Technology Learning Manifesto

A Journey into Digital Creation - Where Passion Lies

My love for digital creation began in my junior year of college when I was elected Epistoleus of my sorority, responsible for all digital promotions. With no prior experience in graphic design, I dedicated my entire winter break to teaching myself Adobe Photoshop. What started as a necessity quickly became a passion, unlocking a love for self-expression and digital creation that I never knew existed, a passion I later carried into teaching. This experience shaped my belief that learning should be an active process, where curiosity and creativity drive growth.

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I wanted to cultivate a classroom where students didn’t just learn concepts but used their knowledge to create something beyond my imagination. Learning, to me, is not just about consuming information; it’s about transforming knowledge into something meaningful and original. When teaching ELAR to sixth graders, we used technology to help them bring stories to life in new ways: Create a movie ad and script that represents the book you just read. When teaching PE, we used technology to build community: Work with your team members to create a digital flag that you'll use to collect points in the PE Olympics. With technology, the options for creativity are truly limitless. This philosophy aligns with the Learner’s Mindset, a state of being where individuals act on their intrinsic capacity to learn and embrace all interactions as opportunities for growth (Harapnuik, 2021). Understanding that a shift in thinking must be accompanied by a change in the learning environment, I strive to create spaces where students have choice, ownership, and voice through authentic learning opportunities. By fostering this mindset, I aim to ensure that students see challenges as invitations to explore, create, and innovate.

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Where Technology Learning and Education Fall Short

The most obvious challenge in technology integration is the lack of equitable access across school systems. It is undeniable that far too many students still lack access to the necessary technology. However, let’s shift our focus to those who do have access: Where are the issues emerging as technology becomes more widely used in classrooms?

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One significant challenge is that many educators, without proper training, struggle to facilitate student-driven learning with technology. Instead of empowering students to take ownership of their learning, untrained teachers may use technology in a way that reinforces traditional, teacher-centered instruction (Heubeck, 2023). This limitation is not due to a lack of willingness but rather a lack of awareness of the technological tools and pedagogical strategies that can truly enhance student engagement and autonomy.​ The COVA framework (Choice, Ownership, Voice, and Authentic learning) provides a model for fostering meaningful learning experiences (Harapnuik, 2018). When students are given choice, they explore content in ways that align with their interests and needs. By fostering ownership, educators empower students to take responsibility for their learning journey. Providing students with a voice ensures that their perspectives, creativity, and critical thinking skills shape their learning experiences. Finally, engaging students in authentic learning connects classroom activities to real-world applications, making learning more meaningful and impactful. Without proper training in digital pedagogy, teachers may struggle to implement the COVA framework effectively. This underscores the need for intentional professional development that equips educators with the knowledge and confidence to use technology in ways that enhance student agency, rather than restrict it.

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Education has the potential to be a transformative force, yet systemic issues like inequitable access, outdated teaching methods, and a lack of digital fluency among educators hinder progress. While technology is often seen as the solution, it is only as effective as the effort put in to make it successful. Schools must move beyond passive learning models and embrace approaches that cultivate critical thinking, creativity, and real-world problem-solving. To truly enhance education, we must invest in equitable access to resources, provide meaningful professional development, and shift the focus from standardized instruction to dynamic, student-centered learning experiences that prepare learners for an ever-evolving world.

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The Role of Technology in My Core

I believe that learning should evolve alongside the world around it, and in today’s rapidly advancing digital world, technology is not just a tool. It is a fundamental part of how we interact, solve problems, and create. Yet, like many innovations before it, technology in education has been met with resistance from those who are hesitant to disrupt traditional systems that seem to work. I, however, see digital learning as an opportunity to enhance, not replace, effective teaching by fostering creativity, critical thinking, and real-world problem-solving.​ My core belief is that technology, when used intentionally, empowers both educators and students by making learning more engaging, personalized, and relevant. It should not be limited but rather leveraged as a means for students to create, collaborate, and take ownership of their learning.

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The impact I hope to make in my organization is to shift the perception of technology from being an added burden to an essential resource that reduces workload stress, streamlines tasks, and enhances learning experiences. Through structured training and ongoing support, I want to build digital confidence among educators so that they see technology as an ally rather than an obstacle. By doing so, we can create a culture where digital learning is not just about keeping up with trends but about preparing students and educators for long term success in an ever changing world.

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​Innovation - It's Who I Am!

In my first year of teaching, the district I worked for implemented a 1:1 student to laptop initiative, and I eagerly embraced this opportunity. With unlimited possibilities at my fingertips, I integrated technology into every lesson and sought innovative ways to engage my students. I applied for a position on the district's curriculum writing team, and once I earned my place, I wasted no time using technology to enhance every lesson. I designed lessons that empowered students to take ownership of their learning, and when I encountered the challenge of missing resources, I created them myself. I sourced free digital tools that allowed students to explore beyond traditional pen and paper assignments, such as creating digital projects. I implemented adaptive learning strategies like text-to-speech and lexile adaptive online passages to meet students where they were. In my classroom, every student had the opportunity to grow not only as a reader but as a creator, in an environment where exploration was encouraged.

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Now, in a more administrative role, I continue to leverage technology to enhance efficiency and support my work. I've streamlined daily tasks by moving away from traditional pen and paper attendance tracking, instead using an system that automatically tracks attendance data. I also found an app that seamlessly translates between English and Spanish to better communicate with my predominantly Spanish speaking parent population. Additionally, I use graphic design tools like Canva to create personalized awards for the 90+ students I serve, recognizing their commitment and achievements.

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With each new project, I continue to discover innovative ways to integrate technology into my work, and this journey is just beginning!

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References

 

Harapnuik, D. (2021, February 9). Learner's mindset explained. It’s About Learning. https://www.harapnuik.org/?p=8705 

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Harapnuik, D. (2018, July 14). COVA. It’s About Learning. https://www.harapnuik.org/?page_id=6991 

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Heubeck, E. (2023, March 27). Misguided use of ed tech is a big problem. How schools can help prevent it.

EducationWeek. https://www.edweek.org/technology/misguided-use-of-ed-tech-is-a-big-problem-how-schools-can-help-prevent-it/2023/03