Christie’s (2016) exploration of educational development for online teaching strongly resonates with my experiences as both a teacher and a graduate student. I agree with the author’s central argument that effective development for online teaching is transformational rather than technical. Over the years, certain teaching experiences have required me to completely rethink how I design lessons for specific classes or groups of students. Technology is constantly evolving, so while I make an effort to stay current with new tools and applications, I am equally focused on teaching transferable skills that remain useful regardless of shifting technologies. Engaging in conversations with fellow educators has also played a significant role in reshaping my approach, often prompting me to adapt lessons to improve student engagement.
Christie (2016) notes that participation in educational development programs “can produce a positive increase in technological and pedagogical knowledge and understanding of accessibility” (p. xx). This aligns closely with my own learning journey. Regular use of technology inevitably includes fluctuations in confidence; discomfort is a familiar part of the process. However, I have learned that patience is essential and that moments of uncertainty are often temporary. In my teaching practice, I intentionally create space for students to experience this same discomfort while ensuring support through scaffolding and guidance. I emphasize that exploration, mistakes, and reflection are valuable components of learning, particularly when working with technology.
A key outcome highlighted in the article is the shift toward more student‑centred teaching practices. Christie (2016) observes that professional development “encouraged more student‑centred teaching approaches” (p. xx). This reflects practices I actively use in my classroom, including principles from First Peoples’ ways of knowing, such as patience, time for reflection, and experiential learning. I often provide instructional videos that students can revisit, alongside hands‑on assignments that allow for creativity and personal meaning. I have found that allowing time for exploration and creativity is crucial when students are learning to use technology effectively.
Finally, Christie’s discussion of evolving teaching identity mirrors my own experience. While formal learning platforms support structured learning, it is through blogs and digital communities that my perspectives are most challenged and expanded. I have also found that my students themselves play a significant role in shaping my learning, reinforcing the idea that teaching and learning are reciprocal processes.
Overall, this article reaffirmed my belief that thoughtful, reflective engagement with online teaching practices can lead to meaningful growth—for educators and learners alike.
Footnote: ChatGPT was used to refine the language in the final draft. All concepts and ideas are mine.
References:
Christie, J. (2016). Educational development for online teaching. In Teaching and learning in a digital context. Higher Education in Transformation Conference. https://arrow.tudublin.ie/heit162/1003/