Teaching is about making some kind of dent
in the world so that the world is different
than it was before you practiced your craft.
Knowing clearly what kind of dent you want
to make in the world means that you must
continually ask yourself the most
fundamental evaluative question of
all—what effect am I having on students
and on their learning?
(Brookfield, The Skillful Teacher, pp. 18–19)
due by noon on Tuesday, September 9
a Bit of context . . . .
A teaching philosophy statement is a clear, concise account of your approaches to teaching. It
should provide a sense of who you are as a teacher and what you value. It should address why you
teach, what you teach, how you situate yourself as a teacher, and how you reflect upon and assess
your teaching methods.
In addition, teaching philosophy statements typically always do a bit of work in anchoring you to a
particular field and that field’s practices, beliefs, and values. This isn’t a research document, but it
does typically include nods and shout-outs to key theorists, researchers, and teachers who have
shaped your beliefs and values.
A technology philosophy statement is a statement that focuses on your stance toward and
values related to technology in the classroom. It might address the tools you use to teach, why you
use these tools, how you situate yourself vis-a-vis
these tools, and how you reflect upon and assess
your teaching with technology methods.
the assignment . . .
For this assignment, prepare a 2–3 page, traditionally
prepared (i.e., about 12 pt font, double-spaced, 1"
margins) teaching with technology—or
“teachnology”—philosophy statement.
things to think aBout . . .
As you get started, you will definitely want to review some teaching philosophy statements. Ask
other class members if they have written and are willing to share a teaching philosophy statement.
Dig around msu.edu; do a honed google search to see if you can find a few exemplar statements
floating around the web.
You will also want to consult with essays and articles that address practices and philosophies of
technology use, specifically teaching with technology. The readings we’re doing for class are a very
helpful starting point. You might also review pieces from the “praxis” section of Kairos, and look at
pieces like:
• Turnley, Melinda. (2005) Contextualized design: teaching critical approaches to web
authoring through redesign projects. Computers and Composition, 22, 131–148.
• Kirtley, Susan. (2005). Students' views on technology and writing: The power of personal
history. Computers and Composition, 22, 209–230.
• Bomberger, Ann M. (2004). Ranting about race: Crushed eggshells in computer-mediated
communication. Computers and Composition, 21, 197–216.
• Childers, Pamela. (2003). Interacting with computer technology in secondary schools.
Computers and Composition, 20, 473–480.
