Teaching Competencies
From a social constructivist standpoint, my pedagogical focus is to empower students to become
the agents of their own idea of success but in a manner that promotes participation, rather than competition, with others. From this perspective, K-12 public schools should benefit all students but most particularly those who lack the opportunities that make learning available in the first place, including students who have disabilities, low incomes, or minority status. These students may practically seek an education in order to earn a living wage, but it also promotes their development as socially relevant human beings. I agree with Walter C. Parker (2003) that students can become more capable citizens as they acquire the knowledge and skills to succeed in their careers, and in their lives. However, all teachers unwittingly impose restrictions on student learning based on their experience, which influences their identity and which is the lens they use to interpret their environment. I may not be able to recognize all of my inherent biases, but it’s important to be aware that they do exist if I wish to foster the best, most honest, effort in helping students to perform well academically. This is especially true for when instructing students who do not identify with the hegemonic system of privilege: women, people of color, and students with disabilities. Historically, education has been taught from the perspective of white male citizens of property, who have had greater access to elite educational opportunities. As I continue to progress toward becoming an enlightened instructor, it is important to be aware that my seemingly innocuous experiences constitute meanings that are not are socially neutral.
In a sense, I initially approached teaching as purveyor of what Yepes-Baraya (2002) described as
“transmission model” of teacher-centered instruction, or in the parlance of K-12 educators, “sage on the stage.” Relative to the students in the classroom, I was the skilled expert transmitting knowledge about the course subject and then assessing how well the students demonstrated this acquired knowledge. It was an activity for which I continue to harbor regret. Only later in my career did I affirm that the essential role of education, as an instructor, is to support students to achieve their own agency regarding the mastery and application of course content. The constructivist model emphasizes student learning, where the teacher is the expert at guiding students in the performance of acquired knowledge. Assessments should encourage saturation, allowing students to practice the skills that demonstrate a command of newly acquired knowledge as evidenced in a project or presentation that nurtures and acknowledges the student’s context, including their creativity, experience, and socio-cultural background. The present-state of computer technology in schools can facilitate such instructional goals.
Integrating Technology in classroom can both extend as well as hone instructional opportunities.
Namely, the Internet offers a wider access to knowledge resources for; however, instructors should be careful not to presume that such access is equivalent, or even better, than value and quality of so-called traditional resources. For instance, textbooks used in K-12 schools have been vetted by a team of teachers who specialize in school curricula. The textbook content necessarily has been refined to relate to the learning standards mandated by particular departments of education. Moreover, standardized tests assess the quality of student acquired knowledge, which align with a school curriculum and the resources meant to deliver that curriculum through instruction. Therefore, adding tablet devices and laptops that connect to the Internet means, in effect, having a boundless instructional resource that requires the teacher to become capable to vet its value and quality with regard to the mandated curricular standards.,
As an assistant instructor in W200, a volunteer teaching assistant in R547, and a co-teacher in R690,
I have learned that technology is more than another tool to deliver instruction. It can open new avenues to achieve an instructional purpose, but not necessarily change pedagogical practice. Each teaching assignment in the IST department has helped me reflect on the values that all instructors place on the possible affordances from technology tools. As instructors, we select the affordances available in a resource, an iPad for instance, and then determine its application in our instructional practice. Similar affordances can be realized in a course textbook or journal article, which should counter the often heard, and habitual, claim that eLearning texts are superior to traditional texts. As researchers and instructors, we need to ask: But in what way are these devices superior? What is meant by superior? A partial answer to begin a critical exploration of pedagogical knowledge and technology knowledge, which I borrow from Dr. Glazweski, is: it depends. Then, explain how it depends and why.
-
Acquire pedagogy and content knowledge
-
Mentor undergraduate and graduate students
-
Experience in course design and delivery
-
Teaching Experience in Undergraduate and Graduate Courses
-
Acquire pedagogy and content knowledge
Completed: I possess a current adult teaching credential in Los Angeles California and I have applied for an Indiana credential in Computer Education and Technology. In addition, my minor core is in Educational Leadership, which includes completing a superintendent licensure program. Further, I have completed the core IST courses, educational foundations, and am progressing to complete my minor core.
[select, Search for an Educator >> Public Search >> Last Name, and enter Edelberg, Thomas]
IST courses and minor courses completed to gain understanding of the IST field and pedagogical knowledge.
- R500: Topical Exploration: Teaching with Technology (Spring, 2014)
- R660: Change Management, Consulting and Group Training (Fall, 2014)
- J630: Curriculum Theory and Practice (Fall, 2014)
- A631 Microeconomic Applications to Education (Spring 2015)
- A785 Internship in Educational Leadership (Fall 2015)
- Instructional Practices Adult Career Technical Education (Sum, 2011, Revalidated)
- Instructional Practices Adult/Vocational Education Level 2 (Fall 2011, Revalidated)
- Supervision & Coordination of Career Adult Technical Education (Spring, 2012, Revalidated)
The following courses will provide additional understanding of knowledge about pedagogical theories in IST.
- R590: Independent study in Instructional Systems Technology (Spring, 2016)
- P540: Learning and Cognition in Education (Sum, 2016)
- A640: Planning Education Facilities (Fall, 2016)
-
Mentor undergraduate and graduate student
Completed: In Fall 2013, I served as a W200 lab assistant, managing technology lab activities, tutoring students about their course projects, and mentoring about staring a career in teaching. In Fall 2014, I began delivering portfolio workshops for LCLE and C&I instructors to their pre-service teachers courses. This Spring 2016, I shall work with Dr. Glazewski in R690 to help mentor graduate students in IST.
-
Experience in course design and delivery
Completed: I have assisted faculty in the SOE to use the LMS Canvas tools to design and deliver course content and suited to their specific requirements, including using linking external websites and tools to the Canvas architecture.
IC responsibilities, SmartBoard PPT, SmartBoard Handouts
-
Teaching Experience in Undergraduate and Graduate Course
Completed: Taught W200 and was a teaching assistant for R547; R690 SpringIn addition to my experience teaching post-secondary ESL course in Los Angeles, I taught undergraduate students as an associate instructor for W200 in Spring 2014. With regard to teaching graduate students, I as a volunteer assistant teacher for R547 in Summer 2014, and I shall work with Dr. Glazewski to co-teach R690 Spring 2016.
W200 student evaluations, R547 Syllabus and Letter (forthcoming), R690 syllabus (Fall 2013)
References
Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. New York: Teachers College Press.
Yepes-Baraya, M. (2002). Technology integration. In J. Johnston & L. T. Barker (Eds.), Assessing the impact of technology in teaching and learning. A sourcebook for evaluators (pp. 139-160). Institute for Social Research: University of Michigan.
