Reflective Practitioner: Grounding the Use of Instructional Technology in Principles, Teaching Philosophy, Course Goals and Disciplinary Values
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abstract
Necessity, when assigned to teach a large introductory class in Construction Science, required I learn quickly the requisite instructional technology and its application. The title, Reflective Practitioner is an anachronism that does not capture the actual chronology: practice, finding a theory and applying it, and reflecting on the practice to find grounds for improvement. Practice was grounded in learning how to learn as the final objective of this course. In the process, objectives, goals, syllabus, assignments, projects, evaluations, lectures, and presentation techniques, had to be created. After teaching the course two semesters, I read the following and received coaching from the Center for Teaching Excellence. This provided an opportunity to reflect on what happened, clarify the theories, examine my teaching philosophy and further clarify the principles that inform the framework for the course. This paper reports on the result of this reflection and is based on the wisdom-of-practice scholarship (Weimer, 2006) therefore experience-based and subjective. This paper captures the flow along these major lines of t professional teaching practice, the motivation, and findings from decisions made in the process. Teaching as a dynamic process assures that there will be an evolution in time. This paper also captures the evolution of the course, the areas indicated for further research and more importantly advocates a method for teaching with instructional technology in need of verification by other institutions on its way to morph into a research scholarship with qualitative studies or quantifiable investigations of a dynamic process or a descriptive research.
