Teaching Experience

• Course Name: IDE 201 Integrating Technology into Instruction I 

• Teaching Terms: Fall 2020, Spring 2021, Fall 2021, Spring 2022

• Institution: Syracuse University, IDD&E, School of Education

• Course Hours: 80 total hours (20 hours per semester)

• Audience: Preservice undergraduate teachers, School of Education, Syracuse University

• Class Size: 15 – 20 students per section

IDE 201 is the introductory course in a series (IDE 201, 301, and 401) designed to familiarize preservice teachers with fundamental technologies such as PowerPoint, Excel, and internet resources. The course focuses on connecting students’ personal technology use with relevant instructional tasks through hands-on activities, helping them understand both the “how” and “why” of technology integration in educational settings.

During the 2020–2022 academic years, additional instructional units were introduced to address effective online teaching and learning in response to the COVID-19 pandemic. The course objectives are to develop students’ basic technology skills, enable them to create instructional materials, and introduce adaptive technologies to meet the diverse learning needs of future students.

As the course instructor, I independently led one to two sections each semester. Course assignments included five mini-projects and a final group project, each reinforcing students’ technology competencies. I collaborated with colleagues to continually explore and introduce new educational technologies and resources, supporting pre-service teachers in building their instructional efficacy.

Please find attached course-related materials for a comprehensive overview of the syllabus, assignments, and projects.

• Course Name: IDE 301 Integrating Technology into Instruction II 

• Teaching Terms: Fall 2021, Spring 2022, Fall 2022, Spring 2023, Fall 2023, Spring 2024

• Institution: Syracuse University, IDD&E, School of Education

• Course Hours: 140 total hours (20 hours per semester)

• Audience: Preservice undergraduate teachers, School of Education, Syracuse University

• Class Size: 15 – 20 students per section

DE 301 is the second course in the IDE series, expanding upon foundational technology skills and focusing on the integration of emerging technologies into subject-specific teaching for PreK-12 classrooms. Through an emphasis on real-world applications, the course introduces technologies such as Web 2.0 tools to deepen students’ understanding of effective technology integration.

The goals of IDE 301 are for students to:

• Identify and apply relevant technology resources and instructional strategies for subject-area teaching and learning.

• Analyze current trends and challenges in educational technology and consider their implications for PreK-12 education.

• Adapt general technologies to address diverse learning needs and support inclusivity in the classroom.

Each semester, I led students through discussions, in-class activities, and projects to enhance their instructional technology skills. Notably, in Fall 2022 and Fall 2023, I taught sections specifically tailored for Health and Physical Education (HPE) majors, focusing on designing instructional content for HPE contexts. The primary course project involves creating an online lesson using Google Slides, integrating multiple technologies to support teaching objectives.

Attached are course materials, including the syllabus, project descriptions, and examples of instructional strategies covered in IDE 301.

• Future Professoriate Program (FPP), Graduate School, Syracuse University

• Duration: 2020 - 2022 

I completed the Future Professoriate Program (FPP) at Syracuse University, where I attended five of eight seminars, earning the Certificate in University Teaching. The FPP provided valuable insights into effective teaching practices and allowed me to cultivate both theoretical knowledge and practical skills critical to my role as an educator.

Through FPP seminars and workshops, I gained deeper understanding in key areas, including:

• Theoretical Design Principles and Instructional Strategies: I learned the importance of aligning instructional design with specific learning goals and objectives, enhancing clarity and purpose for students. In my own teaching, I now ensure each activity has a clear purpose and evaluate student learning through rubrics and checklists, providing transparency and supporting student success.

• Reflective Teaching Practices: The program emphasized reflective teaching, prompting me to continuously evaluate and improve my teaching strategies. Previously, I would frame questions based on predetermined answers, limiting real discussion. I now prioritize open-ended questions that foster authentic dialogue, promoting an interactive and collaborative learning environment.

• Adaptability and Experimentation: FPP encouraged me to experiment with new ideas, tools, and flexible teaching approaches to meet diverse learner needs. This experience enhanced my skills in lesson planning, effective communication, classroom management, and formative assessment.

The program's focus on continuous improvement has shaped my approach to teaching, enabling me to create dynamic, student-centered learning experiences that respond to diverse needs and inspire engagement.