As a Coordinator of Educational Technologies, my teaching and learning philosophy is grounded in the belief that faculty learn best when supported in ways that respect their diverse levels of comfort with technology. My role is to help faculty understand the affordances and limitations of educational technologies, provide clear and safe guidance, and create low-stakes opportunities to experiment, fail, and try again. By building trust and confidence, I enable faculty to explore technology as a tool to enrich pedagogy rather than as an end in itself.
My work is guided by strong ethical commitments. Student success is at the heart of faculty development, which means that I consistently emphasize accessibility, universal design for learning, and equity in technology choices. I advocate for tools and practices that do not exclude learners based on cost or design barriers, and I encourage faculty to think critically about how technology intersects with issues of justice, inclusion, and sustainability. I value open pedagogy, OER adoption, and open-source platforms as ways to reduce financial barriers and empower students as co-creators of knowledge. I also foreground data privacy and digital security so that faculty and students can make informed choices about how their information is collected and used.
In practice, I strive to make professional development experiences clear, engaging, and manageable. I begin by establishing objectives and connecting to participants’ prior experiences. I use active learning strategies such as icebreakers, guided practice, and opportunities for reflection, balanced with demonstration and modeling. I design support resources like quick-reference guides so faculty can extend their learning beyond workshops. Importantly, I embed critical discussion alongside technical instruction, ensuring that faculty not only know how to use a tool, but also understand why and when it may or may not support student learning.
Within the broader university mission, I see my role as fostering a culture of pedagogically driven, ethically grounded, and learner-centered technology use. I contribute to shaping digital learning environments that are open, accessible, inclusive, and aligned with our institutional values of curiosity and lifelong learning. I recognize that technologies are never neutral, and I therefore support faculty in examining the ideological, social, and environmental implications of their choices.
I am motivated by the potential of technology to open doors: to make learning more active and engaging, to connect communities, and to expand access to those historically excluded from higher education. At the same time, I remain attentive to the risks and harms of digital technologies, preparing students and faculty alike to navigate these complexities with critical awareness. To stay responsive in a rapidly evolving field, I approach my work with a growth mindset, a commitment to ongoing reflection, and a dedication to sharing my work openly. In this way, I continue to grow as an educational technology leader while ensuring my philosophy remains relevant, ethical, and impactful.