher in relation to the CLOs discussed in Module 1.

Culturally-responsive pedagogy should manifest in schools through curriculum, instruction, and assessment that reflects and values the cultural backgrounds and experiences of students. Teachers should incorporate diverse perspectives, texts, and teaching strategies that resonate with students from different cultural backgrounds. Culturally-responsive pedagogy should also involve building positive relationships with students and creating a safe and inclusive classroom environment where all students feel valued and respected.

As a student and teacher, I have come to know what I know about education and schooling through a combination of personal experiences, formal education, and professional development. My cultural identities and social experiences have shaped my understanding of education and schooling by highlighting the importance of inclusivity, diversity, and equity. As a bilingual individual, I have been able to see firsthand the challenges that students who are English language learners face and the importance of providing them with the necessary support and resources. Additionally, my experiences working with diverse student populations have emphasized the importance of cultural competence and a commitment to promoting social justice in education.

In terms of whether American education is moving in the right direction, it is clear that there is still work to be done in terms of promoting inclusivity, diversity, and equity in schools. However, there are also encouraging signs of progress, such as increased recognition of the importance of culturally-responsive pedagogy and efforts to close the achievement gap. To transform my ideas about education and schooling into praxis, advocacy, and action, I will actively engage in professional organizations and networks that focus on promoting equity in education. I will also speak out and advocate for policies and practices that align with my personal philosophy of education. Lastly, I will collaborate with colleagues and community members to implement initiatives and programs that promote diversity, inclusion, and equity in schools. Ultimately, by completing these tasks, I hope to gain a deeper understanding of myself as an educator, and to actively contribute to the field of technology education through continuous reflection, growth, and engagement with the Touro GSE CLOs and the modules.

References

"How Can Teachers Control Cell Phones In Their Class? -." 20 Aug. 2017, https://www.teachthought.com/technology/can-teachers-control-cell-phones-class/. Accessed 4 Apr. 2018.