Early life
British-born in London.
Introduction
Background, path into education, and the ideas that shape my teaching.
At a glance
Biography and professional snapshot
Career beginnings
I served two years in the Royal Navy Reserve (RNR) but left before commissioning, realising that swimming in heavy clothing wasn’t for me. I went on to serve as a UK government officer for ten years, earning a commendation for my work. Since then, I have worked on IT projects in industry, am currently developing my own startup, and work as a Computer Science teacher.
Education career
With over 10 years of experience in international teaching, I have worked across the UK, China, Japan, and Vietnam, covering education from school to university level.
Current role
Computer Science Teacher, Key Stages 3–5, delivering Oxford, Cambridge and RSA Examinations (OCR) GCSE Computer Science and Pearson BTEC Tech Award in Digital Information Technology (DIT) courses.
Past roles (2024)
Assistant Professor in Further Education Computer Science, specialising in Artificial Intelligence (AI), Robotics, Augmented Reality (AR), and Virtual Reality (VR).
Online School Computer Science Teacher at DP-EdTech International STEM School, delivering STEM, GCSE Computing, and A Level Computing courses.
Previous institutions (HE)
- KIT International College of Technology, Kanazawa, Japan
- Arden University, UK
- Beijing Institute of Petrochemical Technology, China
Qualifications
- Bachelor of Science (BSc)
- Master of Arts (MA)
- Teaching Certification
Doctoral studies
- Stage 1: Completed a Master of Education (M.Ed.) over two years.
- Stage 2: Currently conducting ongoing doctoral research.
Hobbies
In my free time, I enjoy:
- Karate (Green Belt)
- Photography
- Game Development
- Art and Technology
- Archery
Teaching statement
Philosophy, practice, and vision — David Poku
With over a decade in STEM education, I have taught at every stage of learning—primary, secondary, and university—across the UK, Asia, and Africa. This global experience has given me a deep understanding of how students grow academically, socially, and personally, and it shapes my core philosophy: to equip learners with the skills, confidence, and adaptability they need to thrive in the 21st century.
I am a certified teacher through Moreland University (USA), whose Teacher Practice & Proficiency program is accredited by the Council for the Accreditation of Educator Preparation (CAEP). This reflects a commitment to evidence-based teaching, high-impact clinical practice, and continuous professional growth. My certification included a 12-week placement in both the UK and USA, collaborating with experienced mentors and fellow educators, and reinforcing my dedication to reflective, student-centred teaching.
Pedagogical approach
I embrace the Harkness Methodology, which replaces lecture-heavy teaching with discussion-led, student-driven learning. For example, in a Year 11 GCSE Computer Science class, I ran a Cybersecurity Council Simulation where students took on the roles of analysts, policymakers, and journalists to respond to a fictional ransomware attack. This immersive approach built not only technical knowledge but also critical thinking, ethical reasoning, and collaboration skills.
Core pillars of my teaching
1. Technological research and innovation
I integrate cutting-edge tools to keep students ahead of the curve. In BTEC Digital Information Technology, students used CoSpaces Edu to design interactive virtual museum exhibits—linking curriculum learning to real-world applications and public showcases.
2. Writing and communication skills
In AP Computer Science Principles, I embedded "technical blogging" assignments where students explained coding concepts for non-technical readers. These strengthened their ability to communicate complex ideas, producing portfolio pieces they could use for university and job applications.
3. Scientific curiosity
I design inquiry-driven projects, such as robotics challenges to assist elderly users. Students research, prototype, and iterate on assistive devices, applying computing, engineering, and human-centred design principles.
Technology in action
My passion for technology shapes everything I teach:
- VR for empathy — Students explored virtual environments affected by climate change, then developed real-world mitigation strategies.
- AI for coding support — AI-powered assistants helped learners debug Python code, boosting confidence and reducing frustration.
- Multimedia storytelling — Students created interactive Twine-based games combining narrative design and programming logic.
These projects not only build skills but help students see themselves as creators and innovators, not just consumers of technology.
Inclusion beyond technology
I combine tech with non-tech strategies to make learning inclusive for all:
- Culturally responsive pedagogy — Linking projects to students' cultural backgrounds and lived experiences.
- Collaborative learning structures — Peer mentoring, small-group discussions, and role rotation to ensure all voices are heard.
- Universal Design for Learning (UDL) — Multiple pathways for accessing content, engaging with material, and demonstrating learning.
Closing vision
My goal is for students to leave my classes with agency—the ability to think critically, communicate effectively, and adapt to changing technology landscapes. Whether building an AI app, debating automation ethics, or designing a sustainable tech solution, my learners are equipped to shape the future.