My teaching philosophy

Teaching philosophy and technology

When asked to identify my philosophy for teaching, I look back to my own education and recognise that I have had the influences of many philosophies.  As a receiver of education, my early education began with a cognitive approach.  In the 1970s when teachers began experimenting with new philosophies such as constructivism/humanism, strategies such as “group interaction” started to be enacted. 

As I have gone on and continued my learning as an adult through various courses, I have experienced many approaches and teaching strategies.  Some have been spectacularly successful and others have left me questioning what, if anything, I had learned?

Now, I am on my second fully online learning course of study delivered through tertiary institutes.  I have the opportunity to view both organisations and their differing approaches. I analyse them to guess at the possible philosophies each teacher brings to the learning.  Naturally, I have my own learning preference, so I can feel challenged by some strategies and not by others.

What I do find, as a receiver of education, is that I have an opportunity to really question my own teaching delivery philosophy, especially in relation to the online learning environment.  Kanuka (2008) maintains that we need to consider “our interrelationship of philosophy and the choices we make about e-learning technologies” (p.93).  I try to match myself to the different philosophies: Liberal/Perennial, Progressive, Behaviourist, Humanist, Radical, and Analytical, however, I find fragments of myself in all of them. 

To assist me in my search for clarity of philosophy, I consider the philosophies of technology and how I resonate with each one.  Kanuka (2008), gives example of three technology philosophies:

Uses Determinism

The idea that technology is a neutral tool to “serve the aims and objectives of agents (e.g., educators) employing them”(p.96) is an attractive idea.  However,  I believe the assertion that “as individuals, we have control and autonomy of the technology” is questionable and a narrow focus on technology “neglects the social embeddedness of these systems and their uses” (p.97).

Social Determinism

Integrating technology with social and cultural contexts resonates with my social constructivist and critical leanings.  However, I also agree with the view that social contexts do not “manipulate education systems” as there is a “dynamic mutual shaping between the social, technology and the users’ environment” (p.98). 

Technological Determinism

Technology is viewed negatively as a “distracting and potentially even harmful component of education systems” (p.98); a view I disagree with.  The growing use of e-learning by educational organisations and industries has had positive effects, however, I do share the concerns of others that “modern technologies and growing neo-liberalism are creating a rising capitalistic climate that includes political-economic interests such as comodification, commercialisation and corporatisation of education” (p.99).

As time goes on, I become more politically aware as I see the social inequalities in our capitalist society.  Increasingly, my guiding philosophy is critical/radical: http://en.wikipedia.org/wiki/Critical_theory. 

I strive to allow my learners’ to create their own learning and question their place in society. However, I also recognise that “the methods used to achieve perspective transformation are not doable in most educational environments” (p.109).

Along with a radical/critical perspective, I also have a humanist/constructivist approach to teaching. http://en.wikipedia.org/wiki/Humanistic_education, http://en.wikipedia.org/wiki/Constructivism_(learning_theory)

My teaching supports “individual growth and self-actualisation” (p.106) and my teaching strategies include group work, experimentation and self-direction.  When viewing on-line learning though, taking this approach is more difficult, particularly when trying to instigate group work.

When I view my teaching practitioner history, I find that in many instances, I have been ‘channelled’ in my teaching approach to suit my employer organisation and the often time-pressured demands of the curriculum I am required to fulfil.  However, as my teaching experience has increased, I find that I now seek employers that support my own philosophies and shun those that do not.  I also find ways to work my own teaching philosophies into the often limiting curriculum and assessment regimes necessary for government funders ongoing support.

Self knowledge underpins all my education philosophies, and I agree with Kunuka (2008) that “reflecting on and becoming aware of our philosophical orientations is important” (p.111) for choosing how and what we use in e-learning technologies.  I hope these insights gained can guide me through all the changes technology has still to deliver.

Reference

Kunuka, H. (2008). Understanding e-learning technologies–in-practice through philosophies-in-practice. In T. Anderson (Ed.), Theory and practice of online learning (pp. 91-118). Edmonton, Canada: AU Press