Digital learning & leading synthesis
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"Connecting the final dots"
CSLE & COVA Reflection
When I first started the DLL program, I can say that I was excited, ready for the new journey, and very dedicated to overcome whatever was going to come my way. It quickly set in the reality of just how much work this was actually going to take. I was "shook" by the overwhelming projects with little guidelines. I often questioned my work, my ideas, and end products. But with the overwhelming feeling of "no guidance", there also came a big feeling of creativity and pride at my ePortfolio, and this is when I knew that I had choice, ownership, voice, and authentic learning as it was built throughout this process. Although it was difficult adjusting to this new style of learning, it was actually a quick transition after the initial shock wore off. I loved being able to take control of my own learning and really focus on what I could implement in my own organization.
Now, about leading change in my organization- that was definitely a big idea to swallow at first. I was nervous. I thought to myself, “How can a second year teacher like me just implement change here? What am I even going to change? Who is going to trust me?” Throughout my time in the DLL Program here at Lamar University, I have grown in confidence to do just that! I do realize that change is a slow process, and now with readjusting from COVID, I know that it may take even longer now to implement changes on my campus- but that’s okay! The time adjustment is also necessary, because people need time to adjust to change slowly (especially with the daily stressors that come from teaching). My feelings towards leading change have shifted from scared to overly excited, then overwhelmed, and now finally at ease with a good understanding of my reality. I am hopeful that authentic change will be coming soon to my organization following my innovation plan and with the help of my administration and PLC members.
As a teacher, it is my goal to inspire students to fall in love with learning, in a space that is safe for questioning, inquiry, and research. According to Thomas (2012), “teachers are defying the space to make real learning happen.” In order to do that, I need to create a Significant Learning Environment (CSLE) for them all while using a COVA approach to teaching/learning. I value and implement a student-centered environment that includes: choice, ownership, inquiry, STEM, collaboration with accountable talk, PBL, and digital learning.
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In addition, I have also begun to incorporate elements of blended learning. In class students use ST-Math, DreamBox, and I-Station to receive specialized intervention or enrichment based on their needs. With the support of my administration during my three years of teaching, I have been able to implement blended learning smoother than I would have ever imagined!
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Although this implementation of blended learning has ended up being smooth, it didn’t start that way, and there are still some challenges that I face. Having to teach in two different ways (in-person and virtually), due to COVID-19 has been tough. Trying to get all virtual students to complete assignments and turn them in is one of my biggest challenges. Without assignment completion, it has been difficult to truly know how my virtual students are doing academically. I am also trying to balance the need to have a percentage grade for students versus a Texas Essential Knowledge and Skills (TEKS) based data report. Since I teach 3rd grade, I am also faced with the pressure from Curriculum Diagnostic Benchmarks (CDBs) and State of Texas Assessments of Academic Readiness (STAAR) Tests. Although my administration supports my innovation plan for Blended Learning, these challenges are still evident and remain.
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With the COVA learning model and a Significant Learning Environment, I know I can continue to implement learning that is student-centered, passion-driven, and fun. My students will continue to grow and have a love for learning!
References:
T. (2012). A New Culture of Learning, Douglas Thomas at TEDxUFM. Retrieved November 21, 2020, from https://www.youtube.com/watch?v=lM80GXlyX0U&list=PLDjE4D9cdpa3LIt88QG6XBtXdXgjR4Ch8&index=99&t=0s
Innovation Plan Update & Reflection
When I was tasked to pick an innovation plan to use throughout my entire grad school program, I was at a complete loss. It was my first class ever- to be honest, I didn't even know what an innovation plan truly was, let alone realize that I would be focusing on it for my literal ENTIRE program. In the end, I chose Blended Learning with a Station-Rotation model.
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Then COVID hit and we didn't see the inside of a school and classroom for the remainder of the school year (and part of the following)! My focus was no longer blended learning, but now it was strictly online learning. This put my innovation plan at a stand-still, but also in a way projected my plan forward. Teachers were now forced to get out of their comfort zone to explore teaching with highly integrated technology.
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My campus adopting Schoology as our LMS has helped out tremendously with my innovation plan. Although we are now 100% back in-person, I see that teachers across the campus are still utilizing Schoology to create more project based learning, individualized assessments, and embedded intervention websites for easy access to students. In my action research timeline, I made it to the “Stage 2: Acting” phase of my innovation plan. I am currently implementing blended learning in my classroom and collecting the data to share with my Professional Learning Community (PLC), Administration, and Specialists. Although I am on target with where I am supposed to be, I know that I may need to set back my timeline to allow my PLC to gather their own data and feedback as they are not implementing blended learning as consistently as I am. Regardless, I am so proud of how far my campus has come within these two short years, and I look forward to the progress we will continue to make in the future.
References:
Mertler, C. A. (2020). Action research: improving schools and empowering educators. SAGE Publications, Inc.
University of Bristol. (2017, October 18). Action Research. Action Research | School of Education | University of Bristol. http://www.bris.ac.uk/education/study/continuing-professional-development-cpd/actionresearch/
MY DLL JOURNEY
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During my time in the DLL Program, I have done many projects and learned a lot from each and every course in the program. Below are some of the accomplishments and lessons I've learned along my DLL journey:
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WHERE I STARTED: EDLD 5305 - Disruptive Innovation in Technology: In this course, I was tasked to create an innovation plan that would be the basis of my Digital Learning & Leading program. I created my innovation plan for Blended Learning with a Station Rotation Model and researched the effectiveness and importance of blended learning with my literature review. I also created my first outline for implementation.
EDLD 5303 - Apply Educational Technology ePortfolio: In this course, I developed my ePortfolio to have an organized structure, created my blog, and expanded my social networks by linking in my Twitter and Instagram pages. I also expanded on work from previous courses such as my learning philosophy, professional learning networks, learning manifesto, and growth mindset.
EDLD 5302 - Concepts of Educational Technology: In this course, I began my journey to having a growth mindset, expanded on my professional learning networks, and learned more about myself by reflecting on my learning philosophy and learning manifesto.
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EDLD 5313 - Creating Significant Learning Environments: In this course, Ilearned that creating a Significant Learning Environment for students has many benefits. By providing opportunities to explore, ask questions, and research, a student’s opportunity to learn is unconstrained and limitless! In an environment that is student-centered and focused on authentic learning, students will gain the skills they need to be successful in the 21st century- not just the four walls of the classroom.
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EDLD 5304 - Leading Organizational Change: In this course, I was able to put my innovation plan in action by learning how to lead change in my organization. I had to consider my why, how, and what of my goals. Leading change in my organization requires influence, execution, and communication.
EDLD 5389 - Developing Effective Professional Learning: In this course, I was able to create a plan for my very own authentic professional development course on my campus for staff members. I learned that developing a professional learning course requires a why, what, and how to be successful!
EDLD 5314 - Digital Learning Local/Global Context: In this course, I extended on my work in previous courses such as my call to action, innovation plan, and literature review. I also reflected on what worked, what didn’t, and how I would apply these lessons to my own updated innovation plan.
EDLD 5315 - Assessing Digital Learning Instruction: In this course, I learned that creating change requires my own action research to take place. In order to have effective active research I needed to create an outline, action research plan, and research from others.
EDLD 5318 - Instructional Design in Online Learning: In this course, I developed my Instructional Design for Online Learning. Using Gagne's 9 Events of Instruction, I was able to plan my own online course using Schoology as my Learning Management System.
EDLD 5316 - Digital Citizenship: In this course, I learned just how much technology impacts us and our students today. By reading journal entries, websites, and educational videos I was able to learn about the importance of digital citizenship. After researching the importance of creating a positive digital footprint, I created an online Blooket game that focuses on Digital Citizenship in the classroom.
EDLD 5317 - Resources for Digital Environments: In this course, I was able to share the digital resources that I use within my classroom. I was also able to learn from other professionals on the existing resources that they use. I learned about creating an edshelf account and created a media pitch for the benefits of using Schoology to increase blended learning in the classroom.
WHERE I AM NOW: EDLD 5320 - Synthesis of Digital Learning & Leading Program: In this course, I had the opportunity to reflect on all the learning, projects, and accomplishments that I completed during this course. I was able to take a trip down memory lane using the ePortfolio that I created during my journey in the DLL program. Learning is an ongoing process that requires reflection and analysis. Sometimes we may forget all that we have learned, but it’s important to look back on how far you came and the path that led you to where you are now.
DLL PROGRAM REFLECTION
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WHAT WORKED:
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Finding people in the program who you can count on to answer questions, fill you in on missed information, share resources, etc.
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Trying new things, flexibility, being open to what the glows and grows will teach you.
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Embracing COVA.
WHAT I COULD DO BETTER:
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Having an open mind to assignments with little instructions (embracing the opportunity for creativity)!
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Keeping a positive mindset when the whirlwind got ahold of me. Pushing through when things were hard.
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Being more involved with my peers online.
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What I learned:
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Innovation and change takes time.
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There is more to blended learning than simply giving students a device.
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I am stronger and smarter than I realized.
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I am a lifelong learner.
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WHAT'S NEXT?
I hope to see an Academic Technology Coach position in my near future. My goal
is to help teachers utilize technology efficiently and appropriately in the classroom to
make learning engaging for students. Until then, I will continue to be a leader on my
campus by participating in my Schoology Support Teacher role and helping staff members on my campus.
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