Tell me, and I forget; teach me, and I remember; involve me and I learn.
Blended Learning
Building Voices
5320
Applied Digital
Learning
Journey Synthesis
Throughout this (ADL) Apply Digital Learning program, my works have been influential and shaped both professional and personal growth: work on an Innovation Plan to explore Blended Learning's impact on motivating kindergarten students in a writing process, collaborative projects, reflections on my blog, etc. This has been more than just the fulfillment; this has been a transformation. This program has taken me way out of my comfort zone to inspire new approaches in education. This challenge to balance creativity, research, and application has been an asset in shaping my vision toward meaningful classroom change.
Finally, I close this chapter in my life with renewed vigor for teaching, a clearer understanding of blended learning strategy execution, and a more significant commitment to empowering my students by making the learning process fun. Thank you for being my accomplices through this journey! When I started the Apply Digital.
The Beginning
When I was six years old, I had a dream. To learn how to ride a bike. I soon had many experts on the subject at my side. My dad, my cousin, my sister, and even my neighbors. All of them have a theory and way of riding a bike. However, despite many instructions, I needed help to get very far. One morning, I looked out the window of my house and began to observe all the people passing by on bikes. I noticed how people held the steering wheel, braked, and moved their feet to achieve balance. In a hurry, I went outside and began to imitate what I had seen, and, to my surprise, I got further than I had ever managed before at that moment.
I didn't understand what had happened. How had I not worked on it before, with so many instructions around?
Today, after finishing my Master's in Digital Learning, I have many answers to what happened that magical morning. I feel like I grew up reinventing myself and learning from my mistakes.
Learning (ADL) program, I felt like that little girl who couldn’t ride a bike. I came from a very traditional education, where classes followed a rigid, compliance-focused schedule and where creativity and flexibility didn’t have much room.
Entering a program that valued autonomy, authenticity, and innovation was like swapping training wheels for a bike without them: exciting but also scary. The first few days were filled with frustration: connection issues, tools I didn’t understand, and that constant feeling of being out of my comfort zone.
However, like with the bike, every fall taught me something new. I soon began to see those challenges not as barriers but as opportunities to learn and grow. I learned to let go of fear, trust in my abilities, and enjoy discovering a new approach to learning that I now apply in my profession and daily life.
I invite you to see BELOW a story about a genuine transformation through the ADL program to learn more.
Video Description.
Balance, Fall, and Innovation" is a storytelling video that parallels my personal journey of learning to ride a bike with my professional growth through the ADL program. It explores resilience, overcoming challenges, and embracing innovation in education. From finding balance to navigating falls, this video reflects on the transformative lessons that have shaped my journey, culminating in my Innovation Plan: enhancing student motivation through blended learning in kindergarten writing. It celebrates growth, determination, and the power of reimagining education.
Who was involved?
Throughout my journey, several key people were involved in this transformation process. First, my professors and mentors had a fundamental impact. They provided me with the technical knowledge, emotional support, and motivation needed when technology-related frustrations made me doubt my abilities. Their patience and willingness to answer my often technical questions were crucial to helping me overcome the obstacles that arose.
It was also a fantastic team. My peers, who shared the same passion for learning, were always willing to collaborate, share resources, and solve problems. Every conversation and every team meeting was an opportunity to grow together and learn from each other. They inspired me to keep going when I felt lost or overwhelmed.
It is essential to mention that it is not only about my professors and team in the academic field. In the context of my personal development, my greatest strength came from the unconditional support of my family. My husband and children were my refuge in the most challenging moments. There were days when there weren't enough hours when studying meant sacrificing time with them or leaving household chores unfinished. But they never made me feel like I was alone in this process. My husband took on additional responsibilities, constantly reminding me that this effort was for a better future. My children, although small, understood that Mom was learning something important. Their words of encouragement, their patience, and even their drawings telling me, "You can do it," filled me with energy on the most challenging days.
Valuable Professors.
Dr. Dwayne Harapnuik
TIMELINE
Throughout my journey in the Applied Digital Learning program, each stage in the graphic symbolizes a crucial step in my development as an educator. I started by focusing on developing myself, strengthening my growth mindset and openness to change. Then, I moved on to creating my Innovation Plan Proposal, which began a more strategic approach to integrating technology into my teaching. The design of my ePortfolio solidified my learning, while the Literature Review allowed me to dive deeper into theoretical foundations to support my ideas.
As I progressed, I worked on Creating Organizational Change, imagining how these ideas could impact my classroom and educational community. Creating the Implementation Outline and developing strategies for a Significant Learning Environment helped lay the foundation for more dynamic and meaningful learning. Simultaneously, I focused on improving Instructional Design and Effective Professional Learning Development, ensuring that these tools and strategies were accessible and practical.
Finally, I learned to assess the impact of digital learning through Assessing Digital Learning and closed this cycle by publishing my findings, which allowed me to reflect on and share my growth. This entire journey not only transformed my teaching practice but also gave me renewed confidence in my ability to innovate and face challenges.
To learn more about the impact of Blended Learning on kindergarten students’ motivation during the writing process, explore detailed implementation strategies, examples of blended activities, key research that shaped this initiative, and the educational principles driving its development in the sections below.
What Have I to Create?
This fantastic journey has almost come full circle, and I am filled with much gratitude and inspiration. This ADL program at Lamar University has truly changed me in many ways, both as a teacher and a learner. It was not just any academic achievement goal but about change in the personal and professional realms. In this chapter, I reflect on the growth, resilience, and creativity nurtured by this journey. As I revisit the steps from the very foundational courses into the now-realized dream that hopes to empower students and inspire fellow educators, join me.
5305-Disruptive Innovation in Technology
In this course, I explored technology innovations and viewed them as opportunities instead of challenges, using these changes as catalysts to enhance my institution’s learning environment.
5302-Concepts of Educational Technology
I took charge of my learning journey during this course, incorporating choice and voice in designing authentic projects. I leveraged technology innovations to drive change within my organization.
5303 -Applying Educational Technology ePortfolio
Throughout this course, I created an ePortfolio to share my work, reflect on my growth, and develop my voice.
5313-Create a Significant Learning Environment
I identified and incorporated constructivist theories in this course to develop and implement meaningful digital learning environments.
5304-Leading Organizational Change
During this course, I applied leadership theories and practices to become a self-differentiated leader capable of addressing the resistance to change that inevitably arose when launching innovative digital learning initiatives.
Throughout this course, I explored various digital environments and resources to effectively communicate with others about the practical implementation and pedagogical value for educational use.
In this course, I applied constructivist learning theories and instructional design principles to develop and deliver an online course, using significant learning environments and selected course management tools.
During this course, I effectively applied an innovative teaching practice by collaborating with colleagues to assess its impact on learners and design and demonstrate authentic professional learning (PL) activities that were active, substantial in duration, and tailored to our discipline.
Throughout this course, I was able to assess the instructional impact of implementing my innovation plans on creating effective digital learning environments.
In this course, I synthesized my knowledge, skills, beliefs, and values gained through digital learning and leadership experiences. I presented a comprehensive plan on how I developed into a digital learner and leader capable of identifying and promoting innovation, creating significant digital learning environments, and leading organizational change
In this reflection, I explain the reasoning behind my self-assessment by focusing on my commitment to self-driven learning and personal growth. Throughout this process, I have put much effort into improving my skills and contributing to the learning community. Whether through sharing ideas, participating in group discussions, or helping others, I have been dedicated to ensuring we all learn and grow together. This reflection captures how I’ve developed individually and as part of a supportive community.
References:
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Christensen, C.M., Horn, M.B., & Johnson, C. W. (2016). Disrupting class: How disruptive innovation will change the way the world learns (2nd ed.). McGraw Hill.
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Dweck, C. (2016). Mindset: The new psychology of success. Ballantine Books.
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Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, Ownership, and Voice through Authentic Learning. Creative Commons License.
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Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: using disruptive innovation to improve schools. Jossey-Bass.
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Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Riverhead Books.
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Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. Retrieved from https://www.youtube.com/watch?v=u4ZoJKF_VuA.
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