BACKGROUND INFORMATION After graduating from the University of North Carolina at Greensboro in May 2011, I applied to the NLGL masters program at North Carolina State University. I decided to get my masters in Curriculum Instruction and Global Learning with a concentration in Reading K-12 because I have a passion for global education and reading. I want to make a difference in the lives of my students. My philosophy of education is student-centered, taking the emphasis off of “teaching to the test” and focusing on how potential is greater than performance. Education should be centered around indirect learning. Our goal as teachers should not be making sure we only meet the standards, but making sure that every student is learning, truly learning the information that we teach. Only then can we as teachers be satisfied. I believe education involves being motivated, thoughtfully adaptive and able to see the big picture. I believe in focusing on individual needs and involving students in the process of their learning. We have to be able to change and modify our teaching styles to adjust to our students, they are number one. As a student who went through school with a learning disability, I know how important it is to have a teacher who is able to recognize your individual needs and cater to them. I hope to improve the schools and communities I become a part of by sharing these thoughts and ideas. |
PURPOSE The purpose of the information presented on this site is to help myself as well as other teachers realize the importance of motivation as it directly relates to learning, and how specifically student reading motivation can be increased through the use of technology. The data and research was collected throughout my graduate career at North Carolina State University. The courses in-which research came from include; ECI 546: New Literacies and Media, ECI 523: Teacher as Researcher and ECI 508: Teacher as Leader. My goal for this website is to educate teachers about the importance and power of motivation through technology. |