My teaching philosophy is based on my understanding of how people best learn. It is imperative that students in unfamiliar settings, such as an introductory course in technology, actively engage the tools and resources they are being asked to master. A lecture/take note method of teaching is not the best way to teach about technology. To that end, I have my students interact with new technologies and with each other as soon as possible within a semester. The discomfort associated with learning new technologies is alleviated through partner activities and group work so that students can socially construct a new knowledge base. This social construction of knowledge falls within the constructivist perspective of learning. Of particular interest to me are the theories put forward by Vygotsky concerning the social development of understanding, the Zone of Proximal Development, and the benefit of teaching thinking rather than teaching content-specific skills.

To this end, I have students complete smaller, easier to manage, projects prior to the final project at the end of the course. Projects and activities in my courses tend to have an authentic approach rather than a contrived flavor to them. That is, students are placed into collaborative situations where they must solve realistic problems that have been modified to account for limited time within an academic semester. I have found that this is less overwhelming and highlights potential misunderstanding in a timely manner. Students have also told me that they appreciate having a “safe” place to try new skills before they are expected to use them in a development setting. Other benefits of this organizational structure include the emphasis of team work and collaboration that is present in most, if not all, P-12 teaching settings.

Particularly in the field of library media, students are expected to perform as members of an instructional and administrative team, rather than function as the sole provider of services. They will most likely be the sole library media specialist within a building. However, they are expected to contribute to the larger school community as well by serving as administrative team members. School library media specialists serve a unique role in today’s schools. They are expected to work with teachers in a variety of subject areas, with a variety of skill levels, as well as interact with administrative officials concerning matters such as resource acquisition, curriculum development, and faculty development. These demands on students graduating from the library media program highlight the need for students to have opportunities to function in a controlled setting in roles that parallel those they will encounter in the job market.

I also believe that one of the best ways to improve teaching is to listen to students. I consistently solicit feedback from students about the applicability of assignments and the organizational structure of the course. I have implemented several suggestions made by students regarding class assignments and organization that have been favorably received by subsequent students. Seldom is a class the same one semester as it was the previous semester. I am constantly examining my teaching for ways to improve the effectiveness of instruction, assignments, and evaluation.