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Introduction
Introduction
For some reason, these eight weeks have seemed to last a long time. My first semester in the program felt like a sprint. I think it may be because it’s summer break even though I'm still on contract throughout the summer. However, I did get a vacation in with my family at the beach one week during which I still met with my discussion group. In retrospect, I think that the connection I had with my discussion group was what made the semester feel cohesive. This is only my second semester, and although I enjoyed the collaborative group aspect the first semester, this semester I have begun to see what a critical element it is in making this online program an engaging and fulfilling experience.
Evaluation of Successes
Evaluation of Successes
I think my greatest success was the development of my learning manifesto. It was particularly meaningful and satisfying for me because I was able to make it my own. As Harapnuik and Thibodeaux explain, “COVA is a learner-centered active learning approach that gives the learner choice (C), ownership (O), and voice (V) through authentic (A) learning opportunities” (2018). I am more motivated and inspired because my assignments actually relate to my career, and I get to shape the message for my purposes rather than just checking off the boxes for another graduate assignment. The further that I move through the coursework, the more I have a sense of success and accomplishment because my perspective is shifting to a growth mindset. As Carol Dweck says, "those with the growth mindset found success in doing their best, in learning and improving" (2006, p.98).
On a different note, I believe another success is that I was able to help bring leadership to our collaborative discussion group. Last semester was my first semester, and I was able to take what I learned while part of that discussion group and bring it into this semester's group. Mostly it was a matter of communication and organization.
Areas of Growth or Improvement
Areas of Growth or Improvement
Reflecting on areas that I need to grow, I immediately thought of my blog. Although there weren't any assignments for the blog in this class, it's something that I want to cultivate in my portfolio. I don't want to just post because it's an assignment. I have so many ideas that this course has sparked which I want to further explore and my blog is the perfect place to do that. It just dawned on me that I could use content from my collaborative discussions to develop blog posts. As a matter of fact, at the beginning of the semester I created one post using content from my 5304 class. However, I failed to keep going with that endeavor, so I would say that this is a great opportunity for me to grow.
Summary and Reflection of Each Assignment
Summary and Reflection of Each Assignment
Technology Learning Manifesto
Technology Learning Manifesto
Developing a learning manifesto was one of the most rewarding aspects of this class for me. Although, I’ve always known what I believe, I’ve never really clarified it with such specific language. The more I dug down to my core convictions, the more I was able to put my finger on some core convictions. I, also, developed some ideas about early childhood education as it relates to poverty and best practice that I would love to explore more in the future. Furthermore, my favorite revelation came as I reflected on the connection between play, agency, and motivation. In many ways I feel that I was writing a table of contents to a future of possible research.
Personality and Leadership Philosophy
Personality and Leadership Philosophy
Developing a personality and leadership philosophy was a great exercise for me because it forced me to reflect on how much I’ve changed over the years. I scored high on conscientiousness and emotional stability in my personality tests while I scored high as a transformational leader in my leadership assessment. I was also able to reflect on my weaknesses and areas in need of refinement. Ultimately, I was able to develop a clear and concise leadership philosophy that I feel really reflects my values.
Technology Case Study Analysis
Technology Case Study Analysis
For this assignment, our group developed a comprehensive implementation plan for a districtwide 1:1 device initiative. Using the experiences of the “NJ Urban” school district as a case study (McCarthy 2022), we examined the major components required for a successful implementation. These included planning, infrastructure, funding, professional development, policies, technical support, stakeholder communication, and program evaluation. Our proposed district would provide iPads for students in grades 3–5 and Chromebooks for students in grades 6–12, with the goal of increasing student engagement, supporting personalized learning, promoting digital citizenship, and providing equitable access to technology.
My primary responsibility was professional development and change leadership. Through my research, I learned that distributing devices is only the beginning of a successful 1:1 initiative. What stood out to me the most is that teachers need time to become comfortable with new technology, need opportunities to practice, need ongoing instructional coaching, need collaboration with colleagues, and need dependable technical support. Professional development should extend beyond one-time workshops and include campus PLCs, peer mentors, classroom modeling, and follow-up training. The success of the initiative should also be measured by how technology improves instruction, student engagement, collaboration, creativity, and higher-order thinking.
The Technology Case Study Analysis was like two assignments in my opinion. On the one hand, there’s the actual content of the assignment and, on the other hand, there’s the challenge and benefit of working together as a group. It requires a lot of communication, organization, and time management to pull off an assignment like this. Of course, if I were working on something like this in my school district it would most likely be a group project as well, so honestly the assignment felt more authentic for this reason.
Reflection of Collaborative Discussion Group
Reflection of Collaborative Discussion Group
I really enjoyed the group discussions. Beyond participating, my main contribution was helping organize the group by creating a template to guide our discussions, scheduling meetings, sending calendar invitations, recording meetings, and posting the final product. One thing I especially appreciated was that each topic was intentional and purposeful—it always fed into the next assignment. As a result, preparing for discussions also prepared us for the upcoming work. For this reason, our team members’ discussion and input were very helpful in fueling my thought process.
What I learned about my group members is that we share many similar perspectives and values around technology and education. We found ourselves in agreement most of the time, and I can’t think of a time we got into a debate. I also think the group project highlighted our different personalities. We had to communicate carefully to make sure we were on the same page, which took extra effort. The discussions are easier because we can each share our ideas, but when we’re working on a project together, we have to ensure we fully understand one another—which simply takes more time.
Summary of Learning
Summary of Learning
Over the past eight weeks, my learning has extended beyond the individual assignments. I have gained a clearer understanding of what I believe about learning and leadership as it relates to technology. Developing my learning manifesto was especially significant because it helped me put language to beliefs I've held for years, particularly the importance of play and student agency. Rather than completing assignments simply to meet course requirements, I found myself connecting the work directly to my role in early childhood education and identifying ideas I would like explore further.
References
References
Harapnuik, D. (2018, July 14). COVA. It’s About Learning. https://www.harapnuik.org/?page_id=6991
Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House
McCarthy, B. L. (2022). Use of one-to-one devices in an urban school district (Doctoral dissertation, Seton Hall University). Seton Hall University Dissertations and Theses (ETDs). https://scholarship.shu.edu/dissertations/3040
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