Texas Technology Educator Standards
Standard I. All teachers use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and their applications.
Standard II. All teachers identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information.
Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problem-solving situations.
Standard IV. All teachers communicate information in different formats and for diverse audiences.
Standard V. All teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Standard I. All teachers use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and their applications.
Standard II. All teachers identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information.
Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problem-solving situations.
Standard IV. All teachers communicate information in different formats and for diverse audiences.
Standard V. All teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Robert's Teaching Philosophy
The ultimate purpose of education, in the most fundamental sense, is the betterment of society through the thoughtful cultivation of individual students. Doing so requires a tripartite approach, one capable of meeting the diverse spiritual, emotional, and intellectual needs of today’s learners. Teachers, professors, and other educators seek these ends through a variety of means. Some rely upon progressive student-driven processes, for example, while others instead favor perennial, teacher-driven methods. Personally, I believe that the key to achieving scholastic success lay somewhere between these two opposite ends of the pedagogical spectrum.
Twenty-first century teaching requires intellectual acuity, social acumen, impeccable ethics, and insatiable curiosity. Thus, I feel it incumbent to keep an open mind in approaching my craft—one free of prejudices and skepticism—that will permit the fair and holistic application of different philosophies. In practice, I enjoy employing some of the most essential approaches to teaching, such as traditional lecturing, immediately alongside more existential or cutting-edge methods, like disciplinary literacy, co-operative learning, and interactive technology. Ultimately, I believe that the sum of teaching should be greater than its individual parts, just as the entirety of a student’s education should be more than rote facts and statistics.
Unfortunately, there is no “one size fits all” approach to teaching, nor is there a mysterious panacea for all the problems that plague students and educators. The world is a rapidly evolving place, with massive socioeconomic and technological changes occurring daily. This is also the case in our classrooms, where anything less than the most efficient and effective instruction simply will not suffice. Today’s many diverse and unique students are tomorrow’s leaders. As a 21st century teacher, I therefore pledge to be a consummate professional, an adaptable educator, and an inspiring role model for the students under my care who will inevitably shape our future.
The ultimate purpose of education, in the most fundamental sense, is the betterment of society through the thoughtful cultivation of individual students. Doing so requires a tripartite approach, one capable of meeting the diverse spiritual, emotional, and intellectual needs of today’s learners. Teachers, professors, and other educators seek these ends through a variety of means. Some rely upon progressive student-driven processes, for example, while others instead favor perennial, teacher-driven methods. Personally, I believe that the key to achieving scholastic success lay somewhere between these two opposite ends of the pedagogical spectrum.
Twenty-first century teaching requires intellectual acuity, social acumen, impeccable ethics, and insatiable curiosity. Thus, I feel it incumbent to keep an open mind in approaching my craft—one free of prejudices and skepticism—that will permit the fair and holistic application of different philosophies. In practice, I enjoy employing some of the most essential approaches to teaching, such as traditional lecturing, immediately alongside more existential or cutting-edge methods, like disciplinary literacy, co-operative learning, and interactive technology. Ultimately, I believe that the sum of teaching should be greater than its individual parts, just as the entirety of a student’s education should be more than rote facts and statistics.
Unfortunately, there is no “one size fits all” approach to teaching, nor is there a mysterious panacea for all the problems that plague students and educators. The world is a rapidly evolving place, with massive socioeconomic and technological changes occurring daily. This is also the case in our classrooms, where anything less than the most efficient and effective instruction simply will not suffice. Today’s many diverse and unique students are tomorrow’s leaders. As a 21st century teacher, I therefore pledge to be a consummate professional, an adaptable educator, and an inspiring role model for the students under my care who will inevitably shape our future.
