A Perpetual Learning Journey

EDLD 5304 Learners will be equipped with tools to be a self-differentiated leader who can address the inevitable resistance to change that will occur when launching innovative digital learning initiatives.

5304 is where I discovered that "making meaningful connections is key to learning and knowing" (Harapnuik, n.d.). The books in this course should be required reading for every up-and-coming leader. They were laid the groundwork for some of the most significant leadership assignments. I was able to consider my "why" before crafting a well thought out <a href="https://www.leadandlearnwithtech.org/vision-statement-the-why">mission and vision statement</a> and use the <a href="https://www.leadandlearnwithtech.org/4dx-and-blended-learning">4DX model</a> of influence to carefully plan out the necessary steps to affect change among the "whirlwind" of activities that are typical in public education.

EDLD 5313 Learners will identify and incorporate constructivist theories to create and implement significant digital learning environments.

Developing and designing learning environments with a constructivist view of learning was the focus of 5313. I learned to identify a BHAG (big hairy audacious goal) and use <a href="https://www.leadandlearnwithtech.org/blending-to-learn-and-learning-to-b">Fink's 3 column table</a> to plan and design a learning environment that considers the learning goal and plans learning activities and assessments to support the desired outcomes.

EDLD 5317 Learners will examine a variety of digital environments and other digital resources to effectively communicate with others the practical implementation and the pedagogical value for educational use.&nbsp;

When I first learned, in 5317, that I would be expected to write an article for publication, I NEVER in a million years thought that would become a reality, but I was wrong yet again. My article "<a href="https://www.leadandlearnwithtech.org/copy-of-success-for-every-student">Digital Literacy: Is It Enough</a>?" was selected to be featured in TCEA's Tech Edge magazine. I have been a member of TCEA for ten years as well as a regular subscriber to Tech Edge, so when I discovered that my article would appear in the very publication that I had read through so many times, I was super excited. A bonus to having my article published for the world, was seeing other educators referencing my article on Twitter.

EDLD 5320 Learners will synthesize their knowledge, skills, beliefs, and values gained through their digital learning and leadership experiences and present a comprehensive plan on how they developed into digital learners and leaders that can identify and promote innovation, create significant digital learning environments, and lead organizational change.

If I have learned anything from the Digital Learning and Leading program, it is that reflection and synthesis is an integral component of learning. So, of course, 5320 is an entire course dedicated to this practice. I have enjoyed going back and simply admiring<a href="https://www.leadandlearnwithtech.org/perpetual-learning"> all of my hard work</a> without the frustration of being in the middle of it. Sometimes it is difficult to appreciate your own work when you are stressed about completing it, so it was nice to be able to just take it all in and reflect on the good and the bad. Although I have completed the required DLL course work, I will NEVER stop learning. I am thankful this ride is over, but will be forever be grateful for the experience. Thank you, Lamar and DLL, for giving me the opportunity to include this program as part of my perpetual learning journey.

EDLD 5314 Students will analyze and assess global educational technology innovation projects to determine what worked and what could be done better and apply those lessons learned to local innovation projects.

5314 involved yet another round of case studies and research that would allow me to better communicate the need for my innovation plan. Although my <a href="https://www.leadandlearnwithtech.org/success-for-every-student">presentation</a> was not as effective as I would have liked, I have since adjusted it by removing the awkward voice over and plan to use the images as visual representations of the information I will deliver in person.

EDLD 5388 Learners will effectively apply an innovative teaching practice by collaborating with colleagues to evaluate their impact on learners and design and model authentic professional learning (PL) activities that are active, have a significant duration, and are specific to their discipline.&nbsp;

Teachers: An Investment In Student Learning

In my current position, a large portion of my time is spent providing teacher professional development. My department is always looking for ideas to meet with teachers to provide training that honors their time, and is relevant for what they need in the classroom. The Center for Public Education (Gulamhussein, 2013) suggests five key principles for creating effective teacher professional development. In 5388 I followed those principles to create an <a href="https://www.leadandlearnwithtech.org/teacher-pl-call-to-action">alternative professional learning plan</a> that would gradually introduce teachers&nbsp;to blended learning as an instructional design.

EDLD 5302 Learners will take ownership and agency over the learning process and incorporate learner choice and voice in designing authentic projects that use technology innovations as a catalyst for change in their organizational setting.

I was first introduced to the power of a growth mindset in 5302. This course paved the way for the remainder of the program by allowing me choice and voice over my own learning. After reading Carol Dweck's book (Dweck, 2016), I developed a <a href="https://www.leadandlearnwithtech.org/growth-mindset">growth mindset plan </a>and created a <a href="https://www.leadandlearnwithtech.org/my-learning-manifesto">personal learning manifesto</a>. I also learned the importance of developing a <a href="https://www.leadandlearnwithtech.org/professional-learning">professional learning network</a> and began building an <a href="https://www.leadandlearnwithtech.org/">eportfolio </a>which would eventually contain all of my course work and allow me to establish a professional digital presence.

EDLD 5318 Students will apply constructivist learning theories and instructional design principles in the development and delivery of an online course utilizing significant learning environments through selected course management tools.

5318 was all about online course design. The final assignment gave me the opportunity to craft a <a href="https://www.leadandlearnwithtech.org/making-learning-personal-course">blended learning course</a> for teachers through Schoology LMS. Although I had used Schoology in the past, I had never created a course for others using the platform. This experience gave me a new perspective for the inner workings and considerations required to build an effective online course. I am so grateful for the pacing schedule of 5318 which required that I build out sections of my course throughout the five week course schedule. This 'forced pacing' turned out to be helpful as I was creating the various activities one section at a time.

EDLD 5316 Learners who work in the area of educational policy and practice will be able to navigate the emerging educational and legal challenges of a knowledge society where most K-12 students are deeply immersed in online communication, having grown up as “digital natives.”&nbsp;&nbsp;&nbsp;

<a href="https://www.leadandlearnwithtech.org/digital-citizenship">Digital citizenship</a> is non-negotiable if we are to prepare students for the digital world they will live and work in for the rest of their lives. I believe in teaching digital citizenship in a way that permeates a student's school experience, not the one-and-done approach that many schools currently take. Therefore, I honestly thought 5316 would be one of my favorite courses, but was I ever wrong. Learning about the 9 elements of digital citizenship, the effects of a positive or negative digital footprint and cyberbullying were all very useful and fairly digestible for the most part. But copyright law? Not so much! Although, I admit that copyright law is something I need to know so that I can share it with teachers and students, I just didn't like reading or learning about it.

EDLD 5303 The learner will prepare and submit an eportfolio that demonstrates their mastery of the learning outcomes for previously completed professional development work (Apple Distinguished Education, Microsoft Certified Educator, Google Certified Educator, EDLD 5302, etc.).

In 5303 I struggled a bit with the creative process. I tried several other ePortfolio options before settling on Wix. This process was frustrating because even though I had created a few Google sites and a Weebly site before I began the DLL program, I had to really think through the design process as I was choosing a platform for my ePortfolio. I eventually decided on Wix because I felt that it was user friendly and robust enough to create a website that would reflect my learning style.

Dweck, C. (2016).&nbsp;Mindset: The New Psychology of Success. New York: Random House. Harapnuik, D. Learning Philosophy. Retrieved from http://www.harapnuik.org/?page_id=95 Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Retrieved from&nbsp;<a href="http://www.centerforpubliceducation.org/research/teaching-teachers-effective-professional-development">http://www.centerforpubliceducation.org/research/teaching- </a> <a href="http://www.centerforpubliceducation.org/research/teaching-teachers-effective-professional-development"> teachers-effective-professional-development</a>

EDLD 5305 Learners will identify technology innovations and embrace them as opportunities rather than challenges and proactively use those changes as catalysts to enhance their institution or district’s learning environments.

5305 was packed with learning and assignments. While working on an <a href="https://www.leadandlearnwithtech.org/innovation-plan">innovation plan outline</a> and a <a href="https://www.leadandlearnwithtech.org/blended-learning-a-new-beginning">call to action video</a>, I also managed to research blended learning and write a <a href="https://www.leadandlearnwithtech.org/literature-review">literature review</a> about how blended learning can better leverage available technology to allow teachers to create a more personalized learning experience for students. This research synthesis is still something I am proud of and I hope to be able to use it to support my ideas for blended learning in my current district.

EDLD 5315 Learners will be able to assess the instructional impact the implementation of their innovation plans have on creating effective digital learning environments.

<a href="https://www.leadandlearnwithtech.org/action-research">Action research</a> was new to me, but after completing the course work in 5315, I have a much better understanding of what it is and why it is needed to measure the success or impact of initiatives and projects teachers may be doing in their classrooms. I created an <a href="https://docs.google.com/document/d/1-a-AnTg8C7wOT9ebVve0cECRMUSc18fKJBlSCJlrCAs/edit?usp=sharing">action research outline</a> to familiarize myself with the process. I also gathered further research for <a href="https://docs.google.com/document/d/1o-GtSHpjhppLGYUaj6HpC_7RSONoVnqQZtEmCDfEk20/edit?usp=sharing">literature review #2 </a>which looked at various factors that influence an educator’s decision to use available classroom technology to create more personalized learning experiences for students.

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