Perspective 

My teaching philosophy has been greatly influenced by my exposure to constructionist theories (Papert & Harel, 1991) where the learner creates meaningful experiences by active participation and creative experimentation of technology. I took this approach to my teaching in a rural community school in Bhutan where I used digital storytelling as part of an activity for fourth grade students to learn how to use the computer, and at the same time develop a creative channel of self-expression. Additionally, as a scholar in the field of design, I gather influence from the works of Donald Schön's (1983) concept of reflection-on-action and reflection-in-action, where the key competency of being a good designer is by being a reflective practitioner. In my own teaching I reflect on my actions on a regular basis and adapt to the needs of my students. Similarly, I encourage my students in the W200: Computers in Education course, to be reflective practitioners as they prepare for a career in teaching. 

 

My teaching experiences have prepared me for the kind of teaching role I envision myself to be involved in an NGO. The kinds of teaching practices I’ve concentrated on are shorter- term focused presentation situations, one-on-one training and mentoring. Therefore I have made it my business to gain practice in this area. The teaching experiences I’ve gained so far prepare me to present and facilitate workshops and talks in my area of research interest and the IST field at large. The teaching roles I’ve assumed at Indiana University are indicative of my research interest in research on design of digital learning interventions. I will be teaching the W200 course for pre-service teachers in the fall. I am currently working on revising the curriculum on the digital divide and emerging technologies. My goal as a teacher in this class is to use the knowledge and vicarious experiences I’ve gained from my previous research and teaching, and use it to provide teachers (non-professional designers) to develop designerly skills , as they prepare themselves to design instruction for the 21st century learner.

 

Teaching Competencies 

 

1. Acquire content knowledge in IST related subjects​

2. Design face-to-face course content

3. ​Design online course content

4. Facilitate online courses

5. Teach content related to digital inclusion, designerly thinking in technology-integration, instructional design and emerging technologies

 

Evidence for Teaching Competencies

 

1. Acquire content knowledge in IST related subjects

 

Transcripts: BSIT, MA Teacher Education (Major Education technology), PhD (unofficial)

Research Agenda:  Research on Design and Digital Inclusion

 

2. Design face-to-face course content

 

2014      

 

 

 

 

3. Design online course content

 

2011      

2011      

 

 

4. Facilitate online courses

 

2013      Teaching Assistant Online Graduate R711 course, Indiana University Bloomington, USA

 

2011      Facilitator for Online Faculty Learning Community, University of Texas at El Paso, USA

 

2011      Facilitator for Digital Academy, University of Texas at El Paso, USA

 

5. Teach content related to digital inclusion, designerly thinking in technology integration, instructional design and emerging technologies

 

2015

 

 

2014 

 

 

 

 

2014      

 

2013 

 

 

2012      Presenter for Low-Threshold Applications, Teaching Enhancement Fridays, University of Texas at El              Paso, USA

 

2011       Invited talk on “ Gross National Happiness” at Bioinfomatics Colloquium, University of Texas at El              Paso, USA

 

2009     Facilitator for UTEACH Educational Engineering Workshop

 

2009     Teaching Digital Literacy to Fourth Grade Students, Batya Community School, Bhutan

 

References

 

Apple, M. W. (1995). Education and power. New York: , Ny: Routledge.

 

Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.

 

Papert, S., & Harel, I. (1991). Situating Constructionism. Constructionism. Norwood: NJ: Ablex Publishing Corporation. 

 

Schön, Donald A. 1983. The Reflective Practitioner. New York: Basic Books.