Running head: EDUCATIONAL PHILOSOPHY

Educational Philosophy & Role of Technology

Tracy Medrano
ETEC 500-01 Foundation in Instructional Technology
Professor Eun-Ok Baek, Ph.D.
December 4, 2016

Running head: EDUCATIONAL PHILOSOPHY

Learning is defined in many ways and educational ideas can be influenced by the
environment, different learning theories, research, current trends, and/or personal experiences
and values. Reflecting on my own beliefs and examining the philosophies of others has helped
shape my educational idea, which will serve as a personal guide in teaching and learning, which
includes a teachers role, a learners role, and a technology role aligned with constructivism.
Teachers Role.
In todays educational environments teaching is shifting from the traditional lecture
approach to a more exploratory learning approach where students are actively involved, while
remaining focused on learning objectives. I believe a teachers role in education is to create
meaningful learning experiences and facilitate a stimulating and engaging learning environment
where knowledge gained in education can be applied in todays workforce. The constructivism
theory is the process of learning where individuals construct knowledge based on experiences
and interactions (Reiser, 2012), which aligns with my educational philosophy. In contrast to my
philosophy, the behaviorism theory focuses on lecture, textbooks reading, and the process of
memorization that often hinder a learns ability to remain engaged and feel challenged (Reiser,
2012). Also, the cognitivism theory, similar to the behaviorism theory, places importance on
practice and feedback while focusing on a learners mental processing where the mind is viewed
as a computer processing system (Ertmer & Newby, 2013). While educators may have a
preferred teaching approach it is imperative to a students success that teachers, as facilitators,
maintain a flexible ability to adapt their learning strategies and learning theories to the needs of
their learners (Christensen, 2008) that may find the constructivist approach challenging.
Remaining continually focused on student performance can help identify potential learning
challenges and/or gap where strategies may need to shift, in any approach.

Running head: EDUCATIONAL PHILOSOPHY

Understanding your audience and pedagogical practices for engagement can help
facilitate the right activities in constructivist teaching, thus increasing student collaboration and
active learning. Research based on a project, The National Survey of Student Engagement,
suggest that student engagement enhances the quality of learning and should be a continual
process throughout a students academic career, rather than a one-time event, to better prepare
students as workers (Smith, Sheppard, Johnson, & Johnson, 2005). I believe this to be true as
teachers assume a critical role in preparing our future workforce through active learning
engagement that fosters collaboration, communication, critical thinking, and problem solving
skills that are necessary in todays workforce and everyday interactions.
Learners Role.
Learners today want to feel engaged and challenged throughout their academic careers.
Based on research where students were asked to identify their learning preference, an
overwhelming majority preferred a constructivist approach (Kinchin, 2010). As such, many
students expect to receive constructivist learning opportunities throughout their academic
careers. In my philosophy, influenced by the constructivist approach, I believe learners should be
prepared to engage in social activities, share ideas, collaboratively create knowledge, think
creatively, extend beyond their current beliefs, apply prior knowledge, remain open and
respectful to their peers ideas, and take ownership for their educational learning. While the
traditional behaviorism approach focuses on the process of repetition, where a students role is to
take-in information until the behavior is altered. Constructivism places greater responsibility on
learners to collaborate and explore meaning, thus enhancing the quality of learning and creating
meaningful and memorable learning experiences.

Running head: EDUCATIONAL PHILOSOPHY

Technology Role
Technology plays a critical role in our daily lives. Over the years, the evolution and rapid
developments in technology has shifted the way we learn, work, and communicate. While
technology has influenced many aspects of our lives, specifically in education, I believe that
technology should support, enhance, and compliment the learning environment and expected
outcomes. Integrating emerging technology tools and tools currently used by a diverse
population of technology literate learners can support and enhance interaction and quality of
learning (Beldarrain, 2006). Yoany Beldarrain, from the Florida Virtual School, suggest that the
proper integration of technology tools in education helps shape social interaction among
students. However, it is critical that the challenges and benefits of technology integration is
considered in various instructional environments to produce positive teaching and learning
results (Delgado, Wardlow, McKnight, & O'Malley, 2015). While there are many barriers when
considering educational technology integration, it is critical that students experience technology
in education that meets the current technologies found in social environments and the workforce
today. The technology in education should be integrated to support student collaboration and
engagement, aligned with the constructivism approach, offering students the ability to experience
social interaction, create collaborative and social experiences, research and obtain greater
knowledge, and support meaningful learning outcomes.
Over the years, various philosophers have coined various learning theories and
definitions, however, educational ideas today vary among educators and practitioners around the
world. My beliefs, influenced by the constructivism theory, philosophies of others, and my own
set of beliefs and values focus on the teachers role, the learners role, and the technology role in
a constructivist approach that creates and supports inspiring and engaging learning experiences.

Running head: EDUCATIONAL PHILOSOPHY

References
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student
interaction and collaboration. Distance Education, 27(2), 139-153.
doi:10.1080/01587910600789498
Christensen, T. K. (2008). The role of theory in instructional design: Some views of an ID
practitioner. Performance Improvement, 47(4), 25-32. doi:10.1002/pfi.199
Delgado, A. J., Wardlow, L., McKnight, K., & O'Malley, K. (2015). Educational technology: A
review of the integration, resources, and effectiveness of technology in K-12 classrooms.
Journal of Information Technology Education: Research, 14, 397-416. Retrieved from
http://www.jite.org/documents/Vol14/JITEv14ResearchP397416Delgado1829.pdf
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, Constructivism: Comparing
critical features from an instructional design perspective. Performance Improvement
Quarterly, 26(2), 43-71. doi:10.1002/piq.21143
Kinchin, I. (2010). Investigating students' beliefs about their preferred role as learners.
Educational Research, 46(3), 301-312. Retrieved from
http://dx.doi.org/10.1080/001318804200277359
Reiser, R. A. (2012). What field did you say you were in? In R. A. Reiser, & J. V. Dempsey
(Eds.), Trends And Issues In Instructional Design And Technology (Third ed., pp. 1-7).
Boston, MA: Pearson Education, Inc.

Running head: EDUCATIONAL PHILOSOPHY

Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of
engagement: Classroom-Based Practices. Journal of Engineering Education, 94(1), 87101. doi:10.1002/j.2168-9830.2005.tb00831.x

Running head: EDUCATIONAL PHILOSOPHY

Reflection
Overall, I have found the entire class experience and knowledge gained to be valuable in
my continuous growth, academically and professionally. The course structure allowed me to
interact with my peers, share ideas, and reevaluate some of my own beliefs in educational
technology. Further, through the readings, multimedia resources, and assignment I have been
able to increase my knowledge and confidence in discussing educational technology.
This weeks module allowed me to reflect on the overall knowledge gained in the course
and reflect on my own ideas about education. Shaping my personal educational philosophy,
while not easy and will continue to evolve, allowed me to find deeper meaning, based on various
resources and prior knowledge, into my views of educational teaching and learning. I found this
assignment to be extremely valuable as I will use my philosophy to help guide my approach
throughout my academic and professional career. However, I also gained an understanding that I
must remain flexible to different learning styles and my educational philosophy and strategies
may need to be adjusted depending on different learning needs. I enjoyed this class and would
recommend it to others.
Portfolio: http://tmatcsusb.com/foundation.html