Courses

My Teaching Philosophy

I believe that real learning requires active participation and commitment of both the student and the teacher. Learning should be challenging, stimulating, interesting, and rewarding. Toward this goal the teacher must provide guidance, encouragement, and a sense of shared purpose to create an environment that enhances the student’s ability to learn. Part of this environment is a teacher’s contagious enthusiasm for the subject matter, which can stimulate a student’s intellectual curiosity and interest. I believe that teachers need to be sensitive and have genuine concern for the students’ education. I am concerned with both the technical and real world preparation of my students. My goal in teaching is to provide the necessary learning environment and to spark students’ interest and encourage them to pursue learning for their own sake.

Each student is unique and each has a preferred style of learning. I often use a combination of the teaching methods to guide different students toward subject proficiency in the way most natural for the individual. No one is “dumb” and I expect every student in my class to learn and succeed. Every student is entitled to the personal, equal dignity of human being. I always set high standards for the students, but then I do everything I can to help the students reach them. I demand that the students work hard and be responsible in their learning. I strongly feel when students leave my classes they have learned something, gained something, gotten new insights. I always treat the students with respect and concern for their achievement. I have found that the students deeply appreciate my attitude toward them and their learning.

I always challenge my students to break away from traditional thinking, achieve a little more than what they thought they were capable of, and encourage learning for the joy of learning, not merely for a letter grade. I see my role as a facilitator, a guide, a tutor, a mentor, a motivator, and a friend who must provide the students with the knowledge and means of succeeding in their professional and personal lives and inspire them to pursue lifetime learning.

I believe that teaching and research are not independent endeavors, but rather are synergetic processes. I have experienced how my teaching and research can benefit from one another and have increasingly sought to foster the synergy between them. I believe my research has enriched my teaching. It has helped me to keep up the current technology and its development but also exposes me to fresh ideas and thinking. I cannot imagine how I could continue to excite my students about the subject if I were not excited about the rapid changing of technology and the research and development in the field.

I feel it is important that I, as a teacher, be available to my students whenever they require additional help with their studies. I keep ample office hours, encourage office visits, and regularly consult with students through e-mail. I value working with students. Students are very important to me. I enjoy not only the teaching aspect of working as a college professor, but also the “fringe benefits” of the job — making a difference in someone’s life!

Courses Taught Recently

  • GI 107 E-learning Theory and Practice
  • GI 110 Research and Development in Hypermedia
  • GI 308 Research and Practice in Educational Technology
  • GI 405 Research in Educational Technology
  • GI 310 Mobile Learning
  • IE 313 Computer Networks
  • IT 365  Computer Applications in Education
  • IT 375  Web-based Tools
  • IT 469/569  Multimedia Design and Development (Hybrid)
  • IT 644  Advanced Hypermedia Development (Hybrid)
  • IT 648  Telecommunications in Education (Online)
  • IT 709  Administration of Instructional Technologies (Online)
  • IT 753  Instructional Applications of Interactive Video (Hybrid)
  • IT 755  Web-Based Instruction (Hybrid)
  • IT 780  Seminar in Instructional Technology (Hybrid)
  • IT 860  Emerging Technology in Instructional Technology (Online)
  • ZD 101 Web-based Multimedia Design and Development

2 Responses to Courses

  1. 今天我們無論在中學或小學教書,一定要受過相當的師範教育,或取得教育行政機關檢定合格的證書。此外,我們還要遵照政府的規定,不斷地接受在職訓練,如短期講習和進修等,藉以吸收新的觀念和知識。
      要做一個很好的教師,最重要的就是對於所擔任的科目,能夠勝任愉快。例如做小學六年級的國語或算術老師,自己就須先熟悉有關的教材知識,課前要準備教案,課後要改作業,而且要盡量準備輔助教學的工具,以增進學生的了解。
      中小學的學生年齡小,如果教師的教學方法不能引起學生的興趣或學習動機,則教學的效果一定不如理想或事倍功半。所以要做一個優良的中小學教師,僅僅具備豐富的教材知識是不夠的。
      一個教師如果接收學校聘約以後,不能在校專心教學,或不遵守聘約的規定,甚至在聘期未滿時中途離校,另就其他待遇較優的職業,這便是缺乏專業的服務精神,可以說比木匠、鐵匠或泥水匠都不如了。
      教師的專業能力永遠不嫌多,唯有不斷學習進步,才能更上一層樓。

    • wendywang says:

      現在無論是e-learning或者是m-learning所強調的都是隨時隨地學習,及時學習並且可以依據自己興趣建構知識體系以及發表自己想法在網路世界,仍侷限在傳統教室內的教師,如果還是堅持一本書一份PPT就能讓學生學習到如何建構知識,真得值得大家深思;老師在這篇文章中所表達的概念,我也能感受到老師的用心及認真,同時能將教學與研究並行是必須要有許多時間的投入,但在台灣這種教學環境很難突破傳統教學的束縛,因為如果太多作業學生會反彈,如果以英文教學更是障礙重重,我所理解到的是,首先能讓學生除了網路虛擬世界的電動遊戲、交友等社群活動以外,要讓學生願意花時間在網路上瀏覽知識性的內容,可能必須要靠教室內教師營造適切的主題及情境,當然教育從根紮起,看來小學教育教師的氛圍如果沒有跟著進步,很難在國中高中強調升學的階段再多作著墨,當然到了大學很難將英文閱讀能力提升,越想越難推行老師你的教學哲理

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