Reading Reflection # 5: DeVoss “Teaching Philosophy & Writer/Designer Ch. 1” What are Multimodal

In Danielle DeVoss’ article on Teaching with Technology: Remediating the Teaching Philosophy Statement, she lays out the importance of the teaching philosophy statement and argues why educators should consider remediating their statement. She opens the article by acknowledging some of the issues and fears an individuals faces before beginning a teaching philosophy:

1. He/she might feel lost or lack experience to assert their teaching philosophy, as this a common assignment given to teachers before they begin teaching.

2. An individual might feel overwhelmed by the importance of a teaching philosophy and face the fear being "right."

3. An individual might know what makes a teaching philosophy good or how they can evaluate theirs.

4. An individual might feel overwhelmed by the wide audience -- Today, teaching philosophies are viewed by more than just a hiring committing.

To address some of these concerns about writing a teaching philosophy, Devoss reminds us that teaching philosophies should always be evolving:“revision of the teaching philosophy statement is a fruitful moment for growth and change, as we evolve as educators, try new methods, adopt new approaches, engage in other practices that extend our teacher selves , and reflect upon our practice” ( 25).This segways Devoss’ argument and points to the ways that remediating a teaching philosophies allows one to rethink the genre and reflect across media, acknowledging the multi-faceted digital world we teach in as well as how this digital world has impacted our teaching craft and pedagogy.

Devoss outlines four reasons that emerged in the process of remediating teaching philosophies with students to justify rethinking and remediating ones teaching philosophy.

1. Tools and critical technological work: By using technology to craft a remediation of one’s teaching philosophy, they are demonstrating the importance of selecting the right tool to convey a message, and that technology is a tool one can use to convey meaning. The remediation of a teaching philosophy can show that ‘specific technologies are tools that can be chosen, adopted modified, and if need be, abandoned; the technology itself is not the sole constituent of your pedagogy” ( 30). Remediating shows that mode matters.

2. Enhanced understanding of remediation: The very act of remediation is not to ‘remix’ one’s ideas, but rather is an act that calls upon composers to reflect, restituit, and reshape a piece while moving it to another medium, and often to enhance or expand upon its existing meaning” (32). By remediating a teaching philosophy one is able better gain understanding of the process of remediation, which should be part of all ones pedagogical belief.

3. Multiple and layered transformation: By remediating our teaching philosophy one is able to make their teaching philosophy more active and dynamic, and demonstrate how their teaching philosophy has evolved over time.

4. Complexities related to our professional identities. All teaching philosophies are our reflection of our professional identities and when one displays themselves professionally they want to show themselves as multi-faceted. The remediation forces us to let go of sounding "right" and allows us to provide a more honest portrayal of our teaching perspectives.

As I set out to remiade my original teaching philosophy, I was worried that some of what was important to me may shift in this process. Reading De'Voss' work allowed me to see that that was part of the process, and remdiation should allow me to enhance on expand upon my original philosophy.