My educational philosophy stems from one central belief: In a world of constant change, both educators and students must be willing to adapt.
Several of my experiences as a student and an educator have exposed me to many instances that solidified my approach to learning and teaching. As a student in college, I frequently encountered peers with sharply contrasting abilities in the classroom. While memorizing Greek verbs seemed effortless for one student, others might toil away for hours in the library in order to obtain a passing grade. These situations made me wonder if a broader range of pedagogical tactics might prove effective in ensuring the success of more students. At the same time, I found it difficult to determine the extent to which rigidness in students and teachers played a role in the outcome.
Since completing my Library Science degree, I’ve been assisting students of varying ages, subject interests, and scholastic aptitude. On an almost daily basis, I encounter students who harbor a strong fear of changes in academic technology. Some of whom have been so deeply impacted by digital divide that they struggle to use a mouse. These scenarios demonstrated to me that although the needs of many students are not being met, it is essential for the student to be willing to change too.
My decision to continue my education with a Master of Arts in Educational Technology stems from both my core beliefs. Experiences like mine have demonstrated to me that I must also be willing to adapt to the changing world of education. In doing so, I feel that I am providing the most valuable contribution of all to my skills and the skills of students.