I believe learning is something that we innately strive to do. We want to make sense of the world around us. In some cases the structure and goals of schooling are at odds with our motives of sense-making. I believe that learning is driven by personal motives, not the objectives constructed by institutions and organizations. I take a sociocultural view of learning that assumes an individual in activity is intrinsically bound to the cultural context in which they are acting, while at the same time shaping and reifying the practices of that culture.
While teaching in the School of Education, I worked to refine the course curriculum to better support students’ connection of course concepts to actual classrooms though the development of interactive classroom exercises and partnering with a research team to pilot the integration of video annotation into my course. I strive to develop curriculum that provides students the opportunity to analyze and apply course content to their future work. In other words, course activities and assignments are intended to assist learners in becoming legitimate peripheral participants of the K-12 educator community of practice.