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  • Writer's pictureNicole Lipps
    • Sep 17, 2023

Innovation Plan Update

Identify and reflect on all the components and work you have done on your innovation project.

Despite juggling countless responsibilities, educators today understand the importance of weaving technology into their teaching. While we have seen incredible technological leaps over recent years, the support networks we need to make technology work successfully in our classrooms have yet to follow suit. Schools are in an endless state of playing catchup. In light of this, I have proposed an idea for our junior high: a student technology team. This is not just about troubleshooting tech issues; it is an avenue with far-reaching benefits.


When I delved into the literature, it became clear that these student tech teams offer more than meets the eye. We all recall the challenges of junior high: navigating new environments, building relationships, and, of course, increased academic rigor. Research suggests that 40% of students drift away from active engagement during this transition. This is where I envisioned student technology teams making a difference (Alley, 2019). For those students drawn to technology, it provides a platform to engage their skills, tackle genuine challenges, and find their place. It is more than tech support; it is about fostering connections with teachers and peers, enhancing communication skills, and cultivating a sense of belonging.


For a deeper dive into the potential of student tech teams, I have documented everything in my literature review. You will find my initial proposal, literature review, and the implementation plan to make this vision a reality.

Next, I used the Understanding by Design (UbD) framework to sketch the roadmap for initiating our student technology team (McTighe, n.d.). This plan rolls out in three distinct stages:

  • Stage 1 pinpoints the objectives and what I hope our students will achieve. I have even considered the upcoming Texas Technology TEKS for the 2024-2025 academic year, ensuring our students gain not just practical skills but also the critical thinking necessary to consider the best approach, whether they are guiding new students, presenting detailed information, and contributing to school culture.s.

  • Stage 2 focuses on how we will gauge our students' progress and understanding. This includes hands-on projects like the "Day in the Life" activity, coupled with feedback from both educators and peers. Plus, we are introducing the exciting experience of students developing their own websites or Canvas courses.

  • Stage 3 is all about cementing the knowledge. We start with conversations about empathy, recounting moments when someone's help made a difference. From there, we will have our students document everything a newcomer would need to thrive at our school, culminating in creating instructional videos and a how-to website.


To support the UbD framework, I turned to Fink's Self-Directed Guide to Designing Courses for Significant Learning (Fink, n.d.). Instead of just connecting the dots, I delved deeper, striving to grasp student technology teams' more significant, transformative impacts (Harapnuik, 2015; Godin, 2012). By doing so, I fleshed out the ideal learning environment, addressed the situational factors, and clearly defined the significant learning goals for the team. This process has sharpened my ability to communicate my plan to fellow educators, stakeholders, and our future student technology team members.



This Spring, my coursework about the difficulties of leading organizational change led me to a deeper understanding of the behaviors, driving forces, and challenges that could influence my goal to improve our campus culture through student technology teams (Granny & Patterson, 2013). I pinpointed a significant obstacle in the journey of change: the phenomenon often referred to as the "whirlwind." Armed with my Four Disciplines of Execution (4DX) approach, I have been actively trying not only to anticipate potential obstacles but also to develop effective strategies to navigate them (Covey et al., 2022).


Identify where you are in your innovation project. What, if anything, do you have to complete? By when? What is the current status of my innovation plan?

The school administration has been closely tracking the development of my innovation plan and is enthusiastic about launching the student technology teams. As part of our strategy, we are introducing a special Advisory period that will meet daily starting in January.


While the student technology teams have yet to be fully realized, I am set to explore the impact the team could have on our campus culture this fall. I am organizing a "tech playground" session for teachers, where our Emergent Bilingual (EB) and dyslexic students will showcase tech tools to help them succeed in the classroom.



Over the summer, I created my first onboarding course for the student technology team members. The feedback was unanimously positive in a preliminary usability test: the course was relevant and appropriate for today's junior high students. Testers appreciated its thoughtful blend of technical instruction and engaging activities. With such promising early reviews, knowing that the team will begin in January with a planned onboarding process is encouraging.

I am researching and writing a second literature review about implementing student technology teams. This review dives deeper into the concept of reverse mentoring in corporate America and higher education while shedding light on its possible role in K12 education. Furthermore, it examines the mutual benefits for both mentors and mentees, particularly in increasing teacher proficiency and leveraging digital tools to support classroom learning.


Analyze, assess, and reflect on the learning process you have undergone by working on your innovation project.


What lessons have you learned, and what could you do better?

The past two years have posed challenges for educators, not just within my school but nationwide. Engaging with educators on platforms like Twitter (X) and at events like the TCEA and ISTE Live

conference, I have heard their concerns about growing student disengagement and behavioral challenges. From these conversations, an important lesson emerged: there is a time for pushing innovation, but there are also moments when the emphasis must squarely be on support. Observing my principal's approach was enlightening. By sincerely acknowledging the educators' and administration's shared struggles, a nurturing space was created where teachers felt prioritized, their well-being taking priority over new initiatives. As a result, our school saw minimal staff turnover. I am excited to report that this year has shown a significant decline in student-related issues, with the teachers showing a renewed openness to innovative ideas. I am excited about the potential positive changes the student technology teams might have at our school.


On a personal note, I recognize a growth area for me: fostering more profound connections with teachers in my building. While I feel more comfortable being a dedicated worker who often operates behind the scenes, the success of my innovation plan hinges on my active advocacy for the student technology teams and ensuring their impact is felt across classrooms.


What worked, and what has gone well?

While I recognize the need to foster connections with teachers in my school, I take pride in the strides I have made in expanding and gaining insights from my Professional Learning Network (PLN). I have connected with educators and professionals worldwide who are as passionate about leveraging technology for student success as I am. To be more outgoing and social, I have attended conferences, participated in social engagements, and actively shared my journey and discoveries on Twitter (X). The knowledge I have gained from the Applied Digital Learning program has bolstered my confidence, and I have found more value in these relationships and experiences. An exciting development I am eager to share: I will be presenting for the first time at an edtech conference on October 29th! TCCA, the largest free edtech convention in Texas, will be where I introduce digital tools designed to assist EB and dyslexic students, originating from the edtech playground I have prepared as part of my action research.


How do you plan to promote and communicate your innovation project?

As I gather more hands-on experience, I plan to share the insights and knowledge I have acquired with the broader district community. Eventually, I will share my research and innovation plan on platforms like the TCEA blog and possibly presenting at edtech conferences such as TCEA and ISTE Live.


How would you apply what you have learned to your next innovation project?

I will continue focusing on my commitment to providing prescriptive professional learning and campus support by focusing my energies on creating significant learning environments and leveraging digital tools so all students can succeed. The Applied Digital Learning program has equipped me with invaluable skills that I plan to put into action. My approach will begin with developing a foundational research question and then turning to existing literature to chart my course forward. I will carefully examine potential challenges and external factors presented in Influencer (Granny & Patterson, 2013) and 4DX (Covey et al., 2022). I will also use my expanded PLN and the deeper connections with teachers on my campus to identify and collaborate with teacher experts. I must recognize that I do not stand alone in this mission. By collaborating with other educators, we can have an impact far greater than what I could achieve on my own.



References:

Alley, K. A. (2019). Fostering middle school students’ autonomy to support motivation and engagement, Middle School Journal, 50:3, 5–14, DOI: 10.1080/00940771.2019.1603801

Godin, S. [TEDxYouth]. (2012, October 16). Stop stealing dreams [Video file]. Retrieved from https://www.youtube.com/watch?v=sXpbONjV1Jc


Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The New Science of Leading Change, Second Edition. McGraw Hill Professional.


Harapnuik, D. (2015, August 15). Connecting the dots vs. collecting the dots [Video file]. Retrieved from https://www.youtube.com/watch?time_continue=1&v=85XpexQy68g


McChesney, C., Covey, S., Huling, J., Thele, S., & Walker, B. (2022). The 4 Disciplines of Execution: Revised and Updated: Achieving Your Wildly Important Goals. Simon and Schuster.


McTighe, J. (n.d.). UbD template 2.0. McTighe & Associates. Retrieved February 21, 2023, from https://jaymctighe.com/downloads/UbD_Template_2.docx



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