2020 marks the 19th year of my profession as an academic. In re-visiting my teaching philosophy, I am still firmly hold on to the belief that learning should involved in making meanings out of the subject matter that one wishes to master. To me, the whole process of learning is to develop deep learners among the students, and not surface learners who are task-oriented students. Thus I always encourage my students to make sense of the theories or concepts that they have learned. In achieving this, I always make sure that my classroom activities and instructions could facilitate students to think critically about how they could make relatable the theories or concepts that they have learned to their selves, e.g. as a learner, a teacher, a parent, a sibling and their other significant “selves”. I always challenged my students by asking them questions such as: “In what way do the theories and concepts that we have discussed can be used in improving yourself as a learner or as a teacher?” I belief by posing such question, students will be able to reflect and question themselves on how they could possibly bridge theories and practice.

Semester 2, 2019/2020 had been immensely affected by the COVID-19 pandemic. The abrupt migration to online learning had again created yet another “puzzle of practice” for me. It really challenged the way I view technology as the tool in the process of teaching and learning. All these years, my conceptualisation of technology-assisted approach for my teaching practice is confined to the use of the existing e-learning portal. However during the peak of the pandemic, I did not have much choice but to leverage the usage of online platforms in order to ensure that the learning process is not being negatively disrupted. It is fortunate that the supportive ecosystem of the university had made it possible for me to acquire new knowledge and skills pertaining technology-assisted learning platforms. The online courses conducted at the school, faculty and university levels had somehow encouraged me to venture into the use of Webex, Zoom, Google Meet and others as the main platform to conduct online classes and to stay connected with my students. Introspectively, I feel that the experience had taught me to be agile in adopting new technology for my teaching practice, and that I have to continue to be open to learn new approach in becoming more adaptable in facing the challenges during this pandemic time. Most importantly, the quest for improving my teaching practice based on what I personally believe would be the never-ending endeavour.

*Taken from personal TES DCP for year 2020