Contribution To My Learning Download EVERYTHING started to change! When I started the Master's of Education in Applied Digital Learning (ADL), my schedules were compressed, my free time was extinguished, and my world began to spin quickly, needing more than 24 hours in the day. However, at the same time, advancing through these courses has been a UNIQUE experience. It has allowed me to interpret the vision of the natural world differently and adopt innovative and contextualized tools to create efficient and contemporary learning environments. It has helped me grow professionally and spiritually. The relevance of working together and supporting each other on my Distance Learning team has been extraordinary. This message recognizes everyone's contribution and the collaborative environment crucial to my achievements. I cannot overlook the IMPACT that EDLD 5313 and EDLD 5303 have had with the continued development of Carol Dweck's theory, which analogically defines it as a profound awakening, a spectrum of knowledge designed to empower people. This methodology has helped me understand that failure is not a permanent state but a process of evolution and transformation, giving me self-confidence, perseverance, and adaptability. To take it on, I designed a Growth Mindset Plant t o create learning environments where the power of the word NO YET means for my students: A second chance to become intelligent. Another significant element I have had during this EDLD 5313 course is the deep analysis in which I have immersed myself to develop class plans through the 3- Column Table and UbD Template. This analysis gave him a complete view of designing and evaluating compelling learning experiences. I identified strengths and areas for improvement in my lesson plans. Integrating elements of both will be my goal, to create a personalized approach that best suits the needs and individualities of my students. The EDLD 5313 course constitutes a detoxification of a vision rooted in traditional teaching with decontextualized behavior patterns. By analyzing the book A New Learning Culture by (Douglas et al. Brown, 2011), we show ourselves the need to adapt to technological and digital changes. I am offering an optimistic vision about the potential of technology to improve education and prepare people to face the challenges of the 21st century. Previously, it was believed that creating an ePortfolio was only for Computer Engineers. Insertion into the EDLD 5303 course allowed me to assume a growth mindset in completing it. Successful people are not necessarily the smartest, but those who work and are consistent. Through this journey, I have also had the opportunity to immerse myself in a deep analysis of Why I use an e-portfolio. Dr. Harapnuik expressed real, authentic, and genuine. It is helpful to convey who you are as a professional, individual, or person with a certain belief. The continuous rethinking of educational approaches such as COVA has allowed me to see that other innovative methods open a path to students' empowerment, motivation, responsibility, commitment, and creativity by allowing them to choose how they want to learn. One of the most transformative aspects of my journey through EDLD 5303 and EDLD 5313 has been the formation of a vibrant learning community. Observing and learning from my more experienced teammates has been a game-changer. Their work not only inspires me but also provides me with tangible guidance. This peer learning dynamic has not just deepened my understanding of complex topics, but has also broadened my horizons by exposing me to diverse perspectives and methodologies. Contributing to my learning community has allowed me to apply this knowledge in real-world scenarios, allowing us to see the "power" of teamwork. We have had excellent reflective discussions and effective brainstorming, improving our group problem-solving skills daily and gaining confidence in the discussion sections. Working as a team, I have improved my ability to self-manage knowledge and manage my time well to meet the deadlines for the different activities scheduled in the calendar. We have actively participated in the learning groups, meeting every need of any team member by reviewing the tasks and reflecting on the revisions and contributions. We have completed the supporting readings and videos for EDLD 5303 and EDLD 5313 courses. This collaboration has gone beyond simple academic assistance. We shared resources, networked, and exchanged ideas, creating a dynamic environment where innovative ideas flourished. This spirit of collaboration helped hone our skills and expand our knowledge base, making us more skilled and versatile learners. Considering these elements, he did an incredible job with my work team, leaving room for continuous learning. I gave myself an evaluation of 98/100 in Applying Educ Tech: Portfolio and 98/100 in Create Significant Learning Environment. Contribution to your learning Collaborative Team Collaborator Collaborator Francys Machado ePortafolio Collaborator Neylly Guedez ePortafolio Joyce Torres Perez ePortafolio Team in Action Botton

Growth Mindset Plan We have already created a generation of young workers who cannot get through the day without a reward. Praising talent, praising intelligence makes them vulnerable Carol S. Dweck. Rewarding a good answer in the classroom is not entirely erratic thinking. Starting from the principle that people are moved by that energy that drives them to achieve their goals in the most efficient way possible, which we call motivation, that hurricane that passes through you and feels the need to move somewhere that resonates with you or interests to motivate. If we review history, in Ancient Greece, we find that Socrates and his disciple Aristotle began to make sense of the answer to the question: Why do human beings do what they do? José Antonio Marina (2011) defines it as “Motivation = desire + value of the objective + facilitators of the task.” Starting from these premises, the teacher has used the award as a motivational engine in the classroom for students who do not believe in the possibility of developing and enhancing their abilities over the years. But, Is it the best way to motivate students to learn? What advantages and disadvantages do constantly rewarding students provide? These are questions that we have been asking in the search for efficiency and effectiveness in the training of students. I am a Kindergarten teacher in the state of Texas. Every day, we face the difficult task of educating children with different learning and motivation needs. We are constantly searching for tools to achieve the miracle of learning for these children in this first school stage. We wear ourselves out looking for methods and techniques to get their attention and ensure they take ownership of the academic content and values that will serve them throughout their lives. If I were to describe a typical day of classes in my classroom, I am ready to begin the learning journey where I implement different techniques to get their attention in any of the subjects I teach. Furthermore, when trying to do it the conventional way, I realize the lack of motivation and apathy that often occurs (some cry, others want to play, others want to go to the bathroom to escape the content). In short, it is challenging to motivate them, especially if we are in the middle of a Hagerty class where there are no audiovisual or other resources other than the sounds of the letters. Facing this recurring problem, "I take the magic wand" solves all my attention problems for my students, which is nothing more than granting points to win prizes. From that moment on, the magic began; motivation took over the class, and everything began to work as I had ideally planned. Faced with this reality, they face a big problem: Unmotivated children who only become motivated if they receive a stimulus that invites them to mobilize. What should be a natural, logical, and transformative process in your learning? Children sometimes undergo a fixed mentality where we are all complicit, and escaping the carrot methodology is challenging. In search of an alternative to change this reality, I began her master's degree in Digital Learning. I discovered Carol Dweck's theory of "Fixed mindsets " and " Growth mindsets, " which could provide a possible solution to the problem.” Why consider it as an alternative to my problem? A change of mentality is not a new concept in all stages of life and its social diversity. However, it is paramount in today's fast-paced world, where individuals and organizations constantly pursue success. It is fascinating to see that people who achieve the goals they set are not necessarily those with a higher, but rather those who have exceptional characteristics: perseverance, passion, and courage. Therefore, I am redirecting myself toward achieving a growth mindset in my classroom and personal life. Dr. Dweck proposes that a growth mindset is a path, a process that we constantly work on. To begin with, it would be appropriate to identify when we have a fixed mindset and how we face the challenges of our daily lives. How do we react when students do not notice or understand a problem? How do you react when you receive criticism? How do we respond when someone is as successful as we would like to be? This is when we choose what mindset we will develop (Dweck, 2015, p. 3). We are all a combination of many circumstances. We may have a growth mindset in our personality and a fixed mindset in intelligence. In some ways, we are victims of this phenomenon that limits us from being successful in what we do. Nevertheless, the most important thing is not to believe that we will have a growth mentality today but to form it throughout our lives with constant work. The world is a whole of entrepreneurs whose beginnings could have been better. Today, an open door invites me to enter and assume that the inner voice of a fixed mentality only has strength if we let it pass. It is not easy, but who said it would be easy? Assuming that the growth mindset is being optimistic in the face of every challenge and action, it is simply giving myself and allowing myself to try again. "Not yet." It was a theory I did not know before. However, as I listened to every word of Dr. Carol Dweck explaining the power of the word Not Yet. A hurricane of emotions and feelings revolutionized my body. Moreover, it was a practice I unconsciously did in my first year as a teacher. Faced with the unexpected news of the death of a kindergarten teacher in October 2022 and after having been without a teacher for more than two months, he arrived at a classroom where sadness, distrust in himself, and absence of routines. Rules and motivation were the norm. Seeing Dario arrive at the beginning of the school year crying because his shoes are untied, forgetting about Wednesday's folder, or not being able to write his name to say Teacher, have you seen what reading level I am reading at? E (first-grade level). I saw how they could barely write his name and then compete with each other to write a note to the Teacher. I am complicit in the power of the word. However, which in my class is translated as "Superpower." Identify your superpowers, believe in them, and unleash them. Listen to your inner strength and show how valuable you are. These were some of the reflections I told them, and incredibly, those children were transforming that place (the class) into a space we never wanted to leave. Today, to that experience, I add the theory of Dr. Carol S. Dweck. I would begin by introducing the phrase: "The Students have a chance to get smarter," I would explain to my students that Intelligence is not a quality exclusive to a particular person; it is something that is cultivated, watered, and worked to achieve. That will be the motto in my classroom. It will be the message that I will carry everywhere I go. I could have a plan, but I want to take advantage of every circumstance. The day in an educational community is full of perfect moments to practice and promote a growth mindset. During methodological preparations, when my work colleagues do not recognize meritorious work in the Celebrations session. When someone has a different perspective and makes corrections, The students believe that the possibility of becoming successful is unattainable (reading, writing, and phonetics workshop). Alternatively, teacher, could you help me when a student tells me? Can I not do it? Change should be made drop by drop to achieve impact in this transformation, persuading and being empathetic in each situation you face. The world looks big before our eyes, and the possibility of changing it is difficult for us. I will have the goal of leaving a mark on my students. They can remember me once they are good men and women, and thus, I will begin to change my little piece of the world, causing a growth mentality in everything I do. Reference. Dweck, C. (2014, October 2014). Developing a growth mindset with Carol Dweck. https://www.youtube.com/watch?v=hiiEeMN7vbQ&t=4s Dweck, C. (2015). The power of believing that you can improve. https://youtu.be/Yl9TVbAal5s Harapnik, D., & Theibodeau, T. (2021). Learner's Mindset Explained. Dweck Carol, 2016. Developing a Growth Mindset https://youtu.be/hiiEeMN7vbQ Briceno E. The Power of Belief - mindset and successhttps://youtu.be/pN34FNbOKXc https://scottjeffrey.com/change-your-fixed-mindset/ Duckworth, A. (2013). Grit: The Power of Passion and Perseverance. Youtube. https://www.youtube.com/watch?v=H14bBuluwB.

15% Off All Items Not yet means a second opportunity to empower someone with their capabilities, confidence, vision, and leadership to drive positive changes in the situations in which they live. Carol Dweck About Me Posts Why blended learning? My new vision for teaching writing in kindergarten. Being a teacher in Texas, I imagine that, like in any primary school in the United States, starting the teaching and learning process... 5 min read Executing Change 4DX. Learning at an early age is the very moment in which the foundation should be laid for further academic and personal development. In this... 4 min read Influencer Strategy. Discuss how the model is divided into the two domains of motivation and how it is subdivided into personal, social, and structural... 6 min read Media that Engages. Discuss ways that the media can engage the audience to influence their thinking? We can reach more recipients with a single message... 3 min read Audio and Visual Digital Tools I would like to start by discarding or leaving aside the fact that I do not have enough experience in using or managing tools or... 3 min read Change Behavior. Being exposed to Jane's story was an experience because, through the feelings generated at that moment, I can explore how we touch... 3 min read Why? My New Vision. Why: We believe that children's learning is most effective when motivated; integrating changes, innovation, and technologies can... 4 min read Perusing and Sharing Publications. Many authors and educational influencers have visualized and promoted the idea of a revolution in education, which others call reform... 3 min read Digital Tools in Digital Environments. There is a strong belief that the education system is broken. It is not broken. It is merely constructed. It is just that we no longer... 3 min read Contribution to Your Learning and the Learning Community EVERYTHING started to change! When I started the Master's of Education in Applied Digital Learning (ADL), my schedules were compressed,... 3 min read

5313 Create a Significant Learning Environment If learners are given CHOICE and OWNERSHIP, they will be able to find and develop their VOICE as they share their meaningful connectors with others. D. Hrapnuik. A New Culture of Learning My Philosophy Learning 3-Column Table UbD Template Grow Mindset Plan Contribution Learning Comunity

UbD Design Template Comparing and contrasting Fink’s 3-Column Table with the UbD Template. Although I would not say I like to make direct comparisons, exploring the similarities and differences between the 3-column table and the UbD model can enrich my understanding of both approaches and improve my educational practice. Analyzing these tools from different perspectives gives me a complete view of designing and evaluating compelling learning experiences. Furthermore, during the realization process, I have identified strengths and areas of improvement in my lesson plans, where the best starting point would be to integrate elements of both to create a personalized approach that best suits the needs of my students. Both approaches are instructional design tools that share a common goal: To help educators plan and develop practical learning experiences for students. However, they present some differences in terms of their structure and approach. Planning Design : Fink's 3-column table focuses on planning across three main dimensions and their objectives: learning goals, teaching activities, and assessment. It focuses on clearly aligning objectives with corresponding activities and assessments. The UbD template is based on a reverse design process, starting with the end, that is, with the desired learning outcomes and working backward to the teaching and assessment activities. Evaluating each design and considering my learning context and the objectives aligned with my Innovation Plan, I consider the Understanding by Design (UbD) template the most effective because it allows me to have a comprehensive approach that considers not only the content. Specific. What I teach, as well as the general learning objectives and the overall development of the student, are not limited to the acquisition of knowledge but also include the development of skills, attitudes, and positive dispositions towards learning. Adaptability and versatility. Fink's model designs lessons and activities that align with students' learning objectives and interests without being limited by a rigid structure. The UbD template is a practical tool that provides a flexible framework for educators to design coherent lesson plans, ensuring a clear focus on desired learning outcomes. The 3-column table and the UbD template could be practical for teaching students to write informational texts after researching and appropriately using sources such as books, websites, and experts. However, in this aspect, I would use the 3-column table since it allows me to plan each stage of the writing process in detail, from the initial research to the final presentation of the informative text. This allows the activities and resources to easily adapt according to the student's needs. Clarity and simplicity. The 3-column table is characterized by its simple and visually organized structure. The UbD template also provides a more detailed format and requires a deeper understanding of design principles. Focus on practical application . The UbD model highlights the importance of applying learning in diverse situations, helping teachers create experiences that allow students to use their knowledge in various new contexts. In conclusion, choosing between Fink's 3-column table and the understanding by design (UbD) approach will depend on educators' goals, preferences, specific context, and the learning environment. While Fink's table stands out for its simplicity and flexibility, UbD offers a more detailed and organized framework, focusing on practical knowledge transfer. How the two different design processes have contributed to my ability to design learning environments and how this will help me with my innovation plan. Reflecting on my experience designing innovative learning environments, Fink's 3-column table and Understanding by Design (UbD) processes have been fundamental pillars in my ability to create effective and engaging instructional blueprints. In the context of my Innovation Plan , focused on "Learning to write in early childhood education through Blended Learning," these frameworks have helped me develop a student-centered approach tailored to their individual needs for teaching and learning. Planning a class is like creating a detailed map for a trip. The starting point to the final destination is taken into account. This implies that you must consider a series of elements such as a journey map, destinations and objectives, routes and sequences, and flexibility and adaptability. Immersed in the analysis and development of both designs, the 3-column table and the Ubd temple, I discovered some essential elements that I should have considered when rethinking and planning the development of a class. He planned highly structured class lessons, guided and followed by a set program considering kindergarten grade standards. Today, I have a different vision of planning a class. The development of the Ubd temple allowed me to understand that regardless of whether we have to follow a study program, the teacher must design a class where the student's individualities and the group's characteristics are considered. It is going beyond the standards and study programs since it is not a rigid process but rather a changing and adaptable one. It considers the study programs designed with creativity and purpose in each element you establish. For example, I had never considered how to introduce a new topic to my students. I only followed the study program that, although very well structured, only attracts the attention of a small group of students, leaving those with kinesthetic learning and others with concentration deficits inconsolable. Today, I am more open and less rigid, and I can be more creative in my planning, creating different types of activities such as role-playing and character imitations, something that kindergarteners need to do: learning by playing. The UbD framework has encouraged me to consider the depth of understanding and application of knowledge in various situations, aligning perfectly with the objectives of my innovation plan. On the other hand, the 3-column table has allowed me to break down the learning objectives into specific components, stories such as activities, evaluations, and resources, which has helped me to have a detailed vision of the purpose and look for the why of each aspect of my teaching plan. This has been especially useful so everything is apparent between the activities, evaluations, and learning objectives. It has been beneficial in ensuring that I consider the broader context and situational factors when designing my innovation plan. It has encouraged flexibility in my planning, allowing me to adapt the design to our specific educational context. In summary, the combination of Fink's 3-column table and the principles of Understanding by Design have significantly impacted my ability to create effective learning environments. I was teaching the importance of beginning with the end. These approaches will likely be crucial to student success by fostering flexibility, meeting educational objectives, and promoting lasting learning among our students. References Fink, L. D. (2023). A self-directed guide to designing courses for significant learning. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass. Hawker, B. (2023). What is Understanding by Design? Author Jay McTighe explains. Houghton Mifflin Harcourt Publishing Company, H. (2020). https://www.hmhco.com/classroom-solutions/literacy. Texas Kindergarten ELA Pacing Guide. (2023). https://docs.google.com/spreadsheets/d/1ujCVMeg-HSPgmuHi7DDKfe9fdqiYvipl5BSDnCIXzkY/edit#gid=0. The Universal Sandpit. (2024). theuniversalsandpit.org/universal-design Related Posts Go back to 5313 Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy. Media that Engages. Audio and Visual Digital Tools Change Behavior. 1 2 3 4 5

Implementation “Effective implementation is not about the perfect plan but about the process of ongoing refinement and adaptation Fullan (2007) This Implementation course takes a beginning approach with kindergarten students on the process of research-based writing in a fun and step-by-step manner. Through this multi-module course, students take their first steps in conducting simple research to gather information from different text sources such as books, websites, and experts. Then, they organize that information into order and create an informational text. Emphasis will also be paid to writing, including revising, editing, and sharing one's work with others. Components that have shaped this course include: A blended learning approach integrates the classroom teaching method with student-centered learning activities. There are opportunities for students to make sure they are collaborating and receiving feedback from teachers and peers. A focus on building early writing skills through digital resources and tools, promoting creativity and critical thinking. A final module dedicated to celebrating and sharing the students’ research projects with the class and their families. This course fosters independent learning while ensuring strong support from the teacher and family involvement, making the learning process fun and educational for young students. Instructional Design Approach. The Instructional Design Online Learn course has enabled us to reveal a solution to the emerging needs of our students in the first instance. We can make an analysis based on an instructional design approach that was utilized in this course. The course will adopt a blended learning approach, combining face-to-face teaching with online learning components. This model will allow flexibility and cater to different learning preferences and needs. The approach is a response to a new social context in which the need for a renewed pedagogical model emerges that will link technological and social change to educational innovation. This can be an effective solution for the lack of m otivation about writing in kindergarten: the opportunity to integrate traditional teaching methods with digital tools. Student-Centered Learning This would be more student-centered since it contains tactics to promote intrinsic motivation and involves the blended learning model. By allowing students to select research topics and having a degree of freedom in the actual writing process, perhaps an increased level of interest and engagement could be garnered. However, a more hybrid approach might be possible with kindergarten: student-centered but still with very clear teacher guidance. Children at this age level still require structure, so the teacher sets very clear frameworks but allows space for students to explore and learn. Instructor’s Role. Considering the specific particularities of kindergarten students, a combination of facilitator, mentor, and coach would be most appropriate. Facilitator to create opportunities for self-directed learning. Mentor to provide personalized support (small group, one-on-one). Coach to keep up spirits and help students overcome challenges. The presenter's role is also essential for introducing critical concepts. Still, it might be more limited to the early phases of the course, such as when introducing digital tools or explaining what research is. Blended Learning Environment They would have ample time for face-to-face interaction, which is essential for any young child. They could directly support and supervise them. They would do independent projects from the classroom by accessing online resources. Integrating manipulative materials with technology can be more interactive and motivating for kindergarten students. The kindergarten-level Research Writing course attempts to integrate the needs of young learners and their families by balancing synchronous and asynchronous collaboration. About 70% of collaboration is synchronous, involving live sessions during which students interact with the teacher and fellow students in real-time. The main foci are group discussions, guided writing activities, and feedback given in real-time. The other 30% will be asynchronous, where students can work independently through the course material, writing prompts, and interactive activities. The asynchronous parts allow students to go through the content with guidance from the family and work on their research and writing projects when they best fit their schedule. This mix ensures that students get real-life support during independent work and, hence, also builds up collaborative learning skills and responsibility for self-directed learning. Building a Learning Community We will create our learning community by introducing ourselves, playing games, and doing activities to get acquainted with one another and feel comfortable in the classroom. We shall also do small group work to explore our ideas and share what we learn. I want everyone's thoughts and feelings valued and heard, and I always feel encouraged to share my thoughts and support each other. Addressing Learner Needs Throughout the “Kindergarten Research Writing” course, we will address the needs of students, which involves providing academic, emotional, and technological support. Since students are just beginning to use digital tools, the technology is accessible (everyone has an iPad) with a user-friendly design. The course includes tutorials on Schoology and Skyward platforms for parents. In other words, it consists of the digital tools introduced through videos and step-by-step guides in a child-friendly manner. We will also provide printable resources if unlimited internet access is available to students. Such differentiated instruction, offering graduate levels of activities and steps, and graphic organizers allow the student to progress at his or her rate. It helps build a supportive and participatory atmosphere for students to explore and express ideas safely. We created a session within each module called “Family. Raise your VOICE,” which is an excellent opportunity to use positive feedback and encourage participation. This way, throughout the course, we will support students comprehensively and safely in achieving success. Course Structure Overview Lesson Plan Outline Recent Posts Why blended learning? My new vision for teaching writing in kindergarten. Joyce T Perez Executing Change 4DX. Joyce T Perez Influencer Strategy. Joyce T Perez Media that Engages. Joyce T Perez Audio and Visual Digital Tools Joyce T Perez Change Behavior. Joyce T Perez

A New Culture of Learning. Simple, subtle and sophisticated New Culture of Learning shows all the ways that games, virtual environments, social networks, and other forms of digital culture offer possibilities for imaginative play, which helps kids deal with the challenges of today monumental technological and social changes. Cultivating the Imagination for a World of Constant Change. In this reflection, we will refer to some fundamental ideas from the book “A New Learning Culture” by (Douglas et al. Brown, 2011). Those who propose a simple, subtle methodology that calms anxiety and ignites hope for the future. These concepts, such as tactical knowledge, inhabitation, and collective play, have a competitive advantage. A new culture of learning draws energy from play, where experimentation unleashes powerful imaginations. Our purpose would be to explain the main challenges, how to address them, and how they will affect the adoption of creating educational learning environments in my organization. Read More Innovation Plan Our references. John S. Brown Douglas Thomas Button Button Go Back to 5313

Influencer Strategy Part A & B The challenges in teaching writing to kindergartners include student apathy, lack of motivation, and lack of basic skills. The strategy described here, by the six sources of influence, is closely linked with the overall goal: To learn writing in early childhood education through blended learning . In this context, blended learning is born as one of the new and effective solutions. Our vision is to revolutionize the early childhood writing process through integrations, innovations, and technologies. Our philosophy is that learning is most effective in self-driven ways; therefore, blended learning can facilitate making the process challenging and stimulating. This vision is realized through the strategy described by Joseph Grenny, Kerry Patterson, David Maxfield, Ron McMillan, and Al Switzler, who developed a model to produce certain effects and influence on other people, described in the book "Influencer: The Power to Change Anything." "Patterson, Grenny, Maxfield, McMillan, and Switzler did not discover any magic solution. Instead, they found a standard set of practical tools used in different combinations under different circumstances.". These six sources of influence are integrated to ensure that blended learning is comprehensively implemented in kindergarten. It not only changes the writing process for the children's experience into something exciting, more accessible, and more effective, but it also has prepared the future generation of people to be more empowered, collaborative, and socially adjusted individuals. Early childhood education through blended learning is an innovation and a necessity in meeting current and future challenges in the teaching of writing. The measurement scheme Conclusion. A plan for innovation such as "Learning to write at an early age through blended learning" requires a structured and multi-dimensional approach to success. That is why the six sources of influence strategy provide a comprehensive framework covering the different aspects of promoting and sustaining this change. Blended learning is a new view in pedagogy about kindergarten writing, making it enjoyable and entertaining. Through the implementation of the six sources of influence strategy, all factors that affect the adoption and eventual success of this innovation can be effectively addressed. This not only enriches the learning but also the empowering of teachers and educational culture to effectively achieve the radical transformation warranted by the learning population. References . Buchler, C. (2022). Harnessing Social Pressure. https://youtu.be/wu7UBY5euBg?si=30gjT0uYrSNP2gVY Grenny, H. (2023). All Washed Up! https://youtu.be/cW0qZl6IrkI?si=v3MRSgisv7hw83w3 Influences. Book summary. (n.d.). www.transformleader.com . Petterson, K., & Grenny, J. (2013). Influencer: The new science of leading change, Second Edition. (McGraw-Hill Education. ed.) Recent Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy. Media that Engages.

Implementation Outline

Assessing Digital Learning and Instruction The main topic of my study is the impact of implementing blended learning on students' motivation during the writing process. After several months of the school year, we see how students still need to learn to think of an idea or write it down. This is a recurring problem that we have year after year in our classrooms. It invites us to dive into the search for new perspectives and alternatives, considering the characteristics of today's children immersed in a digital world who need motivators that align with their technological interests. This work attempts to apply innovative methodologies using blended learning, through which students can create writing habits by themselves and improve their motivation and writing skills, especially in kindergarten. Action Research Design Outline This action research investigates the impact of implementing blended learning on students’ motivation during the writing process. The current study aims to apply innovative methodologies through blended learning, by which students can learn to write independently and improve their motivation and writing skills, particularly in kindergarten. In particular, it will assess to what extent the integration of technological resources and online activities develops writing skills in structure and content. Using a mixed methods approach, the study combines qualitative insights from observations and interviews with quantitative data from assessments. Literature Review In this literature review, I explore how blended learning has affected students' motivation during the writing process. I define blended learning, focusing on the Station Rotation model, which includes face-to-face and online activities. I'll review several models of Blended Learning, such as Station Rotation, Flipped Classroom, and Enriched Virtual, among others, each with the possibility of flexibility to adapt to different learning styles and needs. Action Research Plan This Action Research Plan investigates the impact of implementing blended learning on students’ motivation during the writing process. The current study aims to apply innovative methodologies through blended learning, by which students can learn to write independently and improve their motivation and writing skills, particularly in kindergarten.

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. Home About Me ePortfolio Blog Networks Blog 5315 Action Research Design Outline Action Research Literature Review Action Research Plan Contribution to my Community 5320 COVA Reflection & Application Innovation Project Update ADL Journey Synthesis 5389 Alternative PL / Call to Action Planning the Alternative PL Connecting and communicating your ideas 5318 Instructional Design Implementation Usability & Reflection Contribution to my Learning 5318-5389 5317 Publication Outline Rough Draft Media Project Final Draft & Compilation. Contribution to My Learning Peer Assessment 5304 What’s your Why Influencer Strategy 4DX Strategy Plan Contribution to your Learning Self-Differentiated Leadership & Crucial 5303 Growth Mindset Plan Reflection Learning Manifesto Reflection Contribution to My Learning Communities Plan de Innovation Reflection. 5313 UbD Design Template Contribution To My Learning ... Aligning Outcomes, Assessment and Activi Revised Growth Mindset Plan Final Compilation A New Cultural of Learning My Philosophy learning 5302 Growth Mindset Contribution to Your Learning Learning Manifesto 5305 Innovation Proposal Literature Review Implementation Outline Connecting and Communiting 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. 5317-Resources Digital Environments 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. 5318-Instructional Design Online Learning 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. 5389-Developing Effective Professional Leadership 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. 5315-Assessing Digital Learning and Instruction Throughout this course, I was able to assess the instructional impact of implementing my innovation plans on creating effective digital learning environments. 5320-Synthesis of Applied Digital Learning 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 Contribution to My Community & Learning Community 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: 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. Dweck, C. (2016). Mindset: The new psychology of success. Ballantine Books. Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, Ownership, and Voice through Authentic Learning. Creative Commons License. Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: using disruptive innovation to improve schools. Jossey-Bass. Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Riverhead Books. Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. Retrieved from https://www.youtube.com/watch?v=u4ZoJKF_VuA. Canva Infographic. https://static.wixstatic.com/media/e69ee5_a3fe6b67a2dd40dfa9e9a4577d8622e6~mv2.png Google's Imagen. https://static.wixstatic.com/media/e69ee5_da031f26c6424c5fa64d0522c056ebf2~mv2.png Lamar University's Imagen Professor Imagen https://luonline.blackboard.com/ultra/institution-page WIX's Imagen. An image of Globe And Hand.jpg Blue binary background. Computer language matrix. Multiple exposure photos of LED screen displaying information codes. Cyberwar and digital. .jpg Cloud computing concept. Group of businesspeople in the office. Communication network..jpg Visual contents concept. Social networking service. Streaming video. Communication network. _Video version available in my portfolio..jpg https://static.wixstatic.com/media/e69ee5_1cc92b26c6a14ce39d10637f13cc3975~mv2.png https://static.wixstatic.com/media/e69ee5_d04d4bf738f342ceab1df4cf61ffe40c~mv2.png New ways of working: The differentiation strategy concept is a symbol on wood blocks. Providing uniqueness, different and distinct from competitors,..jpg Audiovisuals I Created. Call Action Why Blended learning Research Writing Kindergarten Course Instructional Design Research Writing Kindergarten Course Implementation Research Writing Kindergarten Course Usability & Reflection Transform Professional Learning Communities COVA approach Choice, Ownership, Voice, and Authenticity A Journey in Apply Digital Learning

Part B: Application of COVA in my Organization Knowing what you know now about the COVA approach, how do you plan to use the COVA approach to create meaningful learning environments in your organization? Or will you not use the COVA approach and why? After having had this experience applying the COVA approach in my learning process, I plan to use it to create meaningful learning environments in my organization. I have been part of the fact that the COVA approach (Choice, Ownership, Voice, and Authenticity) allows students to learn and personalize their learning process actively, increasing their engagement and motivation. I plan to integrate this approach into activities that will enable students to choose their topics of interest, which is fundamental to fostering choice. I also plan to give them a voice by allowing them space for interaction and reflection with their peers and expressing their ideas without fear of making mistakes; strengthening their confidence and communication skills will make each task authentic, relating class activities to personal experiences and the environment. Planning these activities will be essential when implementing them since teachers cannot simply design activities and expect students to learn. The most effective models tend to plan with end goals. Even the most interactive activities will be ineffective if not designed with a great purpose. Thinking behind the 3-column table : A valuable tool for course design and understanding by design the UBD process that is effective for unit design. Both require teachers and designers to plan with authentic goals in mind. Finally, I firmly believe that the COVA approach supports learning in critical areas such as writing and strengthens students' holistic development by making them actively participate in their education. Engage the Students and Collages This could be a helpful way to promote my kindergarten students' choice and ownership and give them a voice in authentic activities. I would use my Innovation Proposal : Learning to Write in Early Childhood Education through Blended Learning. This would be done by designing activities for the students to explore topics and share ideas meaningfully. One example of choices in the writing process is when they are given a choice to write about any subject of their choice: favorite animal, experience enjoyed, or something they would like to learn more about. Also, under the project Writers of the Future, we are going to set up digital stations in our classrooms where children are going to have the opportunity to write with lighted boards, apple pens, educational microphones, and other digital resources that are going to help them get motivated by writing and proud of their work. Lastly, I give them a voice: I make them read their creations in front of their co-students by reading out loud. All these go a long way in developing their confidence and understanding of the responsibility surrounding publishing their ideas. Such practices engender active participation and incentivize engaging in a meaningfully fruitful writing activity. In preparing my students and colleagues for the COVA/CSLE approach, I will be constructive in creating a learning culture that values learner autonomy, collaboration, and critical thinking. By developing a secure and motivating environment with my kindergarten students, I will introduce decision-making into simple activities, give them options within projects, and help them reflect on themselves to feel ownership in their learning. With my colleagues, I will begin by introducing the principles of COVA and CSLE, highlighting how this approach can enhance student motivation and engagement. I will host professional development sessions and provide additional information and assistance when needed, mainly using. I will focus on helping colleagues and students shift their mindset to embrace the flexibility and responsibility that the COVA approach demands by fostering a space for continuous feedback where we can all share ideas and adjust strategies to maximize the impact on our students’ learning. Challenges. One issue that I certainly would face with the COVA and CSLE approach in my kindergarten classroom involves how young they are and how early in the development of self-regulation and decision-making skills they remain. This means they would require plenty of support and guidance to exercise choice and ownership effectively. It is also challenging to balance the structure they need for learning with the flexibility that COVA calls for, all in an environment where they are still learning basic routines and academic skills. Other challenges might involve finding or designing activities that offer choices but, at the same time, focus on learning objectives, mainly when dealing with more complex topics such as writing. It will also be challenging for those colleagues who are unaccustomed to this approach to see its applicability to their classes. Therefore, building a support and collaboration system through the teaching team will be necessary for overcoming possible initial resistance. To address these challenges, I plan to implement COVA gradually, starting with small choices and giving them time to develop the necessary skills. I will also use my learning manifesto as a guide, which has been a constant throughout this journey, helping me navigate the complexities of education and stay true to my core beliefs. I see it as a period of significant growth and learning. Tell me, and I forget, teach me, and I remember, involve me, and I learn. Benjamin Franklin

Alternative Professional Learning Audience Needs My audience comprises a group of kindergarten teachers divided into two segments: teachers with years of experience and familiarity with pedagogical practices and teachers in the early stages of their careers. More experienced teachers need to learn new, relevant methodologies and techniques to improve their current practice, avoiding the feeling of stagnation. Some might require more training in using the latest technological tools and their integration in the classroom. The new teachers may also be more familiar with technologies; however, they may very well require support on how to use technologies effectively in the school. They will need guidance around classroom management, lesson planning, and effective pedagogical strategies. In both these groups, the experienced teachers will have to find a place to share experiences and learn from their colleagues without feeling that their prior knowledge was being slighted and find an atmosphere to express their ideas without fear of judgment over their lack of experience.

Publication Outline Topic Why blended learning? My new vision for teaching writing in kindergarten. EDLD 5317 June, 2024 Introduction: The way we teach our children must be updated and up to date to be applicable and effective in this generation. Kindergarten is the stage where educational practices can be innovated and reevaluated. The conventional way of teaching writing has become a problem in capturing the attention of the little ones, who are mostly technologically oriented and whose knowledge of touch screens is more developed than pencil and paper. The concepts I will share in this article come from my Innovation Plan, Learning to Write in Kindergarten through Blended Learning. I will show why blended learning represents a new vision in teaching writing in kindergarten and how this innovative methodology can solve writing problems in our classrooms, evidencing the persistent demotivation and discontent with writing. Key Considerations: Know individual student needs and intended learning objectives. Use digital tools attuned to the closed educational environment and available to all. Incorporate game elements and activities to make learning more attractive for the learner and, simultaneously, more challenging. Highlight how important feedback collection is to develop further. Submission Options: Edutopia.org : Valuing submit on Edutopia.org, an online educational resource, and publication that shows people how to adopt or adapt best practices through stories of innovation and continuous learning in the real world. It also explores innovative teaching practices, educational technology, and positive educational change. Submission guidelines: How to propose a post to edutopia.org Send an email to GUEST BLOG at EDUTOPIA (dot) ORG with “Guest Blog: [Proposed Post Title]” in the subject line, and be sure to include the following information: Writing with Edutopia Guide. A few sentences describing your proposed post and a detailed outline (keep in mind that finished blog posts should be around 850–1,000 words). Links to any multimedia you plan to include. A few words about the intended target audience for your blog (for example, high school math teachers, administrators, etc.) A roughly 80-word bio with details about your role in education. Three to five links to other pieces (if any) you’ve written, particularly for academic publications. Full disclosure of any commercial interest in any products or services mentioned. Your Twitter handle (if you have one). Please note: We accept only original submissions. If your post has appeared elsewhere, we will not accept it. Educational, Technology and Society : Considerando submit en ET&S ya que se enfoca no solo en la tecnología sino más bien cuestiones relacionadas con el proceso continuo de aprendizaje, enseñanza y evaluación y cómo se ven afectados o mejorados mediante el uso de tecnologías. Además es bienvenida la investigación empírica sobre cómo se puede utilizar la tecnología para superar los problemas existentes en la educación local con hallazgos que se pueden aplicar al espectro global. Submission guidelines: ETS Submission Manuscript Template ET&S publishes articles that report on original research that bridges the pedagogy and practice in advanced technology for evidence-based and meaningful educational application. Articles are less than 8,000 words, including a 250-word abstract, 4 to 5 keywords, figure captions, and tables (in table format, not as images), excluding References and Appendices. Placeholders, Endnotes, and footnotes are not accepted. The article should be original, unpublished, and not be considered for publication elsewhere at the time of submission to ET&S and during the review process. Please ensure you use the ET&S template available here to prepare your manuscript. Please remove the names and affiliations portion for the review process and only add them back into the manuscript after your manuscript is accepted for publication. The submitted manuscript should include sufficient references for educational technology studies, such as ET&S. Authors are responsible for ensuring that the manuscript has no language-related problems. The editors strongly recommend that the authors have their manuscripts proofread by someone familiar with English academic prose and APA guidelines. American and British English spelling conventions are acceptable if the usage is consistent. Authors are responsible for the accuracy of all references and citations, especially the URLs cited within articles or in the references section. Please ensure the references and citations comply with APA format 7th edition. The website will display color figures, but printed copies of the journal will be in black and white. The journal will conduct a plagiarism check using iThenticate or Turnitin and will ensure that the similarity index is less than 30%, with each individual reference contributing less than 5% to the index. Furthermore, manuscripts must have a less than 20% AI detection index. These indices are determined from the report generated by the plagiarism system. If the requirement is not met, the manuscript will be returned to the authors, who will inform them of the indices found in the report. EdTech Magazines : Consider submitting to magazines like EdSurge , which focus on educational technology and innovative teaching methods. Además cubre algunos de los temas más importantes de la actualidad con profundidad y matices en la educación infantil y cómo está cambiando la educación para reflejar los cambios demográficos de Estados Unidos; y esfuerzos para hacer que la educación de calidad sea más asequible. Submission guidelines: How to Pitch Your Story There are a few ways to pitch us. Have an idea to pitch? Please submit a story pitch — ideally two to three paragraphs including a claim or essential question you plan to explore with details about what you plan to include and why your experience can help tell this story. Along with your pitch, let us know what your current role is. You can submit it here or email it to voices@edsurge.com . Have a draft already? Please submit your draft to voices@edsurge.com . Aim to keep your essay under 1,200 words, and please include relevant links to sources (in the body) as evidence for your points and any photographs, videos, charts, or graphics that help tell your story. In addition, please include a brief bio, links to your work, and a photo of yourself. If we’re interested in editing and publishing your story, we’ll email you within one month outlining the next steps. We will assign an editor to work with you if we accept your submission. Please note that our editors work directly with writers, so we prefer that each writer submit their pitch. If someone else is submitting a pitch on behalf of a writer, they must disclose and explain the relationship. What Could Lead Us to Decline Your Piece? Lack of fresh perspective or information The writer doesn’t have firsthand experience with the topic Lack of clarity Not enough substance or evidence for the points discussed The piece reads like marketing material or a press release for a product, company or service The writer has an affiliation with a company, product or service that creates a conflict of interest Excessive vitriol or pandering. We steer clear of conflicts of interest or subtle bias. That means if you’re receiving any perks or compensation for organizations that you’re writing about or that are related to the subject that you’re describing, and that relationship creates a conflict of interest, your pitch will not be accepted. What is the connection to your innovation plan or initiative? Change, innovation, and technology incorporated into the teaching process are capable of reshaping the learning experience and making learning more attractive and stimulating for kindergarten students. The argument (Why) that supports my innovation plan is that children reveal their greatest potential when they begin to let themselves be carried away by intrinsic motivation. However, blended learning marks a turning point and brings into play new flexibility, commitment, personalization and motivation in our students, because it opens the opportunity to enable: a transformative future for educational systems. Compliant with educational applications and interactive digital pedagogies as well as traditional teaching methods, this mode creates not only a dynamic but also a multifaceted learning environment where each student is considered to know more about video games and online videos than about games. Traditional writing with pencil and paper makes it an emergency to accept changes and adapt our way of teaching to the interests and habits of the 21st-century student. Therefore, blended learning is more than “blending.” It is the deliberate integration of face-to-face teaching and digital resources to make writing activities more challenging and engaging. Not only does technology play a key role, but students' cognitive skills must also be developed to carry out the practical implementation of blended learning. How can this information help others? Helping people find their WHY, sharing their passion, and promoting effort and dedication to their goals will always help. This article is about showing educators and teachers that understanding blended learning means a magnet to attract the attention of today's students, providing dynamic, creative, and effective classes. Nothing is more exciting than seeing little eyes shining and amazement exacerbated when we put a digital screen in their little hands to write, an iPad to learn the sounds and names of letters, or when they are in Kahoot competing knowledge skills with their companions. This proposal as a learner-centered educator helps students feel committed to studying, increasing their participation and intrinsic motivation. It seeks to train well-rounded students who learn to write and develop essential digital skills, better preparing them for the future. It also helps to educate and attract parents' attention to new technological trends by providing indirect training and education in the homes of our students. Another relevant element is that this information helps raise the voice of (school administrators, district, state, and country) having a vision of our classes' teaching and learning needs to develop and implement policies that promote the use of technologies and methods innovators in institutions. Lessons learned or hoped to learn? An important lesson to understand is that students learn best when motivated. We find this motivation in the use of digital tools through the implementation of blended learning. This makes children advance in their abilities, making learning more effective and preparing us for this increasingly digitized world. In this type of learning, the teacher goes from being an authority of knowledge to a promoter of knowledge, providing personalized support. I hope to learn through your practice how to take on the challenges that arise and the search for practical solutions to overcome them, analyzing the results and the impact it could have on the formation of a student prepared for later educational stages and life in general. I am a Kindergarten teacher, and I have been lucky enough to see how powerful words and motivation are in students. Faced with the unexpected news of the death of a kindergarten teacher in October 2022, and after having been without a teacher for more than two months, I arrived at a classroom where sadness, self-distrust, and the absence of routines reigned. , rules, and lack of motivation were the norm. Seeing Dario arrive at the beginning of the school year crying because his shoes were untied, forgetting Wednesday's folder, or not being able to write his name to say, Teacher, have you seen what reading level I'm reading at? E (first-grade level). I saw how they could barely write his name, and then they competed to write a note to the Master. I am complicit in the power of the word, inspiration, and the strength of passion, which in my class translates to "Superpower." Identify your superpowers, believe in them, and unleash them. Listen to your inner strength and show how valuable you are. These were some of the reflections I told them, and incredibly, those children transformed that place (the class) into a space we never wanted to leave. What digital resources will be included in your article? Briefly describe. HMH Program: Houghton Mifflin Harcourt Publishing Company (HMH) provides educational content and related services for grades K-12 through online learning platforms. Seesaw: A learning platform that combines instructional tools, standards-aligned lessons, student portfolios, and inclusive communication features. Kahoot and Booklet: Interactive quiz platforms that engage students in learning through game-based quizzes, making the educational experience more fun and interactive. Zoom and Microsoft Team . It provides educational access and continuity to millions of students worldwide. A crucial element that minimizes disruption to learning and ensures that students can continue. My electronic portfolio. It is a great opportunity to share with parents and teachers some controversial topics about the writing process. Slideshows . Show the writing processes of an informative text and an investigation. Think of your audience, digital presence, and the message you hope to communicate. The audience will be my closest radius of interaction. Educators, teachers, directors, and staff of the school where I work. As well as kindergarten students, parents, and guardians. Additionally, the district's educational technology department should be involved in seeking to integrate digital tools effectively. I will establish frequent publications on case studies, pedagogical strategies, and references talking about the most controversial topics of blended learning through my Educational Blog in my Portfolio. I will also use social networks like Facebook and Instagram to connect with other educators worldwide. The message I will carry will be to explain why blended learning? My new vision for teaching writing in kindergarten. Conclusion: Adopting blended learning to teach and learn is an open window to the constant innovative upheaval in education. It is our guarantee for our students since it allows us to develop competent skills in them from an early age. It is an engine that drives students' motivation to write and interact with different technologies. A faithful approach guarantees the extension of the school in the students' homes, facilitating access to educational materials at any time and place, which is especially beneficial for parents who want to be involved in their children's educational process. It is the way to transform the role of the teacher in the classroom, turning educational spaces into excellent environments for commitment to learning. In summary, blended learning represents a significant change in the teaching of writing in early childhood education. Its application will depend on the Why? that you find in your training as an educator. See more of my work Reference: Bersin, J. (2004). Best Practices, Proven Methodologies, and Lessons Learned. Edtech Magazines. (n.d.). Submission Guidelines. https://www.edsurge.com/ Educational,Technology and Society. (n.d.). Author's Guidelines. https://www.j-ets.net/home Edutopia. (n.d.). Write for Us. https://www.edutopia.org/about/your-turn-write-us Friday, M. J. (2024). A 4-Step Process for Writing and Storytelling in Kindergarten. https://www.edutopia.org/article/maintaining-culture-writing-storytelling-kindergarten Horn, M. B., & Staker, K. (2015). Blended Disruptive Innovation to Improve Schools. Sineck, S. (2009). "Start with Why: How Great Leaders Inspire Everyone to Take Action. .

Reflection of the Innovation Plan. Reflecting on My Innovation Plan , it is clear that Kindergarten is a crucial grade in which students explore knowledge and the world around them. However, many still need to learn to organize and express their ideas meaningfully, making it difficult to achieve their writing goals. This recurring challenge leads us to seek new perspectives and alternatives, especially considering the preferences and characteristics of today's children, who tend to enjoy digital technology more than traditional activities. Therefore, implementing beautiful and motivating new technologies can be vital to deepening the writing process and achieving educational objectives. The proposed implementation plan for blended education, inspired by the ideas of Michael B. Horn, emerges as an innovative solution that combines in-person instruction with virtual and online components. This combination offers an enriched learning experience that leverages the best of both worlds, enhancing classroom instruction with the versatility and accessibility of digital technology. This allows us to celebrate each child's individual growth more effectively. Generating a transcendental impact on the educational process by offering a more complete, flexible learning experience adapted to the needs of 21st-century students. Implementing this innovation plan, in tandem with adopting a Growth Mindset and integrating digital resources, has yielded progressive results during these months of work. This progress is evident in the development of motor and cognitive writing skills and in the heightened level of motivation that students exhibit when using digital resources such as the Apple Pen, digital screens, and writing applications. This is a significant shift from the past, where such outcomes were merely a dream. This initiative necessitates ongoing attention, research, and monitoring, with the student at the heart of the educational process. It offers the flexibility of online learning, guided by the expertise and support of an in-class instructor. This model optimizes learning, tailoring it to each student's individual needs and pace while ensuring the continued presence and influence of the educator in the learning journey. Related Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy.

Final Compilation Part B A New Culture of Learning. Resistance to change would be my first challenge in my learning environment. Some people may see the change as threatening their identity and how they have learned and been taught. Although it is evident that the educational process in my work environment is changing in search of updates, the idea that the existing culture and structure can hinder the implementation of this more flexible and student-centered learning approach should be considered. My Philosophy Learning My learning philosophy would be to look for a why constantly. Why does it make so much sense in all life manifestations, not just the educational aspect? That inner strength springs from all sides when you do something you really like and are passionate about. In the classroom, most students want the opportunity to learn. They want a teacher with an authentic desire to stimulate knowledge in new and effective ways. "Children are more like their time than their parents." Each era produces new men who, as a natural process, bring new social relationships and ways of thinking with them. Technology has played a tremendously important role in our lives, seeing it as a GREAT OPPORTUNITY to include knowledge. Although it is evident that the educational process in my work the environment is changing in search of updates, and the idea that the existing culture and structure can hinder the implementation of this more flexible and student-centered learning approach should be considered. I could see my work colleagues, management, and leadership lacking support or commitment. The teacher continues to be the guiding figure of the educational process. He does not see himself as a tutor but as the person who organizes and directs the entire process. Fink's 3-Column Table Fink's self-directed guidance has empowered me in designing meaningful learning outcomes, ensuring alignment with course objectives and activities. This approach has allowed me to reflect on and update my innovation proposal and provided a comprehensive vision for implementing student-centered teaching and learning processes. By defining the content and learning methods, I can offer diverse teaching and assessment modalities, catering to the various ways students learn and demonstrate their understanding. A 3-column table is a collaborative tool that helps us plan objectives, activities, and assessments. Read More Understanding by Design Evaluating each design and considering my learning context and the objectives aligned with my Innovation Plan, I consider the Understanding by Design (UbD) template the most effective because it allows me to have a comprehensive approach that considers not only the content. Specific. What I teach, as well as the general learning objectives and the overall development of the student, are not limited to the acquisition of knowledge but also include the development of skills, attitudes, and positive dispositions towards learning. Revised Growth Mindset In the universe of education, there is a magical and exciting world inhabited by little beings full of energy, overflowing imagination, and an insatiable thirst for knowledge: kindergarten children. On their initial journey through formal learning, these young explorers invite us to immerse ourselves in their fascinating universe, where curiosity is the compass and creativity is the engine of learning, where there is an invaluable opportunity to sow the seeds of mentality. Of the growth in the hearts and minds of the youngest. It is easy for them to create activities, projects, and games where we often fall into the trap of focusing only on the final results. However, it is essential to remember that authentic learning occurs in the process. In my classroom, to develop a growth mindset, I try not to exclusively praise the end product, such as a finished piece of art or a completed puzzle, but rather to highlight the effort, perseverance, and progress children demonstrate along the way. I recognize and praise hard work, creativity, and the strength of the idea that learning is a continuous journey of growth and development. I provide opportunities for them to direct their learning through research in writing projects. On many occasions, they can choose exploration activities in the Science subject where they can make decisions about their learning and control over their development. By providing these opportunities, they are empowered to develop confidence in their abilities and a belief in their ability to grow and learn, developing the skills and mindset necessary to face future challenges confidently. How does focusing on learning and creating significant learning environments impact or influence your innovation plan? Focusing on learning and creating meaningful learning environments is crucial to addressing the persistent challenges students face in developing writing skills in kindergarten, as reflected in my Innovation Plan. By adopting this approach, the need to adapt to the characteristics and preferences of the contemporary child, immersed in an environment of technology and digital media, is recognized. The proposed innovation plan seeks to solve a common problem in kindergarten classrooms: the difficulty students have in generating ideas and expressing them coherently and effectively in writing. This difficulty is compounded by the fact that most children prefer digital activities, such as video games and online videos, over traditional pen-and-paper writing activities. To address this situation, the plan proposes implementing new technologies that motivate students to delve deeper into the writing process. Combining in-person classroom instruction with virtual and online components allows us to take advantage of the best of both worlds. This blended methodology, inspired by Michael B. Horn's proposal, offers ease, flexibility, and accessibility, allowing it to be adapted to each child's individual needs and celebrate her growth. Focusing on learning and creating meaningful learning environments in this innovation plan has a profound and transformative impact. First, using new technologies and digital resources provides students with a more engaging and relevant learning experience that aligns with their interests and preferences. This increases their intrinsic motivation to engage in writing activities and allows them to explore and experiment creatively with language and written expression. Additionally, combining in-person instruction with virtual components creates a more dynamic and flexible learning environment that adapts to each child's individual needs. This allows students to learn independently and receive the support necessary to achieve their learning goals. At the same time, teachers can use digital tools and resources to personalize instruction and assess student progress more effectively. In summary, focusing on learning and creating meaningful learning environments is critical to the success of the proposed innovation plan. By using new technologies and digital resources, students are provided with a more relevant learning experience tailored to their needs, allowing them to develop writing skills effectively and meaningfully. At the same time, a more dynamic and flexible learning environment is created, promoting each child's growth and comprehensive development. Go Back To Revied Growth Mindset

Usability & Reflection If you are here, it is because you are interested in embarking on this incredible journey of reviewing some of the results of the usability tests of the Kindergarten Research Writing Inquiry course. This analysis will examine the participants' reflections and explore how the lessons can be nuanced based on our student's and educational staff's preferences and needs. The course has been designed to facilitate research writing among the youngest children and to empower teachers and parents in the educational process. Join me on the journey to discover how we can improve together. Five kindergarten teachers, one reading coach, and one reading specialist underwent usability testing. They were the right people to conduct this evaluation. Besides being potential course implementers, they hold profound knowledge and experience in the kindergarten curriculum. Their comments added essential elements, given that they can value their insight into the teaching environment and their pedagogical skills by enabling us to get suitable, efficient feedback. In this respect, the parents' perspective could have helped refine this process for the future. These parents are key players in supporting students with their learning at home. We also welcome insights regarding how the course works in practice with the students. Watching them work through the content and adapt to the materials provides immediate feedback we can use to make changes to ensure the course meets their needs for a typical classroom environment. Data were gathered via the Google Docs platform, significantly influencing both the usability tests and the results. Since this is an accessible and popular platform, participants could easily work through the survey quickly and efficiently regardless of their prior technological experience. Furthermore, with Google Docs, data collections and visualization are provided in a structured form, whereby analysis of the results is further easier. It allowed immediate access to responses because of the cloud storage. On the other hand, for future tests, we could seek tools that would allow participants to attach audiovisual responses, like audio or video recordings, instead of just text, which would provide more complete and detailed feedback. Publication Final Draft The feedback from the participants in usability tests has been a great lesson regarding the "Research Writing in Kindergarten" course design and functionality. A number of participants appreciated the overall structure of the course, where modules are easy to locate and navigate. Because of the presentation in task list format, new users can easily find their way through it and get to work on their assignments. That provides real meaning to the clear and accessible organization in online learning environments. The conceptualization of modules with the use of a calendar was very appealing. Instructors and learners can then plan their time accordingly, hence making learning more organized and structured. The feedback section at the end of the course was considered critical. As one of the participants noticed, this tool helps to personalize the learning of each student. It involves parents in the process so that they may realize their responsibility for their child's school performance. The opportunity for parents' feedback allows for meaningful collaboration between School and Home. Participants underlined the possibility of adding more resources as a main course design feature. This reflects a range of learning styles and provides options to make it easy for the students to find what they need in one place. Participants enjoyed the fluidity between schedule and modules; the structured course design was identified as an effective tool for teachers to upload documents and students' resources. This also emphasizes clarity and specificity in the design to be maximally usable. In general, participants found this course highly applicable for kindergarten students, which means that the approach taken within the course is appropriate and relevant to the classroom. There have been many changes in the course design for Research Writing in Kindergarten post-usability testing to fix problems and improve user experience. Feedback on ease of navigation led to a reorganization of modules to more accurately represent logical and sequential flow, intuitively and efficiently taking educators and students through the content. Positive reviews on the usage of the calendar will be followed by giving it a more central position and further simplifying its use. The links will be attached for respective modules, which can be used for easy planning and progress tracking. To meet the need for diversity in learning, the resources section is expanded by adding other options and additional tools that will allow the teacher to tailor the learning experience to the needs of the students. Provided are enhancements in the Feedback portion: templates and examples to help the parent or student give constructive feedback so that their feedback is delivered comfortably and empoweringly. Based on the feedback about design clarity, instructions within the modules have been revised. More detailed and visual explanations have been added to facilitate straightforwardness in learning objectives and tasks. Some elements and resources will be removed because they either will not provide significant value or serve as a source of confusion. Such simplification would allow us to present the course more concisely and make it more available. The continuous user feedback will lastingly ground regular course reviews, including any emerging usability issues resolved rapidly and effectively. This will keep us abreast of designing an efficient and hospitable learning environment for participants. Importantly, how we got to do these enhancements through feedback has been pleasing in their effect on users. The usability testing process and subsequent implementation planning have significantly impacted the “Research Writing in Kindergarten” course and the student experience. The reorganization of modules and optimizing the calendar have made navigation more fluid. Educators and students can easily access resources and activities, reducing frustration and allowing for a more focused learning experience. With more resources and personalized learning, students can engage with the content that best suits their interests and ways of learning. In this itself, it will motivate them and make them more participative during the writing process. The enhanced feedback section will engender a sense of community between the students and their parents. It develops collaboration and mutual support in that the fact that the parents can comment on their child's learning has helped improve learning performance. A regular review process based on continuous feedback established a cycle of improvement to ensure the course evolved according to the users' needs. The impact is an active and sensitive environment that walks hand in hand with the emerging realities of teaching and learning. Consequently, the changes enhanced participants' confidence and satisfaction for educators and students. Among the positive remarks within the suggestions, one suggested that participants felt more supported, motivated, and better prepared to meet learning challenges. "Research Writing in Kindergarten" is specially designed to help students go through the process of research writing and give all families and students equal resources and support through English and Spanish. The student and parent training is a full-fledged module with video tutorials and audio-visual resources, which acquaint them with the course platform and content. These trainings have hands-on ways to access the resources, technological tools, and ways to engage in learning actively. To that end, support issues will be given through a technical support system that might be in the form of online and face-to-face sections. This will provide an opportunity for both parents and students to personally get hold of and ask questions or resolve technical problems in regards to access to the course and the Schoology platform itself. Being a Title 1 school, we would be providing some other connections with the school and community in an effort to bring access to a device and internet connection for access to families in need. This could include a device loaner program or calling local organizations to help extend resources. Research Writing Kindergarten Course Usability & Reflection Video Final Compilation Conclusion. As we move forward with implementing the “Research Writing in Kindergarten” course, it is critical to recognize that the success of our initiative depends not only on a solid curriculum design but also on a robust support system that addresses the diverse needs of our students and their families. Through creating a dedicated training module and audiovisual resources and establishing accessible technical support, we have made significant steps toward removing barriers to learning. “Research Writing in Kindergarten” builds on our ability to create a learning environment in which every member of the educational community feels supported, valued, and committed to continued growth. We are excited about these efforts' positive impact on our students and their development as research writers. Recent Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy.

At every turn of history, man has been inspired by stories that have spoken to his heart. Stories of life allow us to connect with real life and offer a vision of our world that is transformed and actively generated by oneself. Today, I am here to tell you about one of those moments of change that impacted my life. My journey through the Professional Learning meetings. I remember my beginnings as a teacher in my first two courses teaching these little giants. I was full of excitement and enthusiasm. Full of energy. I wanted to do well! I wanted to be the best for my students! But, entering those meetings was like entering a minefield. Instead of working together towards a common goal, I felt we were competing to see who knew more or was more capable. The saddest thing is that, under all that pressure and competition, I was not learning. I was not growing as an educator. I did not feel supported or guided. I wonder how many other teachers have felt the same? How many of you have walked away from those meetings feeling lost and unsure of your ability to teach and guide your students? I share this story because I firmly believe we can improve. We can transform our Professional Learning meetings into genuine learning, collaboration, and growth mindset spaces. Through these frustrations, challenges, and my journey through the Developing Effective Professional Leadership EDLD-5389 course, I have learned how to hold better meetings to drive professional growth for educators. This course has inspired me to do something to change my world and be proud of it. To do so, I have developed a Professional Learning Alternative Plan, " Change the Game: Connect, Collaborate, and Grow from this context: Connecting and communicating your ideas Professional learning alternative plan Change the game: connect-collaborate-grow Call action Audience needs Main objectives Why, how, what Connecting Outline/blue print 5 Principles of effective PL Instructional design/ 3 Column tables Schedule/timeline PL sessions slide decks In the "Change the game" alternative plan, collaboration and effective modeling will be fostered through structured group discussions, peer observation, and shared reflection sessions where educators can exchange ideas and strategies. The sections will have a leader who will direct and organize the work sections. PLC lead facilitator professional learning Meetings: The lead facilitator conducts the PLC meetings, which occur every week. They ensure that the sessions' objectives are met and the discussions are guided. Collaboration leader: The leader will be fronted by an experienced collaborative-work teacher. His main tasks will include planning and organizing activities that enhance effective teacher interaction, holding brainstorming sessions in control, and running joint projects. Leadership of technology support: An experienced leader in digital tools and educational resources will provide technology support. Professional growth mentor: An experienced mentor will provide individualized coaching and feedback to teachers who need additional support. He/she will also follow up on ongoing support to assist the teachers. Evaluation and reflection leader: Manage the development of an evaluation tool that would possibly estimate the outcome of PLC meetings on teachers' professional learning. We are fostering self-directed learning through blended learning and COVA. In the proposed alternative PL plan, "Change the game: Connect-collaborate-grow," self-directed learning would be in the blended learning mix of face-to-face and virtual activities that teachers can progress through at their own pace/whenever it fits their schedule. This approach allows for flexibility in how participants access content, giving them more control in their learning process. In the COVA framework, teachers will have choices about the resources they will engage, ownership over their progression, voice in sharing ideas and reflections, and authenticity in implementing learning within their classrooms. In this way, teachers can take responsibility for professional learning by individualizing their learning according to their unique needs and interests. This would include a plan for blended learning and the COVA framework for self-directed learning to take place and to empower teachers with valued choices about growth. Resources "To support the successful implementation of the 'Change the Game' plan, a variety of resources will be provided to ensure educators have the tools and materials necessary to foster collaboration, model effective practices, and promote self-directed learning." The Power of believing that you can imrove. Carol Deweck Five Rules for Presentations by Nancy Duarte How to present properly by Simon Sineck Uncovers common structure of greatest communicators by Nancy Duarte Self-Directed Learning Fundamentals by Peter Gray https://joycetorresperez40.wixsite.com/learning/about-3-10 First, we will require a well-thought-out schedule that efficiently employs meeting times within the existing PLC sessions. We shall iron out a time that will enable all teachers to be present without adding to the workload of teachers. We would use platforms such as google calendar or Trello for meeting organization and providing discussion topics and technologies or strategies actively involving teachers during meetings, for example, real-time survey applications: Mentimeter and Kahoot. During the coaching sections, workshops, or particular pieces of training, training materials will be used to enable facilitators to support teachers in their growth. Furthermore, we will implement checklists, guides, and manuals so that teachers can easily follow the procedure and have access to digital platforms for continued support. Learning materials: Articles, studies , YouTube videos, research, and manuals referring to the betterment approach in PLC meetings and professional teachers' growth. We would look for support from school leaders and management so this plan has sound backing and adequate monitoring. Resource you will need. Surveys with google forms will be used to collect feedback from teachers after each session, facilitating a self-assessment of the impact of new strategies on their teaching practice. Journals or reflective diaries can be in physical or digital format. Educators can write about their experiences after each PLC, reflecting on their growth, working strategies, and areas for improvement. Organize peer visits to observe each other’s classes and see the strategy discussed in PLCs. You can provide an observation sheet to guide your reflections. WhatsApp or Slack Support Groups are used to facilitate support and the sharing of ideas between participants outside of official PLC meetings. Organize peer visits to observe each other’s classes and see the strategies discussed in PLCs. Provide an observation sheet to guide your reflections. WhatsApp or Slack Support Groups are used to facilitate support and the sharing of ideas between participants outside of official PLC meetings. Reference Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf Heather Hill. (2015). Review of The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. Harvard Graduate School of Education. Retrieved from http://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf Stanford Graduate School of Business. (2013, February 19). Nancy Duarte: How to create Better Visual Presentations [Video]. YouTube. https://www.youtube.com/watch?v=so9EJoQJc-0 Standards for Professional Learning. (2011). Retrieved from https://learningforward.org/standards Standards for Professional Learning: Quick Reference Guide. (2011). Retrieved from https://learningforward.org/docs/pdf/standardsreferenceguide.pdf?sfvrsn=0 TNTP. (2015). The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development. Retrieved from http://tntp.org/publications/view/evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development We often ask questions about how students learn, but not often about how teachers learn!

Measurement Strategy & Connecting and Communicating Your Ideas According to Mertler (2020), Action Research is a reflective and practical approach that allows professionals to investigate their work environment for problems and improve their practice. This cyclic method involves planning, action, observation, and reflection to arrive at practical, evidence-based solutions to real problems. In the educational field, the most valuable type of research would be action research since teachers can analyze and then improve their strategies, both for teachers' and learners' better performance. The rationale for importance encompasses continuous improvement, informed decisions, and professional development. Action Research Outline This action research outline investigates the impact of implementing blended learning on students’ motivation during the writing process. The current study aims to apply innovative methodologies through blended learning, by which students can learn to write independently and improve their motivation and writing skills, particularly in kindergarten. In particular, it will assess to what extent the integration of technological resources and online activities develops writing skills in structure and content. Using a mixed methods approach, the study combines qualitative insights from observations and interviews with quantitative data from assessments. Literature Review In this literature review, I explore how blended learning has affected students' motivation during the writing process. I define blended learning, focusing on the Station Rotation model, which includes face-to-face and online activities. I'll review several models of Blended Learning, such as Station Rotation, Flipped Classroom, and Enriched Virtual, among others. Each has the possibility of flexibility to adapt to different learning styles and needs. Action Research Plan This Action Research Plan investigates the impact of implementing blended learning on students’ motivation during the writing process. The current study aims to apply innovative methodologies through blended learning, by which students can learn to write independently and improve their motivation and writing skills, particularly in kindergarten. In particular, it will assess to what extent the integration of technological resources and online activities develops writing skills in structure and content. Using a mixed methods approach, the study combines qualitative insights from observations and interviews with quantitative data from assessments. Applied Digital Learning Journey Synthesis Applied Digital Learning Journey Synthesis was a wrap-up for my learning journey, enabling me to reflect on how every module contributed to my innovation plan in implementing blended learning to improve motivation in kindergarten students when writing. Disruptive Innovation in Technology 5305 made me very aware of how technology could drive change in old practices. Innovation was accepted as my tool for increasing the fun and creativity of young students. In 5302 Concepts of Educational Technology, I developed a solid theoretical foundation for integrating digital tools, allowing me to design strategies in concert with best practices in educational technology. These connections have empowered me to create a dynamic, student-centered writing environment, seamlessly merging theory, practice, and innovation. Contribution to my Learning and Learning Community

COVA & CSLE Reflection and Application. The essence of the demand for freedom is the need for conditions that will enable an individual to make his own special contribution to a group interest and to partake of its activities in such ways that social guidance shall be a matter of his own mental attitude and not a mere authoritative dictation of his acts. Dewey’s Recognition of Choice, Ownership, and Voice. After entering the Digital Learning master’s program at Lamar University, I had a different perspective. I discovered that there are other contextualized and child-friendly learning approaches today. Theories such as those of Dr. Carol Deweck, Dr. Michael B Horn, and Dr. Dwayne Harapnuik have profoundly influenced my rebuilding of learning beliefs as a learner. Putting the power of the word Not Yet into practice and seeing how this vision impacts each of my students has been one of my best experiences. Getting to know a point of view like Joi Ito’s with his life philosophy of always being focused on learning, completely aware, and super present has influenced my learning philosophy. I can identify this moment when I became aware of the impact of COVA. It was the first time I could decide how to approach an authentic project focused on solving a real need in my environment. In making decisions about how to structure my ePortfolio, I felt a great responsibility and, at the same time, the freedom to make it my own, which was both challenging and enriching. "Throughout the construction of it, I felt the excitement of having my voice in my educational work and the excellent opportunity to manage and direct my knowledge. Now, I plan every minute because each one has a meaning for me. Being present and learning deeply every second of this journey is the most valuable lesson I have taken away. The discovery of the COVA methodology has opened the door for me to the constant search for personal understanding. I have witnessed the profound impact that COVA has had on me. It has taught me to develop skills and acquire new knowledge from the interconnectivity with the academic universe and the novelty. It has taught me how to interact with other institutions and authors who provide us with the most truthful and innovative criteria related to education. Reaction to Freedom and Responsibility in Learning. I reacted to this freedom of choice terribly. I was both excited and perplexed. I had a highly traditional education; a rigid curriculum governed every move I made, and technology seemed like a distant dream. It took a lot of effort to approach something as new as the COVA approach. The idea of having complete control over my education was overwhelming. I was not ready to take on that kind of responsibility. My biggest challenge was managing knowledge outside of that traditional academic environment and using and mastering new technologies to support this learning model. Despite unconscious resistance due to the strong presence of the conventional model and in the face of that ocean of information, I decided to set small steps and achievable goals to keep me focused. I began to organize my time better, valuing every second of it. I outlined my study day using reminders and sticky notes. Continuous reflection on how I am getting along, how I have evolved, and what aspects of the approach I need to correct also form a big part of my strategy. Also, our great work with my study team supported me outstandingly, and the discussion sections ADL set up fostered that collaborative learning atmosphere. So, all these will help me convert that feeling of uncertainty into an opportunity for growth both as a learner and educator. Today, I can confidently say that aside from my family, the COVA approach has been one of the best things to have ever happened. This is because it transformed my learning space and derailed into my personal life. Adaptation to the COVA Learning Style. To adapt to this learning style, I took up some phrases from Spencer Johnson's book Who Moved My Cheese. Another significant element was having been influenced by Carol Dweck's theory of NOT Yet and other authors mentioned at the beginning of this reflection. In them, I found the empowerment of trusting in my ability to do what I want; I just have to feel it and decide. I learned that intelligence is not something exclusive to some gifted people but that it is something that is achieved with perseverance and hard work. I also learned that we all have a second chance to be successful and that most people fail because they cannot free themselves from that inner voice that leads them to assume a fixed mindset. All this learning promoted a strong feeling that transformed my thinking, leaving my comfort zone to discover new opportunities. Taking this choice with me, something I would do differently today is to assume changes as an opportunity to learn and take the risk to grow. I will assume technology as a friend that tempts me and leads me to authentic and creative practices. It will take the COVA and CSLE approach to develop significant skills such as critical thinking, problem-solving, and collaboration necessary to meet the demands of a professional in this and future times. Control of One's Own Voice and Organization. The fact that I did not expect was taking control over my voice, making my organization the key audience for my work. Coming from a traditional, structured education, getting used to such freedom shaped my project with an approach that would create a real impact, but it was hard to do. I was used to following agendas and considering my organization as an audience, which forced me to rethink my goals. While initially, this freedom felt somewhat daunting, I increasingly welcomed it as a chance to create something worthwhile. This approach enabled me to relate my learning to my organization's needs and find greater meaning and motivation in my work. Attitude towards Change and Leadership. My leading-through-change attitude became more collaborative and strategic. I realized it is not about how we can just impose this change but bring people in and make them part of the solution. Through the genuine practice of learning by implementation, you will build up the dialogue and reflective spaces to show you how effective organizational change works: trust and growth at every level. Now, I have more transparent and firm views: I see change not as a goal but rather as a steady process of improvement and adjustment that significantly benefits students and educators. Today, I feel that change leadership offers a great, enriching opportunity. I feel confident in promoting initiatives with a meaningful and authentic learning vision. This attitude toward leading change has evolved from uncertainty to excitement." I now see myself as an agent of change , equipped with the knowledge and confidence to make a positive impact. It gave me the tools to face difficulties and motivated me to offer support and guidance to those who, like me, feel insecure about the change process. Authenticity of my Innovation Plan My innovation plan was born from a deep desire to promote a significant change in the writing process in kindergarten. After several months of the school year, we see that students still need to learn to think of an idea or put it on paper, a recurring problem that we have year after year in our classrooms. Through this process, I understood that traditional teaching methods do not always raise their curiosity and autonomy for full development. My aim with this plan is to change students' attitudes toward learning to write by creating opportunities to make decisions and develop a sense of belonging in their education. It looks to surpass a task and aims to have a natural effect on the educational environment in which I work. It shall be an environment where students can get more genuine and meaningful learning, reaching a fundamental interrelationship with the studied content. It has been my vision and my why to take on this plan as a professional life project and an effort that will hopefully continue evolving and adapting to the needs of students and educators around me. Aligning the COVA and CSLE Approach with My Learning Philosophy. Of all the approaches, the COVA approach and construction of meaningful learning environments, or CSLE, have resonated most with my learning philosophy, which places student autonomy and taking an active role in an educational process first. I have always believed that learning is not just about transmitting information, but it has to be an experience for the student-participant and creator of his or her knowledge. These all go through incredible things with the vision of COVA and CSLE, where students make choices, express their thinking, and take ownership of their learning. I felt reassured by this methodology that developing an environment where every student will feel empowered to contribute and see the value of his or her contribution is crucial. A combination of all these approaches enables me to construct experiences that are not about the transmission of knowledge but more about building it with the students so that they learn to discover, question, and develop skills in an authentic and applicable way. My vision of learning and educational philosophy has changed profoundly during this program. I used to think that learning was more guided, whereby the teacher imparts knowledge, and the students receive it. Through COVA and experiences with CSLE, however, I learned that learning can be much more powerful when learners have a voice and ownership in their learning process, relating it to their interests and experiences. I witnessed the changes this theory has brought in empowering my kindergarten students. This step further helped instill in me that students need to be active and responsible learners, and a teacher's job is to facilitate this process of giving them money and opportunities in the first place to explore and build knowledge in meaningful ways. Instead of thinking about learning as a sequence or content covered, I think of it as a journey of discovery and enjoyment in which each student would enjoy a singular and vital role. Therefore, this renewed philosophy in my head beckons me to open up further ways of how this practice of autonomy, collaboration, and critical thinking could be implemented with my colleagues and me daily. Evolution in my Perspective and Learning Philosophy. Part B COVA's Application in My Organization Reference Dweck, C. S. (2016). Mindset: The new psychology of success (Ballantine Books Trade Paperback ed.). Ballantine Books. Fink, L. D. (2003). A self-directed guide to designing courses for meaningful learning [Pamphlet]. Jossey-Bass. Harapnuik, D. (2017, March 30). COVA approach [Video]. YouTube. https://www.youtube.com/watch?v=-Ft__0LE3qQ&t=3s Harapnuik, D. (2017, October 6). The COVA approach [Video]. YouTube. https://www.youtube.com/watch?v=-Ft__0LE3qQ Harapnuik, D., & Thibodeaux, T. (2023). COVA: Inspire learning through choice, ownership, voice, and authentic experiences. Learner's Mindset Publishing. Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. CreateSpace. Torres P. J. (2024). ePortfolio. https://joycetorresperez40.wixsite.com/learning/projects-6. Related Posts Why blended learning? My new vision for teaching writing in kindergarten. Being a teacher in Texas, I imagine that, like in any primary school in the United States, starting the teaching and learning process... Executing Change 4DX. Learning at an early age is the very moment in which the foundation should be laid for further academic and personal development. In this... Influencer Strategy. Discuss how the model is divided into the two domains of motivation and how it is subdivided into personal, social, and structural...

Literature Review

Disruptive innovation in technology Disruption technology innovation is undeniably current and relevant in education because, instead of conventional approaches, it transforms how we teach and learn-inceptizing itself into much more affordable, personalized, and practical measures. Even online learning platforms, artificial intelligence, and hybrid models open all these innovations for democratization, making education accessible to many students regardless of geographic location or educational attainment because they may be from affluent or impoverished backgrounds. Yet another disruptive presence is continuous in the established educational system. This is, of course, compelling them to redefine their services in line with the emerging needs of the 21st century in terms of lifelong learning, the development of some technological skills, and competency gains relevant to future work. It also enhances creativity, critical thinking, and collaboration among teachers and learners, thus making learning more dynamic and meaningful. Innovation Proposal Literature Review Effective writing is a crucial skill that prepares students for a successful career and university experience. To successfully express themselves, students require intellectual skills, specific language and vocabulary expertise, and suitable writing standards Erkan & Sabah, (2011). This literature review aims to provide a general, critical, and updated view of how blending learning impacts the early childhood education writing process and how using technology early in an educational context can have enormous benefits. Given the importance of science, technology, engineering, and mathematics learning and the opportunities it entails, incorporate it into early childhood education. With blended learning or "blended writing," students can learn to write through a station rotation blended learning model. They are writing based on technologies using software such as (Seesaw, iReady, ePortafolio) and others that are attractive throughout the research. This will allow the student the flexibility to complete their learning at home, considering tight school schedules that are insufficient to meet the needs of different learning styles. In this Implementation Outline , I present one outline of actions that invite us to discover and constantly search for the success of our students in classes. Implementation Outline Connecting and Community

Growth Mindset Plan Reflection As I consider my journey in building a growth mindset, I could highlight important strides in developing a better person with a sense of adaptability and critical thinking in both my profession and personal life. By this, I do not mean that I have already assumed a growth mindset since we are all a combination of many circumstances. We may have a growth mindset in our personality and a fixed mindset in intelligence. In some ways, we are victims of this phenomenon that limits us from being successful in what we do. However, the most important thing is not to believe that today, we will have a growth mentality but to build it throughout our lives with determination, effort, and constant work. The world is a whole of examples of successful people and entrepreneurs whose beginnings were never the best. This is where my story begins. Four months ago, I had my first introduction to Carol de Week's theory at the beginning of the EDLD 5302 course in the Master of Education in Applied Digital Learning (ADL). By then, the sensation caused by meeting her was like a profound awakening, a rescue to the valorization of my potential since I understood that failure is not a permanent state but a process of evolution and transformation, equipping me with feelings of security and perseverance. And adaptability. Thus began the path towards learning, taking it to each interaction context. To do this, I developed a Growth Mindset Plan to alleviate my students' anxieties due to the difficulties of not learning and the lack of optimism and appreciation of their potential. Today, after four months of studying the Master's of Education in Applied Digital Learning (ADL) with the courses EDLD 5303 and EDLD 5313, my knowledge about how to form a growth mindset in my learning environment has been enriched with contributions and practices novels like the most recent research findings from Case Western Reserve University, which suggest that a growth mindset alone may not generate such significant, measurable results. He adjusted my approach to align with new insights and develop a growth mindset. For example, he designed activities in writing lessons where the student fosters a growth mindset with social-emotional and cognitive skills in a 3-column table . I promote spaces for practice and role plays, as well as group discussions about emotions and narratives about the importance of effort and overcoming challenges and allowing them to experience success through effort and practice so that they can constructively control failure and adversity. I have become more aware of learning to listen to the voice of the fixed mindset in both my professional and academic roles. In the classroom, he observed and addressed my students' doubts when they faced new challenges, such as starting to write without almost being able to hold a pencil. Solving these fears has helped them recognize this voice, fostering the ability to adapt and resist, as I have also implemented in my master's program, facing my fears and doubts due to the uncertainty of being unable to do it. However, challenging my fixed mindset voice has been my saving grace and empowering force in my academic experience. When I encounter challenges in my studies, I tell myself they are opportunities to develop my skills rather than seeing them as evidence of intrinsic limitations. The concept of "Not Yet" has been my companion since I met it in EDLD 5302. As Dr. Dweck highlighted, it is a particularly transformative perspective. He has reshaped my approach to teaching and personal development, turning setbacks into moments of "not yet" potential. Every moment is perfect for practicing and promoting a growth mindset when meritorious work is not recognized in the Celebrations session of the methodological meetings. When someone has a different perspective and makes corrections or when students believe the possibility of success is unattainable (reading, writing, and phonics workshop). In short, a growth mindset involves establishing an environment where my students and I can constantly learn, adjust, and evolve. Returning to the message in my Growth Mindset Plan, concluding: The world seems big before our eyes, and the possibility of changing it is difficult for us. It will aim to leave a mark on my students. They will be able to remember me once they are good men and women, and thus, I will begin to change my little piece of the world, causing a growth mentality. Related Posts Why blended learning? My new vision for teaching writing in kindergarten. Executing Change 4DX. Influencer Strategy. Media that Engages.

Alternative Professional Learning Instructional Design 3 Column Table Reference Fink, L. D. Creating significant learning experiences: Antigrateda approach to designing college courses. 2013. Fink, L. D. A self-directed guide to designing courses for significant learning. San Francisco, 2003. Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf

Alternative professional Learning Schedule/timeline