I use Camtasia to make video lessons and publish them for the students online using Moodle. I am good in using LaTeX to produce high quality math lessons in many forms such as: PDF documents, Microsoft Word documents, and HTML documents. I also use Mathematica, Minitab, and other CAS programs to plot functions, perform data analysis, and make simulations that help the students deeply understand the subjects.

Last summer, I did research in UQAT, Quebec, Canada in the field of using technology to teach mathematics for collage students. I can teach calculus, geometry, probability, statistics, discrete mathematics, and other areas of mathematics.
I used Zoom for tutoring many students from Saudi Arabia, New Zealand, Malaysia, and other countries around the world.

I believe that the efficient way of learning mathematics is to do mathematics. The online learning environment provides students with open access in place and time to educational technology that helps them discover mathematics and fortifies their experience through their own efforts of solving problems, either computational, theoretical, or both. This is achieved mostly through online assignments and discussions with the guide of the instructor. I view my role as a facilitator to this process. I have to prepare the instructional design of the online courses and then stimulate and nurture the students' development, giving them help, techniques, and encouragement.

I have taught undergraduate students in online environments in different places, where I have used the learning management systems WebCT, Blackboard, Model, and Desiere2Lean. I have also designed an online parallel systems course for the undergraduate students at the Mediterranean Virtual University (MVU) in 2007.

My goals in teaching are not just to promote learning of the subject matter. I also have to help the students learn to think logically, learn problem-solving methods and techniques, and improve writing skills. In addition, I have to help students see the course material in a holistic context by requiring them to synthesize the various concepts of the course by applying them together.

I base my teaching on the belief that the only way to learn mathematics is to do mathematics. While the process of reading examples and proofs in textbooks and from lecture notes is valuable, the real learning comes through one's own efforts at solving mathematical problems, either computational, theoretical, or both. This is achieved mostly through class assignments, but also through in-class discussions and exercises. I view my role as a facilitator for this process. I must design the framework in which learning can take place, and then stimulate and nurture the students' development, giving help in terms of knowledge, techniques, and encouragement.