Rebecca Buckmiller - Teaching With Technology

Navagation Links:
Home

Teaching Philosophy
Resources for Students
TWTC

Department of Spanish, Italian, and Portuguese

Teaching Philosophy             

I have known since I was a little girl that I wanted to be a teacher just like my mom.  I have come to realize that there is a great distance between dreaming of being a teacher and actually being a professional teacher.  Prior to stepping into the classroom as a professional, I wasn’t quite sure what effective teaching actually entailed.  Teaching is a complex profession requiring reflection upon not only what is taught and how it is taught, but also upon who is being taught.  Therefore, I see my practice as evolving, as I constantly modify and adapt my methods and strategies to meet the needs of the learners. I am amazed when I think back to the days when I “taught” the alphabet to my teddy bears; my understanding of what it means to teach has changed a lot since then.

When I first took Spanish classes as a middle school student, I loved being exposed to another language and culture.  To me, it was like learning a secret language and being a part of a magical new world.  Although I always enjoyed Spanish, it was not until I was in college and was able to truly communicate in the language that I realized how much I loved it.  In my conversation classes we focused on discussing ideas with each other and shed the constraints of relying upon paradigms and meaningless drill and practice and really, truly communicated with each other about topics that were real to us.  Now after I realize what a dramatic effect this had on my learning experience, I try to bring the same principles into my teaching techniques to help my students feel connected to their learning.

Combining my knowledge of the Spanish language with a teaching degree eventually afforded me wonderful opportunities to teach Spanish at both the elementary and high school levels, and now at the university level.  I thoroughly enjoy my role as a facilitator and guide, especially with the knowledge that my students are learning in a classroom where communication is the main goal.  I work to create and mold activities which encourage student involvement, and I make it a priority to include topics, activities, and resources that will connect with students. Watching my students learn and gain confidence when speaking Spanish gives me a thrill, and I feel privileged to be a part of a process that helps them to discover this “secret” language for themselves.

Technology has dramatically transformed the way students search for information and communicate with each other.  Bringing this technological culture into a language classroom can be a valuable tool to help students learn more successfully and to allow them more comfort in their learning experience.  I have enjoyed using the technology available at Penn State.  Learning how to effectively use it to help students learn at their optimal level has opened many rich new experiences and opportunities for me and for my students.  I have noticed that the use of technology can help lessen the burden that teachers often feel in the classroom, of being solely responsible for student learning.  PowerPoint presentations can tailor lessons to the interests of students. Online tutors and activities allow students to practice and study what they most need help with.  The online Angel instruction offered at Penn State gives students the opportunity to learn at their own pace and on their own time, and also allows the students to have more control of and power over their own learning. I have enjoyed utilizing these techniques, especially while learning about the research that drives them.  I plan to continue incorporating technology in the classroom along with using comprehensible input (language that the students can understand and that carries a message) and providing students the opportunity to write and speak in Spanish.  I see great benefit in utilizing methods that weren’t available to me when I was a student learning the language.

I feel competent and confident in my ability to use technology, but I also admit being a bit skeptical of relying too heavily upon it.  Technology, when it is working and available, has the potential of reaching students on their level.  But I believe it generally does not replace the nuances of meaningful interpersonal conversation.  As a teacher, I must constantly remind myself that the student remains the focal point of my teaching, not the technology.

Both research and practical classroom experience show that students have a need to understand how the topics they are learning are valuable and relevant in their lives.

By allowing students to bring real, everyday moments of their lives into their learning and discussions, they are better able to integrate a new language than through traditional methods where practice is divorced from reality.  Reflecting on and using methods that help students learn best, rather than using only the methods that are comfortable to me, is challenging, yet exciting and worthwhile.  As a teacher I anticipate using methods, strategies, and topics that are reflective upon what is best for the students in my classroom.

The Pennsylvania State University. Copyright 2008
Last updated on: 4/30/08 2:21 PM
Email: Rebecca