Pursuing a Master's Degree in Digital Education as a preschool teacher has been crucial for my professional and personal growth. Before this career, I faced difficulties integrating technology into my teaching process due to my limited exposure to technology during my childhood in a public school in Mexico City, where only three computers were available for the entire school. However, as I progressed through high school and college, I became more comfortable with technology. When I started teaching in an elementary school in Mexico, computer accessibility was still limited. However, when I moved to the United States, I was surprised by the access to technology that each child had, including their tablets.

 

I tried incorporating technology into my classroom but needed more confidence in my abilities. The EDLD 5305 course helped me gain confidence and create an “I" novation Plan Proposal” "for my preschool classroom. Since phonetic language is critical to my students' cognitive development, I wanted to create a fun and engaging learning environment. The course emphasized the importance of technological innovations positively impacting academic development through disruptive innovation. I am excited to use these tools to provide my students with blended learning opportunities to lay a solid foundation for their cognitive development.

 

We need to incorporate technology significantly in the educational field, and this course has given me the skills and confidence to lead my classroom toward a better future.

 

In the Innovation plan proposal, I have implemented a blended learning model that follows a seasonal rotation pattern. This has allowed me to enhance my students' knowledge by enabling them to self-assess and own their learning experiences. The COVA (Choice, Ownership, Voice, Authenticity) approach, as emphasized by Harapnuik (2016), highlights the significance of self-assessment and reflection in learning. Self-assessment is crucial in developing autonomy and responsibility for learning. Students should be free to choose their preferred learning approach, take charge of their learning process, have a voice in their educational experiences, and engage in authentic activities that mirror the real world. Self-assessment empowers students to track their progress, identify their strengths and weaknesses, and actively take measures to improve their learning.

 

Integrating Carol Dweck's Growth Mindset Plan and the "Power of Yet" concept into your innovation plan for preschool phonics language development promotes resilience and persistence in young students. This approach encourages students to embrace mistakes and self-reflect, fostering a positive learning environment. This also helps cultivate long-term learning skills for both preschool students and teachers. By integrating these concepts, we strengthen the growth mindset and instill a positive attitude towards learning, leading to academic and personal growth for students.

 

The growth mindset for my preschoolers, developed by Carol Dweck, is the belief that a child's abilities and skills can improve with practice, perseverance, and effort. It is the opposite of a fixed or innate ability mentality. Children with a growth mindset understand that their intelligence and competencies can develop over time.

 

The "power of yet" principle is based on this growth mindset. It emphasizes that although a child may not yet have mastered a particular skill or concept, it is still possible for them to do so in the future with the right attitude and enough effort. This principle reminds us that learning and growth are continuous processes, and failure to succeed or master something in the present moment does not indicate a permanent inability but rather a stage on the path to success or fulfillment.

 

Douglas Thomas (2012) stresses the significance of meaningful learning in The new learning culture. As a preschool teacher, I understand the importance of passion, imagination, and setting limits in my students' learning journey. Passion drives commitment and dedication to learning, while imagination encourages creativity and the exploration of new ideas. However, Thomas also acknowledges the necessity of setting boundaries to provide structure and direction to the learning process. These boundaries may comprise conceptual frameworks and constraints that define the scope of learning, allowing meaningful progress toward clear educational objectives.

 

As a teacher, I aim to provide knowledge and create an environment that fosters active and meaningful learning for each student. In the context of preschool education, my teaching practices are guided by a set of beliefs, values, and principles that make up My learning philosophy of education. As Davis and Sumara (2006) described, this new learning philosophy is reflected in the specific techniques I use to facilitate learning in the classroom. Additionally, Rogers (1983) highlights the importance of adjusting this philosophy to the individual needs of each student, taking into account their learning styles and cognitive growth.

 

The philosophy of preschool learning also addresses the evolution of children's beliefs and conceptions, guiding them toward their best development. As Dweck (2006) highlights, instilling a Growth Mindset Plant in children early on is essential. This integrates the philosophy of teaching and learning into educational practice, promoting a holistic approach that encourages children to construct their knowledge actively.

 

Adopting a teaching philosophy that focuses on students' needs and encourages exploration is crucial to creating an educational environment that stimulates children's intellectual, emotional, and social development.

 

Learning is an active process; you build new ideas or concepts based on your current or past knowledge,

Constructivist Learning Theory. is essential when teaching preschool children phonetic language. This theory recognizes the importance of the student's active role in their learning. Allowing children to actively develop their understanding of language, relating sounds and letters to their previous experiences, facilitates the creation of meaningful connections that promote more profound, more lasting learning. This active and constructive approach aligns perfectly with the nature of young children's cognitive process, allowing them to develop strong phonics skills and a strong understanding of language from an early age.

 

Preparing and developing my curriculum design using various support tools is crucial as a teacher. One of those tools is the UbD (Understanding by Design template) format. It provides me with a fundamental tool to create a training environment that encourages student participation and provides them with valuable experiences. By clearly specifying the objectives, the study plan, and the assessment methods linked to these objectives, the UbD design template becomes a scaffold on which I can build well-structured study plans adapted to the needs of all students. Students. This systematic approach increases student performance and positively impacts their learning process, as well as my effectiveness as a teacher. By using Fink's three-column method and the UbD model, I can design teaching plans that foster deeper, longer-term understanding. This approach establishes a connection between learning goals, classroom activities, and evaluations, ensuring that the learning setting is appropriate for meaningful learning experiences.

 

In EDLD 5303, I learned about ePortfolios and how they can help education professionals in their tasks. Now, this course has made me see that the design and use of an ePortfolio is essential in teacher training. The ePortfolio facilitates understanding and serves as a support point for recording teaching experiences. Additionally, ePortfolios facilitate the planning and evaluation of lesson plans, providing documentary evidence that shows an individual's ongoing professional development. Above all, it encourages collaboration and dialogue with other parents and education stakeholders. This topic has allowed me to learn about ePortfolios. Together with other teachers, I can improve my teaching methods and continue my professional training, resulting in my students receiving a high-quality education. Furthermore, we have recognized that substantial changes are required in incorporating technology into the educational field. This course has equipped me with the techniques and confidence to take my classroom on a better path, with technology as an integrated and productive tool that can elevate educational quality.

 

My Learning Manifesto: As a preschool teacher in Cleveland (Cleveland ISD), I cultivate a learning environment that nurtures curiosity, creativity, and a passion for learning in my students. 

To achieve this, I organize programs by providing precise and adaptable objectives to each student in my courses using the UbD approach. This helps me direct the children's complete development and set them up for long-term success.

 

In light of the importance of online learning, I am establishing a model with iPads to enrich the educational experience. This framework promotes personal understanding and prepares my students for future challenges.

 

With my commitment to inclusive and dynamic teaching, I aim to improve the educational experience of my students and equip them with the skills necessary to succeed in an ever-changing world.

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