New Culture
of Learning
Currently, education is immersed in a continuous transformation driven mainly by the advancement of digital technology. This digital revolution has given rise to a new learning culture whose main objective is to adapt to the needs and demands of people in a constantly changing world. To achieve this, creating meaningful learning environments for our students that develop the full potential of technological tools is essential. Bates (2015) states, "Technology is not the solution in itself, but it can facilitate change in teaching and learning if used effectively."
In the context of my proposed innovation plan, creating meaningful learning environments is critical to early phonics language development in Cleveland ISD. It involves going beyond the simple use of technology in the classroom to integrate it and strategically enrich the educational process, especially in preschool, through blended learning.
The education of our preschool students needs new teaching ideas to create a good and effective learning environment integrated into a new digital world that promotes the comprehensive development of students, preparing them for the future and guaranteeing them access to a more favorable education for their Educational development.
Meaningful learning environments
Understanding where the concept of a new learning culture comes from is necessary to create meaningful learning in the classrooms in my Cleveland ISD organization.
Douglas Thomas says, "There are three fundamental elements of the new learning culture: passion, imagination, and restraint."
These three elements intertwine to create rich, stimulating learning experiences that prepare preschoolers to meet the challenges of their natural lives.
In this context, passion plays a vital role in this new learning culture since it is defined as the interest and motivation to learn. As Csikszentmihalyi (1996) points out, "passion is a powerful engine that drives the pursuit of knowledge and exploration of the world around us."
Imagination plays a crucial role in creating creative and innovative learning environments. As Vygotsky (1978) suggests, "imagination is the fundamental tool that allows children to explore new ideas, experiment with abstract concepts, and develop innovative solutions."
Using digital play to foster imagination, students receive the creativity to develop authentic critical thinking and problem-solving skills through recreational activities.
Constraint, the application of limits and structures in the learning environment, is crucial to developing students' self-regulation and control skills. Deci and Ryan (2000) state that "constraint provides a clear and coherent framework that helps children set goals, follow instructions, and stay on task." Integrating digital games in a balanced way into meaningful learning environments sets appropriate boundaries for students that encourage responsibility and self-control, thereby maximizing student engagement.
As part of Cleveland ISD, teachers need to designate adequate space in their classrooms so that students can develop their passion for acquiring knowledge through recreational activities that allow them to enhance their imagination and confront solutions to world problems.
As a preschool teacher, it is essential to continue creating meaningful learning environments based on imagination, passion, and creativity. For this, the COVA method must be incorporated.
Students generate knowledge through activities that stimulate creativity and problem-solving. They take control of their learning, choosing topics of interest and reflecting on their progress. Integrating the COVA model empowers students as autonomous and critical learners as they gain ownership and voice, preparing them to meet the challenges of the evolving digital world. Dwayne Harapnuik (2015).
We, as teachers, fear that we allow our students to have a voice in their learning through different activities that interest them since when new activities are integrated with students' technological resources, they will achieve significant learning. As mentioned, this action allows students to incorporate into a new learning model (Thomas et al., 2011). In his book "The New Culture of Learning," he mentions that he advocates a radical transformation in how we conceive and practice education, promoting a more dynamic, collaborative approach focused on autonomous learning based on creativity.
Challenges
Creating an effective learning environment involves overcoming several challenges. Teachers have a vital role in designing educational learning in educational environments through activities that can adapt to students' different needs and learning rates, integrating technology appropriately.
As I continue working on my Innovation plan proposal., I must recognize the obstacles I have been solving.
Taking a holistic approach that integrates is essential to overcoming these challenges: collaboration between educators and other education professionals, careful planning, and continuous reflection on pedagogical practices. Strategies that encourage passion, imagination, and creativity are essential to improving phonetic language development in preschool and addressing challenges. The concept of "yet" and the COVA model are implemented in students.
This involves designing engaging activities that spark children's interest, promoting creative language exploration through imaginative play, and celebrating students' achievements while fostering a growth mindset. At the same time, the COVA model can be used to design active and meaningful learning experiences where children construct their knowledge autonomously.
Incorporating playful activities in the preschool classroom is a fundamental strategy to create a meaningful learning environment that promotes the development of phonetic language. This approach combines playful activities with new technologies and traditional teaching methods to maximize children's participation and engagement.
One way to integrate play is through educational applications designed explicitly for phonetic language development. These apps can include interactive activities, such as letter association games, sound identification, and word pronunciation, essential for developing phonics skills in preschool children.
However, it is essential to complement technology with traditional activities, such as stories, songs, and role-playing. These activities encourage imagination and creativity and provide opportunities for students to experiment with language and practice phonics skills in contextualized and meaningful ways.
Teachers are responsible for designing a dynamic learning environment through playful activities that promote the comprehensive development of phonetic language in preschool children. This learning also prepares children to face language challenges successfully in the future, academically and personally, by developing their Growth Mindset Plan.
Impact on the organization
Creating meaningful learning environments in preschool to develop phonics language in Cleveland ISD will contribute to student success by providing language development tools that better prepare children for elementary school and reduce disparities.
Impacting organizational members is critical to helping develop a new learning culture. My main goal at Cleveland ISD is to implement meaningful learning for children, help them in this educational process, consider their needs, and provide them with additional support if they need it. The teachers of this organization play a vital role. It goes beyond imparting knowledge as learning facilitators guide, motivate, and stimulate students, evaluate their progress, and promote critical thinking and collaboration skills, contributing significantly to students' educational success within a new culture.
Influence on Cleveland ISD
Communicating the benefits and offering training and professional development to all educational organization members is essential to promoting a holistic mindset about the new learning culture based on meaningful learning among Cleveland ISD teachers.
As a Cleveland ISD preschool teacher, I can play a crucial role in influencing students and other teachers as they implement a new culture of learning in their classrooms by acting as a role model, encouraging collaboration between teachers, and providing support.
This model of change can be achieved by modeling the new learning culture in your classroom. Demonstrates an innovative approach to teaching and learning, using diverse methods and resources that encourage active participation, creativity, and critical thinking.
I believe in establishing a supportive environment in your classroom and the Cleveland ISD school community. Provide constructive feedback to your students and teachers and offer additional help and resources when needed. Foster a sense of community and collaboration where everyone feels valued and motivated to learn and grow together.
Promoting distributed leadership at all levels of the organization, including students and teachers, allows your students to take on leadership roles in the classroom and collaborate with other teachers to identify and develop leadership within the school.
Implementing these strategies in your classroom and school community will positively influence Cleveland ISD's Learning Philosophy and Actions, demonstrating your commitment to a new learning culture.
References
Bates, A. W. (2015). Teaching in a Digital
Age: Guidelines for Designing Teaching and Learning.
Csikszentmihalyi, M. (1996). Flow and the Psychology of
Discovery and Invention. Harper Perennial.
Deci, E. L., & Ryan, R. M. (2000). Self-Determination
Theory and the Facilitation of Intrinsic Motivation, Social
Development, and Well-Being. American Psychologist, 55(1), 68-78.
Dwayne Harapnuik. (2015). Creating Significant Learning
Environments (CLSE). YouTube. Retrieved January 19,
2023, from https://www.youtube.com/watch?v=eZ-c7rz7eT4
Thomas, D., & Brown, J. S. (2011). A New Culture of Learning:
Cultivating the imagination for a world of constant change.
Createspace.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher
Psychological Processes. Harvard University Press.