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Personal Teaching Philosophy

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Personal Teaching Philosophy
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    USING DISRUPTIVE INNOVATIONS TO CHANGE THE ROLE OF TEACHERS Personal Philosophy Jose Vazquez Jr. Vazque12@unlv.nevada.edu  Using Disruptive Innovations to Change the Role of Teachers  –  November 2014 1 Using Disruptive Innovations to Change the Role of Teachers Introduction I can’t emphasize enough the importance  that technology has had in the journey of my education and growth. Throughout student teaching, my master teacher utilized a SMART board, classroom responders, and a wireless writing tablet. During my observations, I witnessed many teachers who had these same tools and resources, but no one else used them with the energy,  passion, and effort that made it graceful. This was a teacher who radiated confidence and dedication for her students. I wanted to be just like her. I was beyond ecstatic to take over her classroom, and most of all, the many technology devices she had with her students. My first lesson was nothing short of chaotic! The SMART board would not stay calibrated, which made my SMART board lesson ineffective. Several responders ran out of battery during another one of my lessons, and with a class of 35 students, changing batteries is no easy feat. Last, but certainly not least, the wireless handheld device I was using stopped charging properly and would never last through my math activities. I had let technology defeat me and I didn’t even reach towards it when I knew my lesson was next. She glanced over at me and said “Why aren’t you using the tablet?” to which I replied “It doesn’t work when I use it.” She looked at me and with an agonizing stare demanded that I “need to use it, even if it’s frustrating.” She always gave me the  best advice for classroom management, instruction strategies, and building great rapport with the students. The most important trait that she gave me wasn’t any of those th ree, it was the ability to appreciate technology and use it as a method of reaching students’ interests  to achieve success and growth. My thinking has transformed from a personal point of view to an education wide view point. How do we get teachers to use technology effectively, like the most proficient teachers, when “Only 20 percent of teachers report feeling well prepared to integrate educational  Using Disruptive Innovations to Change the Role of Teachers  –  November 2014 2 technology into classroom instruction.”? (McKenzie, 1999). Most importantly, how can we  prepare teachers to b ecome “pioneers for thinking about teachers in the context of the Internet, digital media, and collaborative networking”, and assume the roles of “guide by your side” instead of “sage at the stage” (Saveri and Chwierut, 2007)? Disruptive Innovation Theory and Approach Technology implementation is not only a method of instruction, but it has been one of the influential and motivational factors of my teaching career. It’s always exciting finding new and innovative ways to bring learning to the classroom and to professional development. Since I use technology to target the many ability levels of my students, I aim to have the same expectations  being met when it does come to teacher development. When using the word “students” we initially think of young children or adolescents who are under our wing, but the recurring theme throughout my coursework has been appropriate development for professionals. Since the implementation of technology is always changing, then our approach to teaching young students should adjust our frame of thinking should be improved to respond properly to these changes coming ahead. Since technology in education is constantly evolving, then we must prepare all teachers for changes coming in the near future, not just those who are more equipped to adapt. There’s a community of professionals who are affluent users of technology and newer devices and software that is released is targeted to those who are already proficient. The disruptive innovation theory is “ the process by which a sector that has previously served only a limited few because its products and services were complicated, expensive, and inaccessible, is transformed into one whose products and services are simple, affordable, and convenient and serves many no matter their wealth or expertise. ” (Christensen, Horn, Caldera, and Soares, 2011). This type of approach allows schools and experts to start at the very beginning of analysis  Using Disruptive Innovations to Change the Role of Teachers  –  November 2014 3  because a program or device that is labeled a disruptive innovation is something that is new to an entire market of users and hasn’t been seen before. Often times , administration decides to implement one-to-one laptop, tablet programs, or other alternatives and they have staff members who come with a wide range of experiences, a few excited but many anxious. These disruptive innovations provide non-consumers of other products an opportunity to start without  preconceived notions or an attitude of demonstrating inept ability compared to previous consumers. Disruptive innovations provide an advantage to many different users. No matter what dream students have, they more than likely will have to use some type of technology or device to achieve their desired dreams (Tran, 2013). Michelle Tran highlights the fact that “In Minnesota, sixty percent of new jobs by 2015 will require skills held by only twenty percent of the  population.” There are many technologies that are not necessarily new to the global market, but they are new to the world of education, thus causing them to be disruptive innovations. There have been computers in classrooms for many years now and teachers must realize that in order for the computers to become innovative in the classroom they need to “use the new tools in entrepreneurial ways.”  It would benefit developmental groups to start a new innovation that targets an immense audience and builds from the ground up. Software development groups should survey immense populations of teachers so that they are able to design software materials that targets a high needs area to attract educators to technology in their classrooms. Forcing a product into the market that is competitive and ground- breaking causes other products to become more affordable and accessible, allowing it to reach many more schools and minds that can take advantage of these opportunities. One example comes from the changes happening in higher education. “The fact is that there are more cost -
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