The beginning        

           I started this journey when my principal asked me to represent the school at the 2019 Summer Teacher Coding Academy at the HCC. When I arrived, I saw many staff members from the Apple Company, Lamar University, and HCC. They talked about the importance of the Community Education Initiative Leadership and Learning Academy program by the Lamar University-HCC-Apple partnership. I started to hear new vocabulary, challenges, and ideas from them. I thought why did I accept to be here? My background is in surgery, physiology, anatomy, and pharmacology. The first day, I was concerned by how most of the participants worked on iPads, created ePortfolios, and talked about the blackboard platform. However, I love to learn new things and I am very competitive and never give up. I started to work extra hours at night to digest, understand concepts, and prepare for the next days. On the second day, on each activity, I felt better and free to express my ideas and creativity in a collaborative environment. Where each participant and teams were open to support each other. 

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Members

           The Community Education Initiative Leadership and the Learning Academy program were involved with the Lamar University, the Apple Company, the HCC, and many education districts, Including Spring Branch ISD. When the Summer Teacher Coding Academy was done, we continued with the professional learning program. Dr. Harapnuik, Dr. Thibodeaux, and Ms. Comeaux were decisive to me for not dropping out. Because they nurtured, motivated, and encouraged me from different points of the process to continue my growth mindset in digital learning and leading (DLL). They empowered me with the COVA approach, writing my cosmo-vision of the digital education in my ePortfolio; to consolidate an authentic project: the technology club for a title I school (Techies Club). An idea that I had been working on since 2016. When I encouraged learners to create an authentic learning experience throughout science PBL. I wrote projects for mini-grants to buy robots so that our students had the same opportunities as non-title I schools. In 2017, I created a robotics club focusing on middle school girls to compete with EV3 Robots in the area. Then in 2018, I incorporated KIPR robots. Why girls only? Girls from minority groups needed to be exposed and gain confidence in the robotics field to reduce the deficit caused by stereotypes, cultural norms, and increase the passion for STEM–based careers. Due to girls' low participation in robotics after two years and the fact that the club received a grant (28 iPads with pencil and 16 Spheros BOLTs) in 2019; I decided to allow boys in the club with a new approach. Diversifying the activities to engage, motivate, and increase the participation of students in coding and robotics. At the same time, I started the Digital Learning and Leading program (DLL) with Lamar University.

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Ups and Downs

           The beginning of the professional learning program was very difficult. I am a math 6th-grade teacher in a Title I school. With 88% Hispanic; collectively, 82% of students come from economically disadvantaged families, 78% of them are at-risk students, and 42% of them have limited English proficiency. Where 75% of the learners came with a huge gap in math and reading. The school ranked on the lowest 10% of all middle schools in the state of Texas. Evidently, the main focus of the school is the STAAR tests, to increase the ranking, rather than incorporating creative and innovative tech initiatives. Where administrators and teachers were permanently submerged on lag measures related to the standardized test, rather than lead measures. These challenges limited the school to create authentic learning opportunities related to technology and robotics during regular school hours and the implementation of the COVA approach with fidelity. Regular school hours at the school were not enough to close the gaps of academic, technological, and social-emotional needs. Under these circumstances, it was crucial the implementation of effective after-school programs with technology embedded. Such as coding, robotics, and prototype apps, to help learners reduce the delay inherent in disadvantaged communities.

 

            This situation absorbed most of my time to work with better quality and efficiency on the professional learning program (DLL) and caused me delays on assignments. However, the most relevant situation that affected the beginning of the learning process was the lack of clarity on the objective and the north of the initiative leadership program. The district head for the plan did not understand the goals, due to the un-tune of communication between Lamar, Apple, HCC, and the district. I felt lost during this time, I did not understand why I had to do all of these assignments. Then in November 2019, during the Apple Community Education Initiatives in Phoenix, Arizona, all teachers from the leadership and learning academy 2019 program met to discuss and clarify with Lamar University staff the goals of the program. After this conversation and the announcement of Lamar University that they recognized the work done in the program as a credit for the DLL master program. I understood the relevance of the program and I started to work motivated and with determination to succeed in my journey. In each course that I was taking, I felt better, engaged, and with ownership on each topic and the process of learning.

          

Target school 

           Many figures like John Dewey, Jerome Bruner, Albert Bandura, and Jean Piaget, talked about the urgency of education’s transformation. They contributed to the theory of education and supported the systemic discussion that education requires renewal, new ideas, and more innovation. However, the changes have been very slow and limited on all levels of the education system. It requires meaningful impact and scale to serve millions of students on underserved populations to improve the quality of learning outcomes; not just one learner at a time. The education has taken minimum advantages on the importance of creativity and innovation and it has struggled in the implementation on large-scale in classrooms to raise productivity, efficiency, and to improve learning quality. The most effective strategies or learning models for the desired transformation are those that can be demonstrated in the field with evidence and data that are applicable, efficient, effective, and can update the actual education system. Not just another rhetorical concept or model that happens frequently and fails in the field more than the traditional education. It is clear that the implementation of new concepts, strategies, or models is not a quick fix. This requires analyzing and refining each detail of the complex process and how to support students to learn, with three components in mind. First, understanding that learners are now blending on a digitally connected world anytime and everywhere. Second, preparing learners for their life in a digital world. Third, designing lessons and courses to improve the learners' life and make it better in society. 

            If we want to break the cycle of poverty in a title I school. We need to modify the approach of education. We have to provide the school with effective after-school programs that reinforce the school work to generate a centripetal change in the daily routine of the school. There are many inspiring examples around the world such as the Shanti Bhavan School in India that has changed countless lives for the better. Giving an example of how innovation pays off. 

 

Innovation project

           When I read about the importance of Creating a Significant Learning Environment (CSLE) where learners have Choices, Ownership, and Voice through Authentic learning opportunities (COVA). How the framework can contribute to change and transform the learning process and the environment, I analyzed how to incorporate this framework successfully on a title I school; where the main focus is the STAAR tests rather than CSLE - COVA. I presented the innovation proposal of “Techies Club” to the school administration. Focusing on reaching, encouraging, and engaging learners in creativity and innovation through coding, robotics, and designing applications. I implemented the strategy of “Free Libre Open Sources” (FLOS), collaborative groups with different abilities and skills. Students followed their agenda from a list of choices. With FLOS the engagement, collaboration, and participation of learners increased because the strategy allowed them to work on their growth mindset naturally. Each student decided if they rode or drove the bike. However, most middle school learners, especially 6th graders, were very dependent on teachers and waited for a teacher's instruction step by step. The Techies Club's goal is that members understand the importance of creativity and innovation through technology applications and the development of skills. Using one step at a time, consistently, and with perseverance to create a corporate image and recognition for the club and the students. This is another way to create leadership. The best way in my opinion! I admit that this was not an easy task for me, handling the pressure of the standardized tests as a Math 6th teacher while guiding the technology program. It required a commitment from 6:00 A.M. to 7:00 P.M. working at school and continuing at home, seven days per week.

 

Techies Club-SOMS

            I created the innovative plan based on three phases:

 

            Phase one, promoting the “Techies Club” to bring an enthusiastic group of learners to participate and reflect on how to improve the club and recruit new members throughout the school.  

 

            Phase Two, “Free Libre Open Source” (FLOS) to provide diverse opportunities to scholars. Allowing them to pursue and follow their calling. Leveraging apps on the iPad to help scholars explore and discover new areas along their growth mindset journey. Club members follow their agenda from a list of choices such as Swift playground software, coding Spheros BOLT, design prototype apps, craft digital drawings, compose digital music, or record video clips, etc.

 

            Phase Three, Techies club members identified problems/opportunities within the school community and design or prototype innovative and creative digital options to take advantage of the opportunities. Meanwhile, we invited and involved the community and school staff members to replicate the club or be part of any degree of the process to expand and serve more students. 

 

           Many factors emerged on each member of the club: interest, intrinsic motivation, perseverance, and exploration when learning technology. Some students that chose to ride the bike, needed a lot of support and left the club in the middle of the road. While the students that chose to drive the bike were persistent and took advantage of the technological opportunities offered in the club with authentic learning experiences. Nevertheless, the COVID-19 pandemic changed the dynamic of the club. Fortunately, Techies Club continued for our F2F students working four hours per week with some modifications like limited access for community members (Teachers/parents). It did not participate in robotic competitions this year. The club completed phases one and two from the innovation plan. We are now focusing on phase three starting in January through April 2022. Where the community can participate; members of the club present their showcases to the school; and the school gives awards to Techies Club members on different levels of knowledge to motivate them to continue their growth mindset. 

 

My Growth

           During these two years in the Digital Learning and Leading (DLL) program. I have understood the importance of the revision of education. I divided my journey into three big rocks:

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            The first big rock was the impact of constructivism and connectivism in the transformation of traditional education through permanent research, reflection, and collaborative discussion, where the media pitch; learner manifesto; new culture of learning; learning philosophy; authentic learning opportunities; the impact of the growth mindset, and literacy research. This built the foundation to create a significant learning environment and experiences for students, as a center of the learning process. Incorporating pieces of the knowledge learned on the DLL program in the lessons and activities of my classes.  

 

            The second big rock is the importance of the teachers’ triple roles (as a technician-coach, leader, and intellectual) to be a master teacher. The importance of leading the organization change where learner facilitators must speak to the co-workers’ and students’ hearts before their brains.  Knowing the why, the how, and the what is the best path for learners’ future. To avoid teaching today’s generations the same way we were molded. Where influencer strategies and the disciplines of execution are more focused on the strategic goals, personal motivation/abilities, and stay connected in a meaningful way to move on the organization (school) and progress according to the necessities of the world. This requires the development of effective professional learning according to the needs of each teacher.

 

           The third big rock, I learned that educators need to be in permanent growth as intellectuals. We cannot live in the comfort zone, because this reduces the versatility of the teachers and leads to being professionally outdated. Each school is unique and requires that teachers learn the why and how to be permanent actions researchers, to have clear directions for the implementation of effective plans for the courses or lessons. Where the literature review and planning play a huge role in this process. Such as the importance of positive reinforcement and verbal persuasion to engage low-income students in virtual learning and the observation to connect with each student and their environment. Creating a strong relationship to build an authentic learning environment and experiences. This also requires learning how to select the correct tools for digital learning and how to design successful courses or lessons for F2F or virtual learners. Such as the use of the QSCQR scorecard and the TPACK (Technology Pedagogical Content Knowledge). These three big rocks allowed me to connect the pieces of the pedagogy puzzle to understand the importance and the implementation of the CSLE –COVA framework in the Techies Club.

 

Success

           Diversifying the activities in the club (Swift playground software, coding with Spheros BOLT/EV3/KIRP, designing prototype apps, crafting digital drawing, composing digital music, or recording video clips.) The FLOS strategy and COVA approach have worked well in the club. Because, the feeling of ownership, choices, and voice incremented engagement, participation, and collaboration of students with different abilities and skills.  Who followed their agenda from a list of choices in a natural way. Members of the club are less dependent on learner facilitators. This meant better management of their learning and better social interaction with the member of the club to resolve their technological challenges.

 

Improvement

            I noticed that middle school students, especially 6th graders, needed more coaching and guiding on how to clarify their goals, understand the purpose of the participation in the club, and reflect on their growth mindset in their ePortfolio. Enhancing their responsibilities, expectations, and purpose helped them to have a clear road map and better learning experiences. After this observation, I started to meet with each member and asked their plan for the day for each session to guide them. I increase the promotion of the club to engage more students, especially from 7th and 8th grade. Inviting community leaders to motivate the techies’ members. Finding enthusiastic teachers to replicate the after-school club model. Recognizing Techies Club students giving awards on different levels of knowledge to motivate them to continue their growth mindset.

 

My Gain

            With the DLL journey, I reaffirmed that giving choices and voice to the learners increases their interest, learning experience, and autonomy in learning. However, I continue exploring and learning more elements of the COVA approach. Especially, “ownership” analyzing and researching how to implement it efficiently on Math 6th courses in a Title I middle school.  To satisfy both, the expectation required by the school and the digital learning. In particular, how to achieve the sense of responsibility and self-efficacy in middle school students,

to empowers learners to take control of their path.

 

I am here

      At the end of this parenthesis (DLL) in my journey, I think that I am a good learner facilitator. I believe that good teachers are being built permanently as an interactive puzzle for many theories, frameworks, and experiences. They must act as a weaver to put the learning theories together on a daily routine. I deeply believe in the combination of constructivism, connectivism, and cognitivist load learning theories. These theories are correlated because human beings by nature are always in permanent learning, questioning, inventing, discovering, and challenging themselves. We as humans design and use new tools and technologies to figure out things and solve paradigms to create new opportunities. As a learning facilitator in a minority community school, I understand, feel, and visualize the importance of embedding these theories and frameworks like CSLE+COVA on a daily praxis to implement a new culture of a learning environment to catapult learners to their future. Our students are left behind in technology, math, reading comprehension, and writing compared to students from wealthy schools. The best way to help learners in disadvantaged communities to succeed is to give them a voice, ownership, and choices with rigor and relevance. So they cannot lose their curiosity and their capacity to questioning. Our role is to create an environment that engages and motivates students to be analytic, deep thinkers, problem solvers, do new things, and to develop technology skills that prepare them for the requirements of the world. Instead of just preparing them for the standardized test with no connection with the learners' environment. However, it is important to create a balance and adjust the interpretation of the actual education (standardize curriculum) and the projection of education that the digital world requires. It is important to understand that each student is unique and learns differently. Some need different percentages or degrees of applicability, according to the circumstances of each student to learn. For example, depending on the necessity of each student, some learning theories can increase or decrease in the praxis. Constructivism and connectivism theories for Pre–AP students increase, with less percentage of the other theories. While with the low academic and math lab students the percentage of behaviorism and cognitivism learning theories increases.

 

           The CSLE–COVA framework, encouraged me as a teacher to adjust the style of teaching and to use the experience background correctly; the knowledge about the student’s cultural identity; the capacity to reflect on our daily performance; the desire to find authentic experiences for students; and the passion to coach learners. All these fuels empower a good teacher to guide her/his students to connect the dots instead, of collecting the dots. We cannot build the future of the new generation, supporting the same standards that were used in the industrial revolution. Where shaping young people to just regurgitate the right answer, follow rules, and obey. Our lessons or courses need to be the focus on authentic learning opportunities and experiences using real-world assessment with multiples dimensions and meaningful connections between concepts. Where the learners are the center of the learning process with choices, ownership, voice, and agency over their learning. Where students can construct new ideas or concepts based upon their past and current knowledge. The outcome must be the result of the quality of a mental process, not the product of the right answers. Students must be able to master the topic critically. Emphasizing the application and integration of knowledge more broadly, instead of focusing on covering material. 

 

           In this journey of the DLL program; as a math learning facilitator in Middle School, I started the process of implementing a significant learning environment. It was powerful to demonstrate throughout data that giving the learners choices and voice through authentic learning opportunities paid off. Not only on the standardized tests, but also on the learning environment to empower the students. Most of my students loved and were engaged in creating a meaningful project; learning from each other; and collaborating to help their classmates with interactive presentations between them. I promoted daily authentic connections, not only with the academic topics. Also, with their culture, the big picture of society, and their life. We need to shift the focus to the individual learner’s journey; not the standards, the curriculum, and the technology. Each group and individuals in my classes have unique characteristics that require special attention. Where the new culture of learning and the learner’s families play an important role in the transformation of education. I believe that human beings are complemented by dependent and independent learning experiences in formal and informal settings with different percentages on each side depending on the circumstances. The process of learning needs to be active, dynamic, and flow naturally. Similarly as the process that a bird has from the nest until it is independent. Some take more or less time depending on the ability of each individual. This example needs to be applied by any teacher when aligning outcomes, activities, and real-world assessment in any lesson. If the learners are the learning center; the teachers will give them choices, be more flexible, and create a meaningful connection with the student’s identity. 

       

             Having Pre AP, Academic, lab students in math, guiding the Techies Club in school, and the Student Council; gave me a bigger picture to understand in the praxis, the differences between the two contexts of education. Letting me move back and forth from Competency-Based Education (CBE) in my math classes to Outcome-Based Education (OBE) in the Techies club and vice versa. Allowing me to implement some OBE elements in my regular classes. While the Techies club immersed in OBE. Where members came willingly to my classroom after school, to enjoy learning and continue their growth mindset. Connecting their outcomes products to their style of learning, in a collaborative and Free Libre Open Sources (FLOS) culture environment. My daily observation in both contexts helped me to reflect, evaluate, change, and refine my teaching practice. Students from my regular classes created their own and unique math projects and presented the concepts to their classmates. While students from the Techies club: code with robots, prototype apps, compose music, craft digital art, and record creative video clips in a significant learning environment. The later ones, mapped their journey, were more confident, more independent, and more versatile in a regular classroom setting. From this experience wield the authenticity of my innovation plan for the Techies club.  

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            My culture and my knowledge helped me to understand the challenges that our learners faced to succeed because they are similar to my background. This has helped me to be more effective in the implementation of a significant learning environment in this school. Plus, what I have learned in the DLL, catapulted my constructivism philosophy of digital education and my comprehension of concepts and applicability to be a more effective teacher. I think that I am in the middle of my learning journey and my learners are in different landmarks along the way. The fusion of my previous experience, my socio-cultural sensitivity with the CSLE-COVA has been very positive and successful in my growth mindset as a teacher. It has allowed me to understand the trend in teaching and get to know the students better, from a motivational and sociological perspective. I have been able to improve the process of creating an authentic learning environment. Where young people can build their grit through the growth mindset in a digital world. It is clearly understood that making mistakes and starting again is an opportunity to improve.

           

            As a Math and Techies club facilitator, I have grown parallel to my scholars in digital knowledge and I have been able to model them through my experiences and my example as a person who has moved in the growth mindset. This has allowed the members of the club and classes to come with a good attitude to learn for their life and not just to work for a grade. Emphasizing daily through positive reinforcement and verbal persuasion the importance of believing in yourself, to understand that the processes of learning required persistence and determination that is more relevant than praises to intelligence. Finally, this pandemic time has allowed me to reflect that the COVID-19 pandemic crisis should be seen as a clear opportunity to reevaluate the role of traditional education in a digital world and evaluate the effectiveness of distance education in middles school students. Many academics or journalists that never taught in elementary, middle, or high school just generalize the researches done on a college level and thought that it could be applied for all levels, ages, and communities with the same model and results. Under these circumstances, it is imperative, for teachers and schools to do action researches to find patterns and tendencies unique for each group, grade, or school that contribute to improving the learning environment and the efficiency and efficacy of the activities where students have authentic experiences.   

 

The next thing for me

            I will continue the innovation plan and promote the importance of creating effective technological clubs in a title I school. Throughout formal and informal communication with teachers, administrators, and the community. Using the district media, Twitter, TikTok, Facebook, and Instagram. The expansion plan includes more technology clubs, getting another teacher for the innovative project. I will continue influencing the school on the transformation of education and refining the authenticity and meaningfulness of the digital learning implementation. Using my observations, experiences, and knowledge acquired in the DLL program and Techies club to transfer one step at the time the COVA approach with more authenticity into regular math 6th classes on a title I school. By designing universal lessons to meet the diversity of the students; using technology as an important tool in the learning process, and creating an authentic learning environment to connect learners’ passion to the things they need to learn for their future. Where the learning process is the focus to demonstrate that the correct interpretation and application of the constructivism approach. Consequently, learners can succeed not only on the standards that a title I school requires and cultivate imagination and creativity at the same time. Finally, the club received another grant to incorporate drones and more robots for the 2021-2022 school year to continue the Techies Club proliferation.

 

           In short, this amazing DLL journey throughout the new culture of learning, literature research, leading organizational change, action research, and design online course helped me understand better the importance of the CSLE- COVA approach and incorporate it into the Techies Club activities and regular classes. However, it is more challenging to implement in Math 6th academic and lab classes. While on Pre AP Math 6th courses it is possible to add choices, authentic learning experiences, and voice. Whereas, ownership was more restricted based on the time and pressure for the STAAR test. Finally, this framework (CSLE - COVA) changed the way I thought about learning and strengthened my teaching style. The DLL program empowered me and increased my confidence as an educator leader. When I look back at the path I have traveled in the DLL journey and all I have learned and reflected in my ePortfolio. I am happily surprised and proud at the same time. I will always keep in mind, for any decision in my life, the three crucial questions of Roselinde Torres about a great leader for the global digital world. I will conclude with Benjamin Prado II’s quote “Anything that you learn, is one less lie that anyone can throw at you.”

 

 

 

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