My Philosophy on Education
I believe that every child has the right to grow and develop to his or her full potential. I also believe we live in a world of great disparity where some have much more than they need, while others have much less. It is my belief that it is the least advantaged, women and young children from very poor families and disadvantaged groups, who are the most excluded. How can these women and children ever hope to flourish, living healthy and productive lives, and participate fully in our increasingly globalized society?
I believe that quality education is the key to changing this unjust situation by leveling the playing field. However, there are many constraints to achieving quality education in both developing and developed countries. Low teacher salaries, lack of resources, overcrowded schools, poor teacher training, lack of supervision and motivation to name just a few. As an emerging educational technology leader, I believe Web 2.0 technologies can and should change how we think about schooling and learning. Today these promising technologies are more affordable and cost effective than ever and we should strive to ensure that 21st century classrooms be available to all children. Furthermore, teachers, administrators and students should be provided rigorous training in these technologies so that they may optimize the use of these tools and transform current substandard learning environments.
My view of the learning process is that students learn best by doing, through discovery and pleasure in accomplishing a task. I had the privilege of facilitating such endeavors through a techno-constructivist methodology with teachers and administrators in Bangladesh. We engaged the teachers to explore the Internet and other Web 2.0 tools to construct lessons for their students. I believe this methodology of learners building their own experiences, constructing their own meanings, creating their own products, and collaborating and interacting, fosters ownership and a love for life long learning.
I believe the 21st century classroom can maximize learning opportunities, bridge distances, improve training quality and open channels for all learners (teachers and students alike). I also believe technology should be integrated into subject areas instead of taught separately or in isolation. Furthermore, for technology to be effective in improving education its’ proper use must be deliberate and systemic and it must start at the grass roots level. As we embark on this journey, we need to celebrate 'baby steps', scaffolding learning for teachers and students, providing support and encouraging risk-taking.
As an educational leader, I have a vision for using technology to bridge the education gap and to and extend access to quality education , especially for the most disadvantaged. I consider my experience and leadership style ideal for achieving this in a range of contexts. I like to experiment with technology and innovations but hold myself accountable for results. I like to build relationships, support new initiatives, delegate authority as appropriate and share responsibility wherever possible. I challenge myself and my peers, but also make every possible effort to provide adequate support and inspiration to my teams.
I believe that quality education is the key to changing this unjust situation by leveling the playing field. However, there are many constraints to achieving quality education in both developing and developed countries. Low teacher salaries, lack of resources, overcrowded schools, poor teacher training, lack of supervision and motivation to name just a few. As an emerging educational technology leader, I believe Web 2.0 technologies can and should change how we think about schooling and learning. Today these promising technologies are more affordable and cost effective than ever and we should strive to ensure that 21st century classrooms be available to all children. Furthermore, teachers, administrators and students should be provided rigorous training in these technologies so that they may optimize the use of these tools and transform current substandard learning environments.
My view of the learning process is that students learn best by doing, through discovery and pleasure in accomplishing a task. I had the privilege of facilitating such endeavors through a techno-constructivist methodology with teachers and administrators in Bangladesh. We engaged the teachers to explore the Internet and other Web 2.0 tools to construct lessons for their students. I believe this methodology of learners building their own experiences, constructing their own meanings, creating their own products, and collaborating and interacting, fosters ownership and a love for life long learning.
I believe the 21st century classroom can maximize learning opportunities, bridge distances, improve training quality and open channels for all learners (teachers and students alike). I also believe technology should be integrated into subject areas instead of taught separately or in isolation. Furthermore, for technology to be effective in improving education its’ proper use must be deliberate and systemic and it must start at the grass roots level. As we embark on this journey, we need to celebrate 'baby steps', scaffolding learning for teachers and students, providing support and encouraging risk-taking.
As an educational leader, I have a vision for using technology to bridge the education gap and to and extend access to quality education , especially for the most disadvantaged. I consider my experience and leadership style ideal for achieving this in a range of contexts. I like to experiment with technology and innovations but hold myself accountable for results. I like to build relationships, support new initiatives, delegate authority as appropriate and share responsibility wherever possible. I challenge myself and my peers, but also make every possible effort to provide adequate support and inspiration to my teams.