Connecting to Communicating Your
Innovation Plan
 

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

5320 Synthesis of Applied Digital Learning Every day, everywhere, our children spread their dreams beneath our feet. We should tread softly. Ken Robinson COVA & CSLE Reflection and Application. All this learning promoted a strong feeling that transformed my thinking, leaving my comfort zone to discover new opportunities. 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. Innovation Project Update As I reflect on my My Innovation Plan Update : The impact that implementing blended learning will have on student motivation during the writing process in kindergarten, I can see how, even though my goals remain the same, the how to do or teach approach has had a bit of an update. The biggest revelations dealt with intrinsically motivating students and how blended learning can be a handy tool. I had initially confirmed that the focus would be solely on writing activities but immediately pointed out the need for a holistic component that would integrate the whole school community, from students and families. Applied Digital Learning Journey Synthesis 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 Applied Digital Learning Journey Synthesis. 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...

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 5 min read 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... 13 views 0 comments 4 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 views 0 comments 6 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... 1 view 0 comments 3 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... 1 view 0 comments 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... 1 view 0 comments 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 views 0 comments 4 min read Why? My New Vision. Why: We believe that children's learning is most effective when motivated; integrating changes, innovation, and technologies can... 10 views 0 comments 3 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... 5 views 0 comments 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... 9 views 0 comments 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,... 26 views 1 comment

About Me Joyce T. Perez Joyce T. Perez Joyce T. Perez Kindergarten Teacher Grow Mindset Learning Manifesto Learning Philosophy ePortfolio Talking about oneself is the most complex note to write, much more so in an environment like this. If something characterizes me, I have always avoided exalting my own merits or values over others because I consider it a lack of bother. That is how I was trained and grew up. During this learning adventure, I understood, with the tools that I appropriated, that self-assessment and reflection are powerful tools that can significantly contribute to developing skills and growth as an individual. I believe this is a revolution in education , as it shifts the focus from previous to new educational approaches. Honesty is a trait that defines me. It is often misunderstood but always applauded by those who truly know me. I am a person of passion and energy, and I firmly believe that success is not a matter of luck but a product of hard work and dedication . I am proud to call Houston, Texas, my home, where my husband and I have built a beautiful family. Our family, our HOME, is a source of immense joy and pride for me. I am a graduate of the University of Guantánamo, Cuba, with a degree in sociocultural studies. I worked at the University as a career professor for nine years. Something I enjoy doing is being in the kindergarten classroom. Helping them grow academically and socially fills my heart with great joy. I could say that it has been one of the blessings that the United States gave me. I have lived in Texas since 2017, where I have worked in the Klein ISD district for almost four years. I have high expectations for this course. We all know that technology is part of our daily lives, and knowing the advantages and disadvantages it brings us would be an opportunity to be better prepared to face the challenges of this and future generations. Some elements of my training as a professional have influenced my proximity to the topic of teaching and learning. Although I did not study pedagogy, I had the opportunity to work as a professor in the Sociocultural Studies program at the University of my hometown. There, I had some insights into teaching methods, such as the theory of Latin American psychologist David Ausubel , which maintains that learning is more effective when new knowledge is significantly related to the student's existing cognitive structure. Through teaching practice, you can experience some pedagogical approaches and learn from the successes and challenges in the classroom. As a teacher, I participated in continuous professional development programs such as workshops, conferences, and online courses to expand and deepen my understanding of the teaching and learning process. Today, we are witnessing a technological upheaval that is reshaping various sectors, including Education. This transformation is characterized by introducing new digital tools and platforms, shifts in teaching and learning methods, and the imperative to cultivate digital skills and adaptability in students and educators alike. In this context, you may be aware of the revolutionary journey we are undertaking in Education. A journey that champions active and experiential learning, fostering the development of practical skills and critical thinking over mere memorization. In light of these unique circumstances, I am proposing the implementation of blended learning classes in my classroom. I encourage you to watch a call-to-action video that can empower you to become an innovative, creative, and contemporary teacher. The insertion into the Digital Learning master's course has exacerbated the desire to search for and update educational trends and best practices in education in the 21st century. Despite these approaches, we consider that more is needed. Education is constantly evolving, so working on professional development and improving pedagogical skills is essential. The teacher must reflect on his or her teaching practices, collect data on student progress and achievement, and use that information to adjust and improve his or her teaching approach. In this way, professional development and pedagogical skills will be continually improved. Technology has transformed the way we access information, communicate, and learn. Technology integration in the classroom has opened new opportunities for interactive learning, personalization of learning, and access to global educational resources. My website is a space dedicated to learning and learning environments. My main objective is to contribute to making a better world. My message to my students is: Grow and be challenging; the world wants to hear your VOICES . I seek to help all students and turn them into good men and women with critical, reflective, creative thinking. Able to face challenges with courage, determination, and perseverance. A core element of my approach is to encourage the creation of learning environments focused on students' academic growth by adopting a growth mindset to calm the desire to make mistakes. Furthermore, it makes them successful people. If you want to understand why this is crucial, I invite you to some of my posts. There, you will find interesting materials that will make you reflect and start CHANGE your little piece of the world My Posts. Great suggestion! It's always helpful to have a starting point for new visitors. Please follow me on my posts on the following topics. 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. Why? My New Vision. Perusing and Sharing Publications. Digital Tools in Digital Environments. Contribution to Your Learning and the Learning Community Helping Each Other Some resources I recommend checking out by Dr. Dwayne Harapnuik . Creating Significant Learning Environments CSLE+COVA Change in Focus Doing my homework on homework Significant Learning Environments Creating Significance to Foster Learning You Learn What You Live Why Student Engagement Plummets in High School Teaching & Learning Feedforward Vs. Feedback How to Grow a Growth Mindset Feeling Machines that Think Innovation in Education – A Return to Teaching & Learning Why Learners Should Blog Learning Innovation How to Foster Intrinsic Motivation Why do so many prefer passive learning? Six Things That Innovative Universities Do Well Is the Post-PC Age a Catalyst for the Start of the Digital Information Age? 1.7 Million iPhone 4 Sold in 3 Days Image Gallery The strength that inspires me every day. My dream turned into reality. My why! Find the why in your life. And everything will make sense. My PASSION. 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Download Top Create a Significant Learning Environment 5303 Some elements of my training as a professional have influenced my closeness to the topic of teaching and learning. Although I did not study pedagogy, I was very close to working as a professor at the university in my town. There, I had some ideas about teaching methods, such as the theory of Latin American psychologist David Ausube l , which maintains that learning is most effective when new knowledge is significantly related to the student's existing cognitive structure. Through teaching practice, I experienced some pedagogical approaches and challenges in classrooms. As a teacher, I participated in continuing professional development programs such as workshops, conferences, and online courses to broaden and deepen my understanding of the teaching and learning process. In the fall of 2024, I enters the Master of Education in Digital Learning (ADL). 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 ePortfolios course has been a transformative experience that has trained me to select and present my work effectively. By creating this e-portfolio, I have brought together my achievements and deeply reflected on my personal and professional growth. This process has been instrumental in helping me develop a unique voice, presenting my skills and experiences coherently and engagingly. This ePortfolio represents my learning journey and demonstrates my ability to adapt and evolve in an ever-changing environment. Top Evolution of My ePortfolio I started this journey with ePortfolios without a clear vision of an ePortfolio and why I should have one. Today, I am deeply excited to be able to share a powerful tool that everyone who has something to show the world to improve it should have. Here, I show you my evolution over time. I adapted it to represent my educational experiences and personal development as I progressed. I invite you to explore it, hoping you find something that inspires and motivates you to make it yours if you haven't already in my ePortfolio. Growth Mindset Plan Reflection In Growth Mindset Plan Refection, you can investigate how reflecting on my excursion with the “Growth Mindset Plan” has helped me take critical steps toward developing a developmental mindset both in my profession and its impact on my students. Learning Manifesto Reflection Learning Manifesto Reflection , you see how it has benefited me. After several months of reflecting on it, I am amazed at how these principles have influenced my development and evolution. Plan of Innovation Reflection Plan of Innovation Reflection explains how adopting a growth mindset has impacted my innovation plan through established actions. Contribution To My Learning Community. The relevance of working together and supporting each other on my Distance Learning team has been extraordinary. Contribution to My Learning Community: I recognize everyone's contribution, and the collaborative environment is crucial to my achievements. T ePortfolio: Why it works! What is an ePortfolio Why Use an ePortfolio Who Owns the ePortfolio Botton Checking In Home About Me Blog ePortfolio Changes Growth Mindset Reflection Learning Manifesto Reflection Innovation Plan Contribution to My Community. ePortfolio Redesign Check-in I learned about “The ePortfolio” for the first time in EDLD 5302 Educational Technology Concepts. From that moment on, a door to creation, innovation, and authenticity was opened that captured my full attention. At first, I was reluctant to accept the challenge. I spent long hours and countless days researching how to do something that, in my eyes, was almost impossible. Then, due to urgent needs, I started creating my first homepage. At that moment, I felt a deep emotion. Although moments of despair and anguish due to the helplessness of ignorance constantly invaded the space, I HAD ALREADY PREPARED my first page on a website! The EDLD 5303 course has given me a Why? Why do you need to have one? Should you have an ePortfolio? The quality of the elements included, the structured analysis, and the visual style have gradually improved in each section of the work and study. While I continue in this process of constant discovery, I focus on learning and finding my thoughts and feeling proud that what I have created reflects my OWN SELF. Up Foto Wix 2024 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... 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... 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... 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... Go To ePortfolio

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!

Learning Manifesto Learning Manifesto: “Education is not about things; it is about living beings. It is about creating conditions for growth.” Ken Robinson. Passionate students: Olga Lidia Gonzalez Pérez was a very common name. The one who patiently took my fragile little hand to write my name. Her lessons exceeded the textbooks: they taught us VALUES, showed us how to face challenges, and encouraged us to dream big. I still remember when she read us the fable “The Shepherd and the Wolf” by Aesop . At first, I found it dull; it transported me to a very distant time both in time and geography, but once I got into the story, we were already part of the pack. We were afraid of the wolf's presence and feared for the shepherd boy's life in a field surrounded by sheep. At the end of the story, we feel deceived by that little shepherd who used the entire town to put together his sinister entertainment, without ever imagining that when he most needed everyone to believe him, the miracle never happened. The importance of being honest, the truth always prevails, and lying only generates problems and mistrust. These lessons left an imprint that I would carry throughout my life. Yes! My teacher had a common name, but her teaching and inspiration were EXTRAORDINARY. Education: A lifelong process! Six years ago, I was a professor at the University of my country of birth. At that time, I didn't even stop thinking about primary education. That possibility became an appropriate option upon my arrival in the United States. I was able to accompany my children's learning actively. I became a Volunteer, then a Teacher's Assistant, and finally a teacher. Each one of them gave me the possibility of entering an unknown world. My only memory from elementary school was that TEACHER I had!! Then I discovered that: That is my PASSION! When I enter my classroom, no matter how much worry I have, everything is forgotten before the arrival of a battalion of little giants who almost helplessly carry a backpack full of emotions: I love you, Mrs. Pérez! I missed you a lot! I love coming to your class! I do not want to go! I feel happy with you; you are like my mom. Thank you for teaching me and making me a giant! It is impossible to get them out of my mind, to talk about them without a tear, without feeling an intense emotion from the bottom of my heart. The possibility of transforming my environment, of helping to overcome fears and needs in students and families. See the joy reflected in the eyes of many parents with a THANK YOU TEACHER: “Now my child is different.” Helping each of these families fills me with happiness and well-being; it makes me feel good about myself. Finding my purpose in life for a common and social good has been the key to my happiness. The value of error and experimentation: The perception of right or wrong in education can vary according to different contexts and points of view. Some areas of concern may include excessive focus on memorizing facts that limit the development of critical thinking and creativity. On the other hand, many districts emphasize standardized testing, which can lead to assessment-oriented instruction rather than meaningful, collaborative learning. The need for more attention to individual needs is another element that leads to exclusion and poor student performance. Teachers fail to link academic concepts with real situations, leaving students without the skills to face real-world challenges. One element that can be considered positive in education today is equitable access, which guarantees that everyone has equal educational opportunities regardless of origin or social status. Developing practical skills and critical thinking empowers the student to assume different roles. Education has become an essential instrument for change. Today, it faces challenges: it has been entrusted with training the "necessary" citizens. Modifying our thinking to face the complexity of continuous and accelerated changes and the unpredictability of our world today. In summary, educators should raise our voices to promote a practical education that focuses on the student as the subject and object of the learning process that supports equitable opportunities that develop critical thinking and inclusion with an updated methodology that addresses the needs of today's student and prepares them for success in life. Digital learning: an act of empowerment. Today's digital teaching has revolutionized learning. It was very different from when my teacher, Olga Lidia, only had a printed bibliography, blackboard, chalk, and imagination. Technological empowerment generates infinite opportunities for continuous growth and self-management of the training process. It is a model that emancipates the opportunity to change our perspective on teaching and learning effectively. However, we must also be aware of some emerging problems that arise from it. Only some have equal access to devices and a quality internet connection, which creates a digital divide and limits some student's access to online learning. Another element of vital importance is digital fatigue; we are forming a generation of total dependence on having a device in hand, making opportunities for social interaction between students and teachers impossible, which can negatively affect academic performance and the development of social and emotional skills. In most scenarios, we see how the interaction of each other is reduced to a phone screen, leaving null the possibility of creating environments rich in dialogue and social interaction. As Harvard professor Clayton Christensen explained, I embrace the idea that technology is a disruptive virtue. It has become good enough because it brings impossible things; people are absorbed by the old by the new and come out to adopt the new. Including some of its technological tools (COVA, ePortaflio) in our organization (elementary school) will foster collaboration and mutual support, recognizing that learning is enriched by interaction with others. It will help you accept mistakes as a natural part of learning from them and use them as opportunities to grow and improve. Be open to new perspectives and points of view, recognizing that learning comes from diverse experiences. Practice perseverance and understand that progress requires constant effort and dedication. It will allow us to SEE continuous learning throughout life, recognizing that the world is constantly changing and that we must adapt and evolve to SUCCEED. “Education will have to be a great priority in the future. The world will have to shake up and revolutionize almost everything: contents, methods, buildings, spaces, and above all, the vision of reality.” Lampert, 2003, pp. 16-17) References Harapnuik, D. (2024) It’s about learning..https://www.harapnuik.org/?page_id=7003 Harapnuik, D. (2024) It's about learning. https://www.harapnuik.org/?page_id=7007 Thibodeaux’s,T.LearnersMindset.https://tilisathibodeaux.com/wordpress/?page_id=1539

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 5 Principles of Professional Learning Reference References Duarte, N. (2013, March 21). How to tell a story. YouTube. https://www.youtube.com/watch?v=9JrRQ1oQWQk.Duarte, N. (19 February 2013). How to Create Better Visual Presentations. [Video]. YouTube. https://www.youtube.com/watch?v=so9EJoQJc-0.Gulamhussein, A. (2013). Teaching the teachers: Effective Professional Development in an Era of High Stakes Accountability. http://conference.ohioschoolboards.org/2017/wp-content/uploads/sites/17/2016/07/1pm111317A114Job-embedPD.pdfHorn, M. B., & Staker, H. (2015). Blended: using disruptive innovation to improve schools.Magana, S. (2017). Disruptive Classroom Technologies (1st ed.). SAGE Publications. https://www.researchgate.net/publication/323442436_Disruptive_Classroom_Technologies.Sinek, S. (2009, September 29). How great leaders inspire action. https://www.youtube.com/watch?v=u4ZoJKF_VuA* Note: My literature review provides more information about the research conducted to support my Innovation Plan.

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.

Alternative Professional Learning Faster Collaboration and Effective Modeling Collaboration allows teachers to capture each other's fund of collective intelligence." Michael Fullan Several strategies may be utilized to effectively create an atmosphere where it is comfortable for the teachers to work with and share ideas with colleagues. We use the first 10-15 minutes of the meeting to go around and share what's currently working and not working in the classroom. The objective is to inspire others by sharing your successful strategy and opening the conversation to solve the challenges together. We will have quick presentations. Teachers take 5-minute turns sharing a strategy, activity, or resource that has worked well in their classroomThe objective is to inspire others by sharing your successful strategy and opening the conversation to solve the challenges together. We will have quick presentations. Teachers take 5-minute turns sharing a strategy, activity, or resource that has worked well in their classroom. The objective is to introduce new ideas with multiple approaches to teachers briefly. We will establish small groups and devise at least three concrete, practical solutions to a teacher's challenge. The aim here is to facilitate collaborative problem-solving and generate valuable ideas. Also, each educator brings in one resource, book, or tool that worked for them in their teaching and shared it with the group. The objective is to build a shared library of valuable resources. Other activities that we will take into account would be those mentioned below. Shared Feedback Circle : Teachers bring a lesson plan or example of student work and share it with the group. Each team member offers constructive feedback following a structure: first, something positive, and then, a suggestion for improvement. Objective: Promote continuous improvement in a supportive environment the intention is to provide practical, constructive feedback regarding teaching practice in real time. Specific Feedback Workshop : Teachers learn specific constructive feedback techniques, such as the “feedback sandwich” (positive comment, area for improvement, positive comment). They then practice giving feedback using these approaches. The objective is to teach teachers how to give and receive feedback effectively. Celebrate Team Accomplishments: At the end of the PLC meeting, we will have a small, short ceremony where we give the teachers certificates or symbolic awards for their accomplishments, such as introducing new strategies that worked or improving some field in the classrooms. Sample of some possible rewards: Innovator of the Month" for trying a new technique. Inspirational Teacher of the Month" for helping a colleague with his/her challenge. Creative of the Month" for an outstanding activity carried out with students. Team Accomplishment Video . A small video, photos, and videos that compile the most important moments of the team. It's good to add teacher quotations regarding achievements or critical moments of the school year, showing them at a special meeting or the end of the month. The objective is to celebrate more vividly and emotionally reached milestones and achievements. Victory Cup: We will generate a "victory mug" passed on among teachers. Whoever the teacher receives it will keep it on his desk every week or month for some particular achievement to be decided by him, and he will pass it on to whomever he chooses next month. Goal: To ensure rotation in recognition and continuous celebration of accomplishments throughout the year.

Learning Networks Blog Your network is the people who want to help you and who you can help. It should be as wide as possible. Reid Hoffman.

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

Contribution to My Learning and Learning Community In this reflective analysis, I justify my self-assessment score, capturing my unwavering commitment to self-directed learning and delineating my contributions to personal growth and the broader learning community. 5317 Resources Digital Environments. 5304 Leading Organization Change. Looking back on these classes, I can say that I appreciated the experience. I understand the synergies, the flawless mesh of courses where they fit together and support one another. As I step ahead into unknown territory, I manage with the knowledge I attain, doing the best I can with what is within my reach in anticipation of welfare. In Course 5317, our team constantly discussed and analyzed mainly chosen digital learning resources to assess their feasibility and effectiveness. We devised a tentative structure for the publication that focused on using these digital resources in one project. After that, we focused on creating an outline of an initial approach to convey how the digital resource was applied in the context of education. We also made a presentation that would be a podcast or a video to ensure that our audience sees and hears how beneficial such resources are for learning. Last of all, we combined our data and analysis to develop the final report we wanted to present. It was an actual discovery of a new me and approach to my profession, proving that teamwork is a key to innovation in our educational practices. For me, it was a journey of professional and personal development. In Course 5304, Our work focused on applying leadership theories and practices to become self-differentiated leaders who can address the inevitable resistance to change when launching innovative digital learning initiatives. Students will apply leadership theories and practices to become self-differentiated leaders who can address the inevitable resistance to change when launching innovative digital learning initiatives. Such cooperation made it possible to create the necessary and relevant assessment approaches for our extensive student-based digital learning experiences. Additionally, we all identified and evaluated numerous web-based resources and expert services, strengthening our ability to examine and improve online learning contexts. In this course, I learned how effective teamwork is to develop knowledge and enhance action research in education. One of the most transformative aspects of my journey through EDLD 5304 and EDLD 5317 has been forming 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 deepened my understanding of complex topics and broadened my horizons by exposing me to diverse perspectives and methodologies. Key Contributions: Reflection on What Works and What Can Be Improved: Across all the courses, the reflective activities I participated in always assessed my input and showed my commitment to growth and flexibility. Core Collaboration Group: Detecting my activity within the core collaborative group, which consisted of Neylly Guedez, Francys Machado, and me, Joyce Torres, was valuable to all the members. It was very beneficial due to the inputs obtained from our deliberations and activities, which integrated people’s views. Revisions and Reflections on Assignments: Revisiting assignments and reflecting on the process of reviewing an assignment showed how committed I was to the sort of work I was doing and how much I was learning. Completion of Course Requirements: Completing every reading, video, and other supporting resource meant knowing all aspects of the content and providing evidence of my efficient time management and dedication to the class. Accelerated ADL Option Reflection: Incorporating reflections from the “Resources Digital Environments” course 5317 and the “ Leading Organization Change. ” course 5304 into the Accelerated ADL option highlighted how these works are connected and the differences made by their combinations. It is important to admit that some concepts might change with time as I learn new concepts in the subsequent courses. Supporting Contributions: Leadership in Base Group and Course: Thus, although technically, I was not a leader in any official capacity within my base group or the course, my active participation consisted of actively contributing ideas and offering constructive criticism. Considering leadership as an area for development fosters the desire to enhance these competencies for better relational contributions in improved collaborations. Active Participation in Activities and Forums: Submission of work beyond expectations and interaction in different course activities helped create great debates. This proactive engagement is not only due to some annual and obligatory continuing education needs but also from a true interest in the subject. Quality of Postings: More specifically, the level of thinking was evident in the forum posts, where participants included references, supported their posts through empirical literature, and cited according to APA guidelines. These postings, which did not require much research, helped add to the richness of the learning. Additional Reflections: Impact on Deepening Discussions and Clarifying Concepts: Explaining ideas via phone and Zoom and being active on WhatsApp encouraged more elaborate discussions. Some of them included sharing phone numbers in case of any emergencies to ensure that there could be proper communication in distance education. Personal Evolution Throughout the Course: The accomplishment of this journey required much of my attention and effort. Every activity had its sense and made us start a trip of a new change in one’s life. As both courses build upon each other and are founded on this innovative plan of mine, I combined the two for this self-assessment. Overcoming Personal and Cultural Barriers: Beginning the process of exploring life outside my comfort zone, especially when I could not be tech-savvy, was an exciting and challenging experience that helped me realize how strong I am in terms of my ability to deal with obstacles. Here, we have a direct call for a critical approach to assessing life, where one is encouraged to evaluate the nature of their environment, whether nurturing or creating barriers to success, which is very appropriate given the current situation. I could reach the so-called gigantic growth experience only with the support of two excellent teachers. Their professional demeanor and management style were demanding and provocative. As for the class dynamics, something was engaging in it, and I endeavored to follow its pace. I was active, asked questions, and ensured I was punctual because each time I left the sessions, I would have a new resource that made my learning process much more productive. Commitment to Continuous Learning: As I write this paper, I want the readers to be assured that I am always willing to learn and grow and that this apex of knowledge is a constantly growing process. I am happy or rather curious to know which direction this takes me. Thank you for having me be part of this program. Self-evaluation: 5317 and 5304 can be a set of courses that complement each other and have positive cross-effects. Each class has its readings, theories, and tasks, but they all go hand in hand. This strategy is very effective as it enabled me to incorporate and execute what I learned, and I always aimed to reevaluate and polish my work according to the opinions. As a result of this connection, one learning assessment contribution is made. According to the assessment and predefined criteria, I have the following qualifications: When taught together as two connected units in a scheme of work, it was eight weeks of collective purpose rather than two distinct episodes. That is why I put each grade equal to each other and typed the following: Resources Digital Environments 5317 98/100 Leading Organization Change 5304 98/100 Joyce T Perez. Neylly Guedez Francis Machado. ePortafolio ePortafolio ePortafolio

Alternative Professional Learning PL Sessions Slides Desk Introduction/Presentation Change the Game Objective 1 Change the Game Objective 2 Change the Game Objective 3 Change the Game Objective 4 Change the Game Objective 5 Change the Game Objective 6 Change the Game

Peer Assessment ROUGH DRAFT PEER ASSESSMENT AND REFLECTION ASSESSMENT CRITERIA Total Points: 50 Points Breakdown: Originality and Relevance (10 points). 9-10: Highly original and highly relevant research. 7-8: Original and relevant research, with some novel aspects. 5-6: Relevant but not completely original research. 3-4: Research with little originality or relevance. 0-2: Research without originality or relevance. Clarity and Structure (10 points). 9-10: Impeccable structure, all sections well defined. 7-8: Clear structure, with some well-defined sections. 5-6: Adequate structure, but some sections could be better organized. 3-4: Confusing and disorganized structure. 0-2: Very poor structure, without clear organization. News and Credibility (10 points). 9-10: The information is of maximum relevance and relevance in the field. Information should have adequate citations and be verifiable from other reliable sources. 7- 8: The information is mostly current and relevant. It is well-cited but less verifiable. 5-6: The information is somewhat current but still relevant. Information cited but with some doubts about verifiability. 3-4: The information is outdated but may be relevant. Information with few citations and limited verifiability. 0-2: The information is very outdated and of little relevance. Misquoted and difficult-to-verify information. Analysis and Discussion (10 points). 9-10: In-depth analysis and well-founded critical discussion. 7-8: Clear analysis and adequate discussion, with some criticism. 5-6: Analysis and discussion present but superficial. 3-4: Poor analysis and limited discussion. 0-2: Analysis and discussion absent or very deficient. References and Citations (5 points). 5: All sources are correctly cited and referenced. 4: Most sources are correctly cited and referenced. 3: Some sources are correctly cited, but others are missing. 2: Few sources are cited correctly. 0-1: Citations and references are incorrect or non-existent. Writing Quality (5 points). 5: Impeccable writing without errors. 4: Clear writing with minimal errors. 3: Adequate writing, with some errors. 2: Writing with several errors. 0-1: Very poor writing, with many errors. REFLECTION. Reviewing a publication article is an exacting but greatly enriching duty. It allowed me to revise some aspects that define the quality and influence of the advertising article. Sifting through the novelty and relevance of these articles has helped me note some bright, pertinent research. That was fulfilling, especially in noting novel ideas adding significant value to the field. It was important to consider not only the logical flow of ideas but also the smoothness of the text and how easily the reader could get through it by following the thread of arguments. Checking the references and the data used, which were recent and from credible sources, was necessary to show the topicality and credibility of the articles. Do research and keep up with the very latest trends and developments. I can say that the article evaluation exercise has taught me to view everything that makes up academic work. It helped me appreciate that the presence of individual criteria in structuring an article can have a firm influence and significant contribution to fields of study and society in general. Moreover, it has made me improve my writing and analysis skills by learning from others' success and mistakes. This was a great opportunity to keep growing both as a student and as a person. More about my work

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

Alternative professional Learning Schedule/timeline

Alternative Professional Learning Main Objectives

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.

My ePortfolio Welcome to my ePortfolio, a space where I share my educational and professional journey. Here you will find my projects, reflections, and learnings, especially focused on innovation and early childhood learning. My goal is to inspire and offer practical ideas that enrich teaching and learning. Thank you for joining me on this journey towards meaningful and authentic education. 5305 5302 5303 5313 5304 5317 5389 5318 5315 5320 Real, authentic, and genuine. It is a helpful aspect to convey who you are as a professional, individual, or person with certain beliefs. Dr. D. Harapnuik What is a ePortfolio

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.

Learning Manifesto Reflection After reflecting on my learning manifesto for a few months, I am amazed at how these core principles have shaped my path and development. During the review, I returned to some events in my classroom that show my conviction and the passion emanating from my most intrinsic feelings towards the educational process. When I enter my classroom, no matter how worried I am, everything is forgotten before the arrival of a battalion of little giants who almost helplessly carry a backpack full of emotions: I love you, Mrs. Pérez! I missed you a lot! I love coming to your class! I do not want to go! I feel happy with you; you are like my mom. Thank you for teaching me and making me a giant! It is impossible to get them out of my mind, to talk about them without a tear, without feeling an intense emotion from the bottom of my heart—the possibility of transforming my environment, of helping to overcome fears and needs in students and families. Seeing the joy reflected in the eyes of many parents with a THANK YOU TEACHER: "Now my child is different" has become a life purpose for a common and social good. I have witnessed firsthand how curiosity and a genuine love of understanding can completely change the educational experience. Rewarding effort, consistency, and persistence, rather than rewarding short-sighted standardized test results that lead to targeted instruction, has had a profound impact on my students. Today, these premises of what is good and evil in education are latent but evolving, immersed in constant change and updating. It adopts innovative ways to create compelling, authentic, and genuine COVA learning environments. It analyzes the good and the bad in education from a growth mindset that allows me to accept failures as an opportunity to learn and grow, giving value to the word NO YET . I have understood the importance of living in the present, Being Here! Mentally, physically, and contextualized to meet the nascent individual needs of a generation in need of developing critical thinking, creativity, innovation, and problem-solving skills, leaving behind those excessive focuses on memorizing facts that limit the development of thought. Furthermore, I have been able to visualize the importance of class planning through tools such as a 3-column table and UbD template. These allow me to analyze how our class lessons must go beyond academic contexts and allow the students to link them with real-life solutions. The effect of my efforts in the classroom has been substantial. Introducing blended learning, innovative teaching methods, and digital resources into the creative cycle has helped spark a call for inspiration and a desire to write in my kindergarten students, something that was once the most terrifying discipline. Seeing this change has been extraordinarily rewarding, and I want to continue pushing the boundaries of typical educational strategies. The effect of my efforts in the classroom has been substantial. Introducing blended learning, innovative teaching methods, and digital resources into the creative cycle has helped spark a call for inspiration and a desire to write in my kindergarten students, something that was once the most terrifying discipline. Seeing this change has been extraordinarily rewarding, and I want to continue pushing the boundaries of typical educational strategies. My joint effort with different teachers has been vital to my excursion. Sharing thoughts and techniques has enhanced my training and created a feeling of closeness and mutual perspective. This cooperation has been essential to implementing compelling blended learning procedures and further developing our instructional techniques. All in all, these past few months have been a time of significant development and learning for me. My Manifesto and my learning philosophy have constituted the essential foundations that have helped me understand the complexities of education without forgetting my convictions. This excursion continually invites me to challenge, adapt, and refresh, and in particular, it is an excursion that I feel honored to take constantly. Related Posts ! Widget Didn’t Load Check your internet and refresh this page. If that doesn’t work, contact us.

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.

Contribution to Your Learning and the Learning Community 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 Plan to 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 . T his 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 forming 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 deepened my understanding of complex topics and 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 Botton Team in Action Go back to 5313