Introduction

       It is clear to me that the change of education starts in myself. Most people in the world believe that the students in The United States of America have all the opportunities because it is the most powerful and developed country on earth. However, the reality is that within four miles we can find a significant social inequality among public schools. One with many opportunities for the students, while, the other (title I) has many limitations on different aspects, such as academics, social-emotional, economics, and technologically. The government prefers to spend half a million per AIM- 9X Sidewinder Air- to –Air missile. Instead of spending more money on education, like STEM enrichment programs. Where the learners can cultivate curiosity, creativity, and innovation. Preparing them for the requirement of the digital world. With this reality in mind, I started in 2016 to encourage learners to create an authentic learning experience throughout science PBL.  I wrote projects for mini-grants to buy robots so that our students have 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 minorities 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. At the same time, I started the Digital Learning and Leading program with Lamar University and decided to allow boys in the club with a new approach to diversify the activities to engage, motivate, and increase the participation of students in coding and robotics.

​

Target school

            Our school is a title I with 88% Hispanic, 6.5% white, 4.4% African American, and 1% other races demographics. Collectively, 82% of students come from economically disadvantage families, 78% of them are at-risk students, and 42% of them have limited English proficiency. Many title I Middle Schools score D or F in the accountability rating system and our school is placed in the bottom 50% of all schools in Texas for overall test scores. For this reason, the main focus of a title I school is the STAAR tests, to increase the ranking, rather than incorporating creativity and e innovative tech initiatives on daily routine. This is not the exception for our school, where administrators and teachers are 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 on the title I schools are 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 from title I schools to reduce the delay inherent in disadvantaged communities.  

   

             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 on the daily routine of the school.  Many inspiring examples around the world such as the Shanti Bhavan School in India that has changed countless lives for the better, can give ideas on how innovation pays off.

 

Techies Club  project

            My innovative project was created to help learners with technology using the COVA approach. 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 design applications. I implemented the strategy of “Free Libre Open Sources” (FLOS), collaborative groups with different abilities and skills. Students follow their agenda from a list of choices. With the FLOS engagement, collaboration, and participation of learners increase, because the strategy allows 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, are very dependent on teachers and wait for a teacher's instruction step by step. The Techies Club's goal is that the 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 while handling the pressure of the standardized tests as a Math 6th teacher on a title I school, while guiding the technology program. It required a commitment from 6:00 a.m. to 7:00 pm working at school and continuing at home, seven days per week.

 

Innovation plan

The innovative plan was 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 will help scholars explore and discover new areas along their growth mindset journey. The club members follow their agenda from a list of choices such as Swift playground software, coding Spheros BOLT, design apps, craft digital drawing, compose digital music, or record video-clips, etc.

 

Phase Three, Techies club members dive deeper and focus on research to identify problems/opportunities within the school community and design or prototype innovative and creative digital options to take advantage of the opportunities. Meanwhile, we invite and involve 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. 

 

            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 robotics competitions this year. However, 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; the school gives awards to Techies Club members on different levels of knowledge to motivate them to continue their growth mindset.

 

Big rocks of my DLL journey

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

 

            The first rock is 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 built the foundation to create a significant learning environment and experiences for students, as a center of the learning process. Incorporating as a teacher 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 requirement of the world. This requires the development of effective professional learning according to the needs of each teacher.

 

           The third big rock, I learned is 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 make permanent actions researches 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 to learn 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). The 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.

 

What worked

           Diversifying the activities in the club (Swift playground software, coding with Spheros BOLT/EV3/KIRP, design prototype apps, craft digital drawing, compose digital music, or record video-clips) and the Free Libre Open Sources (FLOS) strategy/COVA approach has worked well in the club because of the feeling of ownership, choices, and voice. Incremented engagement, participation, and collaboration of students with different abilities and skills, who follow their agenda from a list of choices in a natural way. Members of the club are less dependent on learner facilitators. So, this means better management of their learning and better social interaction with the member of the club to resolve their technological and design challenges.

 

Can be done better

            I noticed that middle school students, especially 6th graders, need more coaching on how to clarify their goals, understand the purpose of the participation in the club, and reflect on their growth mindset in their ePortfolio to have a clear road map. After this observation, I started to meet each member and asked their plan for the day for each session to guide them. Increase the promotion of the club to engage more students. Invite community leaders to motivate the techies’ members.

 

The lesson I learned

            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 regular math 6ht courses in a Title I middle school.  To satisfy both, the expectation required by the school and digital learning. In particular, how to achieve in middle school, the sense of responsibility and self-efficacy that empowers learners to take control of their learning.

 

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 club received another grant to incorporate drones and more robots for the 2021-2022 school year. The expansion plan is to create 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.  

 

            Finally, I will use the observations, experiences, and knowledge acquired in the DLL program and Techies club to transfer 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 on 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.   

 

References    

Archambault, L., & Crippen, K., (2016)   Examining TPACK Among K-12 Online Distance Educators in the United states. Cite Journal. Vol 9, issue 1-09. Retrieved from https://citejournal.org/volume-9/issue-1-09/general/examining-tpack-among-k-12-online-distance-educators-in-the-united-states/

Bates, A., (2015) Teaching in a Digital Age: Guidelines for designing teaching and learning. Retrieved from https://opentextbc.ca/teachinginadigitalage/part/chapter-1-fundamental-change-in-education/

 

Berwick, C., (2019, March 12) Keeping Girls in STEM: 3 Barriers, 3 Solutions. Retrieved from https://www.edutopia.org/article/keeping-girls-stem-3-barriers-3-solutions

McTighe, J., & Seif, E., (2003, April 30) A Summary of Underlying Theory and Research Base for Understanding by Design.  Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.554.5606&rep=rep1&type=pdf

 

Meyer, B., Haywood, N., Sachdev, D., & Faraday, F., ( 2008)   What is independent learning and what are the benefits for students?  London: Department for Children, Schools and Families Research Report 051 Retrieved from http://www.curee.co.uk/files/publication/[site-timestamp]/Whatisindependentlearningandwhatarethebenefits.pdf

Moreno, J. (2020a, Nov 8) Observations of Hispanic Low-Income Middle School Students in Distance Learning from Urban Areas during COVID-19.  Retrieved from https://josemoreno29.wixsite.com/dvmuls/research-article

Moreno, J. (2020b, Dec 18) Positive reinforcement engaging low-income sixth graders in virtual learning. Retrieved from https://josemoreno29.wixsite.com/dvmuls/literature-review

 

Neflix (2017, Jun 28)  Daughters of destiny. Retrieved from  https://www.youtube.com/watch?v=b49QEQsNUj0

Olmanson, J. (2014, May 29) Thinking about Classroom Technology Integration via the TPACK Framework. Retrieved from https://www.youtube.com/watch?v=GPoqKg5KOo8

 

Public School Review (2018) Spring Oaks Middle School. Retrieved rom https://www.publicschoolreview.com/spring-oaks-middle-school-profile

Schmitt, K., (2016, Aug 16) Robotics Can Get into STEM, but Some Still Need Convincing. Retrieved from  https://www.smithsonianmag.com/science-nature/robotics-good-girls-some-still-need-convincing-180960131/\

Thibodeaux, T., Harapnuik D., & Cumming, C., (2019) Student Perceptions of the Influence of Choice, Ownership, and Voice in Learning and the Learning Environment. International Journal of Teaching and Learning in Higher Education. Volume 31, Number 1, 50-62   Retrieved from https://files.eric.ed.gov/fulltext/EJ1206966.pdf

Trevithick, J., (2020, Feb 18) Here Is What Each of The Pentagon’s Air- Launched Missiles  And Bombs  Actually Cost. Retrieved from https://www.thedrive.com/the-war-zone/32277/here-is-what-each-of-the-pentagons-air-launched-missiles-and-bombs-actually-cost