In My Learning Era
Follow me on my journey to learning and growing in the Applied Digital Learning program at Lamar University.
Creating a New Culture of Learning
Creating a Significant Learning in a New Culture of Learning (CSLE)
The modern classroom stands at a crossroads. While innovation and creativity drive today’s workforce, many educational environments remain anchored to traditional, passive learning models. As Thomas and Brown (2011, p. 27) argue, “power of play, creativity, and learning are being turned off” which accurately shows how often current jobs are shifting towards the practice of creativity and imagination. There seems to be a disconnect between the once well-known traditional education and the ever-evolving workforce necessities. Therefore, as educators and as time moves forward, we must appeal to the changing learner in the learning environment. As leaders in our organization, we must be very solution-oriented and adapt or pivot with any task or situation that comes our way. One great example of this is when new technology comes along. Every couple of years the workplace changes, offers classes, or holds seminars.
As we change with technology, we need to embrace the change. A fundamental ingredient in creating a Creating a Significant Learning Environment (CSLE) is the play concept, which combines play with a set of rules and imagination (TEDx Talks, 2012). Students need the opportunity to immerse themselves in their learning environments–immersion occurs through: research, questioning, collaboration, and thinking.
What are the CSLE challenges and how will it impact my innovation plan?
Implementing CSLE faces several challenges, particularly due to limited resources. These challenges are often rooted in institutional hierarchies, affecting instructors and the community at large. Introducing significant changes in learning methods can be daunting, especially when members of the organization resist change. My innovation plan proposes introducing e-portfolios in the classroom, but it will be challenging to gain buy-in from teachers who are reluctant to adapt or stretch their practices. Many educators, having been in the profession for years, may have established beliefs that hinder their willingness to embrace technological advancements. Their perspectives on technology can significantly affect its implementation in the classroom (Er & Kim, 2017, p. 1042). Although some teachers may be open to changes, insufficient support or professional development from administrators can be a significant barrier. Many teachers feel inadequately prepared or unsupported in using technology in the classroom, creating a negative atmosphere that influences their attitudes (Inan & Lowther, 2010, p. 148).
Another critical conflict in my innovation plan is implementing disruptive innovation in areas where economic disadvantage is prevalent within our district. Many districts serve students from economically disadvantaged backgrounds, making it challenging to implement technology if the community lacks the necessary resources. This situation can impose an economic burden on parents if such systems are introduced (Ada et al., p. 392).
CSLE Impact: Transforming Learning Environments
Implementing CSLE principles on our Title 1 campus has yielded positive results. Although we faced low accountability ratings, we embraced CSLE principles to transform our teaching and learning methods. This transformation has been evident through our key initiatives, such as Project-Based Learning (PBL) and technology integration. Students now have access to a learning environment enriched with digital media, allowing them to creatively engage with their e-portfolios. This fosters a deeper level of engagement and ownership. The principles of Choice, Ownership, Voice, and Authentic Learning (COVA) lie at the core of CSLE, enabling students to explore and play, thereby transforming their learning experiences. As the power of play and creativity is diminished in our classrooms, it is essential to recognize that workforce demands are evolving. We must make space for imagination and creativity in our educational practices (TEDx Talks, 2012). Our campus encourages students to create their learning environments, harnessing their creativity. Project-based learning (PBL) is a prevalent method here, and our administrators actively promote its use in the classroom. These challenges are quite visible at the institutional level of the hierarchy, then follow through to the instructor and community.
Implementing change to create a significant learning environment can be a difficult challenge, especially when it comes to changing ways of learning. It can be even more difficult when a cluster of people in an organization won’t give in to change. In my innovation plan, I pointed out a problem that heavily exists in any work environment, which is having people on board. My innovation plan is to implement e-portfolios in the classroom, however, it will be a challenge when it comes to teachers not willing to change or challenge themselves. One challenge that may pop up and need to be considered is the existing beliefs established by the teachers. Just from being in education for the last ten years, some educators are very reluctant to change as they have established classroom practices. Such an effect on their perceived interpretation of how they feel about technology change in the classroom will have a critical impact on implementation in the classroom (Er & Kim, 2017, p. 1042). However, most teachers might be up for a change, but another issue might pop up–administrators not providing enough support or professional development for the teachers. Some teachers feel as if they are not technologically inclined or supported enough in the classroom. Thus, this type of environment can create an atmosphere of influence on their attitudes (Inan & Lowther, 2010, p. 148).
Another type of conflict recognized in my innovation plan is the implementation of disruptive innovation in the demographic area of economic disadvantage within the district. There are many districts in which the majority of students are in the economically disadvantaged demographic area. Thus, implementing technology can be rather difficult if the population isn’t as advanced compared to other areas. As such, this may be considered as an economic burden to parents if the system were implemented (Ada, et al, p. 392).
CSLE Impact: Transforming Learning Environments
CSLE principles implemented on our campus have signified positive impacts on our Title 1 campus. As a campus, we have faced numerous challenges with low accountability ratings, but we embraced the CSLE principles to reapproach our learning and teaching methods. More importantly, this type of transformation manifested in our key initiatives: Project Based Learning (PBL) and technology integration.
Students will have the opportunity a learning environment enriched with digital media access and the moment to play with the e-portfolio. This brings on a whole meaning of learning engagement and creation. In other words, Choice, Ownership, Voice, and Authentic Learning (COVA) is at the heart of CSLE. Since COVA is at the heart of CSLE students will have the opportunity to play, which changes their learning environment. The power of play in the classroom, the creativity, is being turned off for our students. What society needs to realize is that jobs are changing and shifting. Thus, there is no time for imagination in the classroom (TEDx Talks, 2012).
On our campus, we made it a point to have the students create their own learning environment and use their creativity. Project Based Learning (PBL) is heavily used on our campus and our administrators heavily encourage us to use it in the classroom. I absolutely enjoy allowing students to create their own drama pieces, which they were excited to do during our drama unit. A lot of my students have such amazing imaginations that take them to a place they dream. Another example of COVA and CSLE is when I began the research unit. We do a lot and I mean a lot of research during this unit. We research colleges, universities, and trade schools which allows them to explore the valuable research skills needed.
Another research I assign to my students is when they research where to go for a dream vacation. They are given a certain amount of money and they have to calculate what they have left. They are given different tasks to what all goes through in planning a vacation whether it’s within our country or traveling to another country–they can view how much money they have spent on the necessities for the trip and have left to spend on souvenirs, entertainment and eating out while on vacation.
Thinking broadly and holistically
As I think broadly and holistically, education as a whole is changing. Many parents and teachers don’t want to admit it, but with new technology coming out every day we must prepare for it and have our students “play” with the technology. I see students years from now gaining more knowledge and skills with technology. Testing is also done online now in a lot of states who have state-mandated testing. If we get our students prepared by utilizing practices like, PBL, Inquiry Based Learning, Peer to Peer Learning, synchronous and asynchronous learning, and Makerspace Creations, students will be the ones growing to continually learn. We, the teachers will just “need to make them work all the way through with the project” (ChangSchool, 2015).
My Prospective
As education evolves in the post-COVID pandemic landscape, I’ve witnessed strong gains among students and their savvy technology skills before COVID and after COVID. I believe that COVID accelerated the growth and push for more technology integration and student-centered learning in the classroom. The outcome transformed us into thinking that students no longer learn in the traditional brick-and-mortar learning style classroom. That said, my perspective is the classroom will become increasingly digitalized more than ever before with a classroom full of project-based learning and inquiry-based learning. We will see CSLE revolutionized, with students working with online materials and going to find those said materials (ChangSchool, 2015). Kids are full of curiosity and wonder about that world, which is why designing in CSLE makes it more interesting. Students need design skills in diversity and are growing to continually learn. As presented in the ChangSchool (2015) presentation, our role as an educator is to guide the students and not do the learning for them, students are doing the learning, or taking ownership in their learning journey.
References
Ada, S., Tanberkan S. H., & Elkonca, F., Karakaya, I. (2016). Views of academicians, school administrators, and teachers regarding the use of e-portfolios in transition from elementary education to secondary education. Educational Sciences: Theory and Practice, 16(2), 375–397.
ChangSchool. (2015, December 14). Dr. tony bates on building effective learning environments [Video]. YouTube. https://www.youtube.com/watch?v=3xD_sLNGurA
Er, E., & Kim, C. (2017). Episode-centered guidelines for teacher belief change toward technology integration. Educational technology research and development, 65(4), 1041–1065. http://www.jstor.org/stable/45018714
TEDx Talks. (2012, September 13). A new culture of learning, douglas thomas at tedxufm [Video]. YouTube. https://www.youtube.com/watch?v=lM80GXlyX0U
Thomas, D., & Brown J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. (Vol 219) Lexington, KY: CreateSpace.