A Journey Begins

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When I first entered the world of education as a student, the classroom looked quite different. I remember classrooms echoing the principles of behaviorism, where learning felt like a repetitive act of passively observing and repeating (Tprestianni, 2022). Today's classrooms have evolved from being simply rooms with chalkboards to dynamic spaces that are diverse, inclusive, and filled with technological possibilities.

 

As the challenges to integrate technology in these diverse classrooms increased, I felt the need to contribute to bringing a change. Thus, my innovation plan was born. I envisioned student technology teams – not just as tech support but as vibrant communities bursting with fresh ideas. I envisioned student technology teams as more than just tech support; I saw them as communities overflowing with new ideas. They would be the link between teachers having trouble adjusting to the digital age and students born into it. These teams were the first step in my journey to create classrooms alive with collaboration and understanding.

 

The ADL program was a fresh start for me. In the early days, I created my Learning Manifesto, my personal declaration to the world of education, where I dreamt of classrooms where every student had their own voice, where quality education was a right and not a privilege. I saw myself not just as a teacher but as a mentor, a guide, and sometimes, a student's biggest cheerleader. Every day, I strived to be a source of hope, demonstrating the power of resilience and the magic of the word "yet." (Dweck, 2008) As I delved deeper, I found my Learning Philosophy evolving. Gone were the days when I saw learning as mere observation and repetition. Instead, I embraced the beauty of constructivism and connectivism (Bates, 2019). Inspirations like Sir Ken Robinson (n.d.) and Margaret Heffernan (2015) fueled my journey, teaching me the value of every unique voice in the classroom.

 

 

Journey of Highs and Lows in the Learning Process

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Starting the Applied Digital Learning masters program was like setting sail on uncharted waters. The initial courses were challenging, and writing my first literature review was particularly daunting. When I explored the world of student technology teams, I realized there was a lack of literature on the subject. However, adversity often leads to innovation. I focused my energy on identifying potential areas where student technology teams could make an impact. The themes of servant leadership, interpersonal relationships, reverse mentoring, enhanced student engagement, fostering student autonomy, and embedding 21st-century skills emerged for my research. The second literature review was more promising than the first. The subject of reverse mentoring, a hot topic in corporate and higher education, piqued my interest. My familiarity with the research process was now an asset. The once daunting task now felt invigorating. I was so engrossed in the amount of information that I felt I could have continued my research for weeks before finally writing down my insights. Looking back on this period, it is clear that my journey through the program was full of both challenges and triumphs. Each obstacle and success has played an important role in teaching me resilience, adaptability, and the joy of discovery.

 

 

Creations & Accomplishments

 

Article for Advocacy

The first few days at a new school can be a roller coaster of emotions, from the excitement of new beginnings to the anxiety of unfamiliar surroundings. While our school's student ambassador program helps newcomers navigate the physical space, I noticed a significant gap in their technological onboarding. With a sprawling campus housing over 2,200 seventh and eighth graders, the lack of an orientation program for technology tools like SSO, LMS, and Chromebooks was glaring. To advocate for this cause, I wrote an article highlighting the need for a mid-year onboarding plan. My goal? To make the transition easier for new students by ensuring that they are not only physically but also digitally integrated into our community.

 

Onboarding Course for Student Technology Teams

Next, I developed an Onboarding Course for the Student Technology Teams. This course was more than just a training program; it embodied my vision from the innovation proposal. I enlisted the expertise of my PLC team, department chair, the 504 coordinator, and the school's principal to ensure the course's effectiveness. Their insights, combined with collaborative brainstorming sessions with ADL peers like Cynthia Thomas and Sarra Jackson, enriched the course content. The unanimous approval from the usability test was the icing on the cake. The course, with its intricate blend of technical training and engaging activities, was appreciated for its holistic approach. In essence, I had laid the foundation for a learning environment that was both stimulating and supportive.

 

Action Research: Reverse Mentoring

The ever-changing technological landscape sparked my interest in reverse mentoring. I was fascinated by its history and possible benefits in the K12 environment. My upcoming Action Research promises to be an exciting proposition where Emergent Bilingual and Dyslexia students will wear the mentor's hat, guiding teachers through the digital tools that support their learning. This initiative isn't just about technological upskilling; it's about building relationships, enhancing communication, and fostering a mutual learning environment where both students and teachers thrive.

 

 

Lessons from the Heart of ADL: COVA and Creating Significant Learning Environments (CSLE)

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Exploring the COVA model has been a transformative experience. The path, though paved with reflection and transformation, led me to profound growth both as an educator and as a person. As I integrated COVA into my teaching, I began to understand its significance: it is not just about learning but about experiencing. Providing my students with choice, voice, and autonomy became more than just instructional strategies; they became the foundation of my teaching philosophy. I strive to create activities where my students are no longer passive recipients but active participants who own their learning experiences and share their perspectives. This transformation will not only increase student engagement but also renew my approach to teaching, reinforcing a foundation based on mutual respect, communication, and creativity.

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The onboarding program I created for our student technology teams is a clear indication of my commitment to the COVA model. The program was carefully developed to provide a roadmap that transitions from a structured teacher-driven model to a student-centric one. As the program evolves, my role will evolve as well—from being the one leading the way to the one cheering from the sidelines. Through this experience, I have learned that the heart of teaching is to create an environment where students not only learn but also thrive by taking ownership of their own educational journey.

 

Navigating the Whirlwind: Areas for Improvement 

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Throughout my studies in the ADL program, I have been fascinated by the many transformative ideas and initiatives presented. However, the whirlwind represents the ever-present, pressing tasks and responsibilities that consume an educator's day, often sidelining long-term goals. It is a never-ending tug-of-war between the immediate demands of the present and the overarching ambitions of the future. And all too often, urgency wins. Reflecting on this, I realized I need to improve my time management and prioritization skills. While I cannot control the whirlwind, I can choose how I respond and allocate my time and energy. To truly make a difference and ensure the success of the COVA model in my classroom, I must learn to navigate the chaos and strike a balance between day-to-day tasks and long-term goals. This will be my focus as I continue to develop and grow in my educational career.

 

My Learning Community 

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I want to thank Sarra Jackson, Stacey Millison, and Cynthia Thomas for always providing excellent feedback and great conversations. These ladies were always a text away during the day or at night. We shared our Action Research Outlines and Capstone synthesis.  Whenever there was confusion and the need for clarification, we often shared screenshots of assignments, Zoom meetings, or graphics from the web.  It was great to be part of a group comprising fellow students who were consistently engaged in the coursework. I hope that we continue supporting each other long after the ADL program is over. 

 

Click here for My Collaborator's blog post to learn about their innovation plans.

 

Where Am I Now

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The courses in the Applied Digital Learning program have allowed me to challenge myself and share my knowledge with others. I have grown a lot and can now accomplish tasks faster and more confidently. I am still working on stepping outside my comfort zone by sharing and collaborating more. I have a growth mindset, which means that I believe that I can continue to learn and grow throughout my life. This is a valuable mindset to have, as it will help me to continue to develop and succeed in my career and personal life.

 

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Charting the Path Ahead/Planning the Future

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The ADL program has not only been a journey of academic growth but also one of personal and professional development. As I stand at this point, looking ahead, my vision is clear and driven by a commitment to share and collaborate. My top priority is to present the technology playground to my colleagues. I am eager to analyze the data and draw meaningful conclusions from my research. I plan to share the insight I gain from this experience with the faculty, administration, and our district's instructional technology team. 

The ADL program has taught me that true growth goes beyond the boundaries of one's immediate surroundings. It has been a wake-up call, urging me to step outside my comfort zone to connect, share, and learn on platforms like X (previously Twitter). The sense of community and exchange of ideas on such platforms have been invaluable. I am no longer a passive consumer; I am an active participant who is eager to contribute to the global conversation on edtech. To that end, attending edtech conferences remains a top priority. While I look forward to presenting at TCCA soon, I am setting my sights even higher. TCEA and ISTE Live are on my radar, and I hope to share my insights and passion for leveraging digital tools in the near future.

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In a nutshell, the ADL program has sparked a fire in me, motivating me not only to acquire knowledge but also to share it, not only to learn but also to lead. And as I move forward, I carry the lessons, experiences, and aspirations from this life-changing journey.

 

 

 

 

 

 

 

 

REFERENCES

Dweck, C. S. (2008). Mindset: The new psychology of success. Ballantine Books.

 

Bates, T. (2019, March 17). Learning theories and online learning: Tony Bates. Tony Bates |. Retrieved February 5, 2023, from https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/ 

 

Hefferman, M. (2015, June 16). Margaret Heffernan: Why it's time to forget the pecking order at work | TED Talk.  [Video]. YouTube. https://www.youtube.com/watch?v=Vyn_xLrtZaY

 

Robinson, S. K. (n.d.). Bring on the Learning Revolution! Sir Ken Robinson: Bring on the learning revolution! | TED Talk. Retrieved January 25, 2023, from https://youtu.be/r9LelXa3U_I

 

Tprestianni. (2022, October 25). Learning theories: Theories of learning in Education. National University. Retrieved February 5, 2023, from https://www.nu.edu/blog/theories-of-learning/