Philosophy of Education

As an educator, my purpose is to facilitate opportunities for students to develop their critical thinking skills and to apply creative thinking to solve problems.  Students are inundated with media and information from all directions.  They must learn how to approach information with a critical stance and always examine the source of the information to determine whether to assimilate it into their knowledge and belief system or reject it.  They must also use their knowledge and experiences to create products that fill a need.  My role in this process is to model critical thinking and demonstrate how I use resources to answer questions and assemble knowledge to fulfill information needs.  I must also serve as an assistant and mentor to students as they embark on this journey to develop the information-finding and critical thinking skills they will need to succeed in the workplace and as informed, well-rounded individuals.

Technology offers students opportunities to access any information they may need.  The Internet is a resource that students will likely use their whole lives, and it contains both facts and inaccuracies, as well as writings that build up specific beliefs and viewpoints and other writings in direct opposition to those beliefs and views.  While they are still in a formal school setting, students must utilize technology to learn how to navigate the Internet and develop a framework for critically evaluating everything they read and view before forming their own conclusions.

Technology also allows students opportunities to collaborate with each other on learning projects.  As they work together to create a presentation, video, or webpage, students learn how to communicate what they have learned and refine their conclusions by discussing them with others.  Students can also use technology to interact with individuals that they would never meet in person.  Via email or videoconferencing, students can utilize human resources in their quest to develop an understanding of the world.