In this, my fourth course (EDLD 5317) in the ADL program, I will be exploring and learning about publishing in the EdTech world. In the first week of the course, we were assigned to complete a detailed outline for our potential publication.

Let’s start with some questions provided as guidance along with the assignment requirements.

What is the topic of your article?

I want to discuss my attempt to motivate my apathetic learners by implementing a Flipped Classroom.  I will discuss my learner choice, voice, and ownership goal through authentic learning opportunities enhanced with collaboration, self-assessment, and reflection.

Where do you plan to submit (consider 2-3 options)?  What are their guidelines?

Here are the publications I will look to publish:

Edutopia, Learning Forward, and TCEA

Edutopia: email a detailed, original outline, 80-word bio detailing your role in education, and links to other publications (if any), disclose any commercial interest, and Twitter handle

Learning Forward: Issues are theme related.  I will consider submitting my publication for the June 2023 issue.  The theme is Accelerating Learning.  In that theme, they will look for publications that look at “how professional learning enables teachers to assess students’ needs, engage in differentiated instruction, accelerate learning for students farthest behind, and implement effective strategies for academic recovery and advancement” (Learning Forward, 2022).  Manuscripts should be 2000-2500 words in length, and the target audience is K-12 educators and administrators and those that support the work of those individuals.

TCEA TechNotes Blog: The submitted post should be between 500-800 words.  A short one to three-sentence bio and at least one high-res photo related to the post should also be included.  

What is the connection to your innovation plan or initiative?

Collaboration and student-centered learning are best practices in the classroom.  I have implemented a Flipped classroom with my learners.  The concern about apathy amongst learners is real even after a year of in-person learning.  Collaboration has proven to be an obstacle I have found myself focusing on to enhance the learning environment and get my learners talking about math.  When they can communicate about the learning, the connections are made, and the learning is at a new, deeper level.  This also goes hand in hand with reflection and self-assessment.   They need to be able to write about their learning.  By guiding them in the process of student-driven practice problems (not traditional teacher-assessed homework), I can help my learners find that value in their learning, and they will ultimately take ownership.

How can this information help others?

I hope to inspire others to think outside the box with student-led learning and collaboration.  Group work does not have the best reputation amongst learners and even some educators.  That includes me.  I avoided it because most students would not engage in the activities.  I must find new ways to influence and hold them accountable for their contributions.  By offering situations that encourage collaboration, I hope to inspire my learners to find the motivation within themselves to take ownership of their learning.  They will also be held accountable through their own assessment of the practice they complete and “grade” themselves.     

Lessons learned or hoped to learn?

I am still in the beginning stages of this strategy.  I am researching ways to shift accountability to the learners and have them find the value of collaboration instead of using a punitive approach.  I will also look for a more student-oriented workflow in my math classroom.  Discovery and inquiry-based learning is an approach that I will look to use more effectively in my math classes.  With the gaps of the last 3 years (and beyond), I have found it hard to develop these in a way that is scaffolded correctly to find learner mastery of the content.  

What digital resources will be included in your article? Briefly describe.

I am using Google educational resources like Google Classroom, Google Forms, Google Sheets, and the beta version of Google Practice Sets and Microsoft Teams (as a substitute for platforms like Remind).  The students grade their own practice (after receiving answer keys to check their work if a low-tech option).  I will give them a prompt (guided questions), so they can reflect on a shared Google Doc or a Google Form.  But by completing one of these options, they will be guided through that self-assessment and reflection.

The next step in my 5317 journeys to publication is submitting a rough draft of my article. As I work through my required readings, video clips, and discussions with my peers, I am so grateful for this opportunity to be guided and coached through this awesome opportunity. I will forever be thankful for the collaboration with my ADL classmates. That is how I make connections in my learning.

Final Draft and Media Pitch

As the semester ends, I am a more competent educator because of the knowledge I have acquired from this course. I have stepped out of my comfort zone. I developed and completed a media pitch with the collaboration of my fellow ADL peer, Adrianne Ortiz. I finalized a manuscript I will submit for publication in the coming weeks. The process in the development of my submission has been one that I never saw myself attempting. It is through the ADL program, the support of my fellow ADL peers, and the guidance of my professor, Dr. Still, that I have reached a point where I am ready to publish.

Final Thoughts

As I learn and grow through the ADL program, the fact that I am but one educator is not lost on me. However, I am finding my voice. A voice that others need to listen to. One way to get my message to those stakeholders is through my publication. By submitting my paper for publishing, I will be able to reach others who will consider their role in the current state of public education. Influencing change requires more than changing others’ views on a particular issue. I hope they will find their voices and join in the battle to drive the change our learners need from us, the invested adults. Two voices are louder than one, so inspiring just one more person to join in creating authentic learning experiences through Blended Learning would be a victory.

As time passes and technology evolves, educators need to advance with this evolution. Media plays a pivotal role in education. Teachers have to develop and create that role through authentic learning experiences. Districts and administrators need to navigate the neverending resources and media available to find the best options for the learners in their schools and provide training for teachers to properly utilize these procured resources and tools. If we do not approach implementing educational technology in a purposeful way, we steal opportunities for preparing our learners for the real world.