My teaching style is that of a delegator. According to Grasha (1996) a delegator is concerned about giving their students the right to control their learning. As a college educator, it is important that I develop a clear understanding of my personal teaching style as it will affect the diverse body of students that we teach on a daily basis. A clear understanding of a teacher’s teaching style is an important step to becoming a competent educator.  Also, my philosophy of education is rooted in Jean Piaget’s constructivist theory. Constructing knowledge is primarily an earnest and industrious effort on the part of the students. Students frequently build on their existing knowledge , so it is important that teachers become facilitators of their learning

The teaching goal for many educators is to assist their students to develop the ability to synthesize and integrate facts or knowledge (Gurung & Schwartz, 2013). My role as a mathematics educator is to help my students to develop: computational fluency, conceptual understanding, and problem- solving skills and learn to be reflective persons. My responsibilities also include assisting my students to develop an informed concern about contemporary and social issues that are impacting the society

An eclectic philosophical approach to teaching and learning is a pressing requirement that I develop an understanding and acceptance of my students in a multi-cultural context where it is necessary to support diverse student learning. Mathematics educators are required to have a broad background in the art of teaching mathematics so that they will be able to place the mathematics they teach into its wider context. My teaching and learning goals emphasizes content mastery and so I try to help my students to view mathematics as a relationship among concepts, facts and procedure.  As a mathematics educator I try to provide a holistic education for my diverse student population by selecting materials appropriate for their age, culture, socioeconomic status, educational attainment, academic preparedness and language

Developing the knowledge, skills and abilities necessary to achieve my goals will not be easy. The spirit of innovation is the central feature of mathematics teaching and learning in the twenty- first century. I must, therefore, be involved in research so that the decisions that I make in the classroom and the incorporation of new ideas are all data driven. We live in a technological age and so I should develop my knowledge of calculus, number theory, statistics, set theory and linear algebra. Changing my views of teaching and learning is also necessary because the classrooms of the twenty- first century are multicultural. Reading mathematics literature is now a essential requirement so that I can continue to learn mathematics independently and when necessary implement new developments. I must also be up-to-date with my teaching strategies as well as my mathematical: symbols, language and structure. Finally, it is necessary that I attend mathematics: workshops, conferences, academic course and meetings so that I am aware of new developments in mathematics education.

Classroom Technology Resources and Professional Development

I teach mathematics at the College of Agriculture Science and Education (CASE). The college is committed to the task of producing graduates who are ready to assume leadership roles in agriculture, science, education and allied disciplines in Jamaica and globally. To accomplish this mission, it has become mandatory that all lecturers integrate the use of technology in the teaching and learning process. CASE has invested in some powerful software tools for use in all classes where the lecturers may see the need for using it to facilitate students’ learning. Among the software available for use at the college are: laptop computers, learning management system, interactive whiteboard, Mobile phone/iPad/tablet apps and graphing calculators.

The administration of the college has recognized the importance of professional development as it relates to empowering all members of the academic to be proficient users of technology. Introducing new technology into the classroom in order to transform teaching and learning is a well-established policy at my college. Learning new computer skills require significant amounts of time and, as such it is an integral part of the college’s strategic policy to upgrade the skills of the academic staff. Monthly workshops are planned and executed by a team of lecturers from the Department of Computer Science and Education. The workshops are used to help lecturers and all members of the administrative staff who may have difficulties using the technologies that are available for use. The e-Learning Jamaica Company, an Agency of the Ministry of Telecommunication, promotes the integration and infusion of technology in the education system; this company also provides professional development for educators. The Ministry of Education under the auspices of the National Mathematics Coordinator provides training for mathematics lecturers on how to use technology to teach mathematics.

The training opportunities that are available give me the chance to remain current and relevant as I adjust to the challenge of integrating the use of technology into my teaching. The workshops give me access to instructional or web designer and other information technology specialist who can advise me on mathematics best practices as it relates to my use of technology in teaching mathematics. In spite of the policy decision of CASE to integrate technology into the teaching and learning process to enhance students’ learning, there is still room for improvement. Bradshaw (2002) states that one strategy that colleges may adopt for improving its support of classroom technology is to accept personal concerns and encourage teachers to talk about the technology during its implementation. The administration of the college should also provide information about the technology that is being used in a variety of ways; this can be done individually in groups and through any available media. The teaching staff should be encouraged to visit other educational institutions where the technology is used appropriately. The academic staff should also be encouraged to research the development on the use of technology for instructing students with disabilities.

References

Bradshaw, L. (2002). Technology for teaching and learning: strategies for staff development and follow-up support. Journal of Technology and Teacher Education 10 (1), 131- 150. Retrieved from the Walden University Library databases.

Higher Education Compliance Alliance. (n.d.). Americans with Disabilities Act & Section 504. Retrieved from http://www.higheredcompliance.org/resources/disabilities-accommodations.html

Introduction

Professional introduction

The start of any new course of study is always an occasion for introspection.  It is at moments such as these that I often try to redefine myself as a teaching professional. The benefit of reflecting on your past activities is that it can help you to become a more effective practitioner in the future.

My name is O’neil Smith and I have been working for the government of Jamaica as an educator in various capacities for over eighteen years. After graduating from the University of the West Indies as a teacher of mathematics I taught at the secondary level for over ten years.  After completing my Master of Science degree in mathematics education in 2011 I was employed by the College of Agriculture, Science and Education as a lecturer in mathematics. I am presently teaching mathematics to students who are pursuing undergraduate degrees in the natural sciences.

I am confident that at the end of this course of study I will develop a broad background in integrating technology into my teaching of mathematics. One of my goals is to help my adult students to build appreciation, curiosity and loyalty to the mathematics.