EDUC-5373 - Week 2 Blog Assignment

Who are the stakeholders that you would reach out to first to develop a technology integration plan?

My primary stakeholders are my current ESL adult immigrant students, as the plan is specifically designed to address their needs, particularly the development of pedagogical activities that help close the skilled-based digital divide and build critical thinking skills required for daily life, employment, and social integration in the U.S. In addition, ESL instructors are key stakeholders, as they will be responsible for implementing the plan. These teachers will require ongoing support to move beyond passive uses of technology and adopt more intentional, student-centered practices. Finally, college administrators and program coordinators play a critical role in supporting the implementation of this initiative by providing resources, approving pilot programs (such as a summer pilot), and facilitating communication across departments to scale the plan.

How might technology integration be aligned with current projects or goals in your community, school, or organization?

This technology integration plan aligns with the English as a Second Language (ESL) standards and the Digital Literacy Standards 2.0 and 3.0 outlined in the Texas Workforce Commission’s Adult Education and Literacy (AEL) program. According to the AEL content standards, the program is designed to support adult learners with English learning as well as developing essential digital literacy and workplace skills (Texas Workforce Commission, 2020).
The technology integration plan I have in mind supports these goals by embedding digital literacy development directly into ESL instruction, ensuring that learners are not only acquiring language skills but also the competencies needed to function effectively in a technology-driven society by promoting learners’ ability to navigate digital environments, evaluate online information critically, communicate using digital tools, and apply technology to solve real-world problems.

How would you structure opportunities or take advantage of current practices to learn together and build capacity to implement the plan?

To build capacity and ensure successful implementation, I would create structured opportunities for collaborative professional learning. For example, ESL instructors could participate in professional learning communities (PLCs), workshops, and peer modeling sessions focused on integrating technology-based and AI-supported activities into instruction. Teachers could collaboratively design lessons that incorporate real-world tasks, such as evaluating online information, completing digital forms, engaging with social media responsibly, or participating in AI-supported role plays. Additionally, existing practices such as curriculum meetings can be leveraged to reflect on instructional strategies, share successes, and gradually build confidence in implementing these approaches.

What outcomes might you focus on to provide input/feedback for your plan?

To evaluate the effectiveness of this plan, I would focus on outcomes such as students’ ability to independently navigate digital tools, improvements in critical thinking and information evaluation, increased confidence using technology, and greater participation in real-world tasks (e.g., job searches, accessing services). This evaluation will help me consider if the skilled-digital divide I have identified is narrowing and to continuously make changes that may be needed to further support students. Gathering both quantitative data (e.g., task completion, skill assessments) and qualitative feedback (e.g., student reflections, teacher observations) will ensure that the plan remains equitable and responsive.

A model for change from the readings that resonates with me, and the application of this model to my community:

From this week’s reading, two models of digital leadership and technology integration have helped me inform this plan: the Triple E Framework by Liz Kolb and the T3 Framework by Sonny Magana. The Triple E Framework emphasizes Engagement, Enhancement, and Extension, which align closely with my instructional goals. For example, engagement is supported through interactive technology-based activities, including the use of social media and AI tools; enhancement occurs when these tools scaffold language learning and digital skills; and extension is achieved when students apply these skills to real-life tasks such as evaluating online information, job postings or accessing community resources (Kolb, n.d.).

Similarly, the T3 Framework (Magana, 2017) provides a pathway for shifting technology use from passive to transformative. Many ESL classrooms currently operate at the translational level, where technology is used for substitution (e.g., language games or Google Forms). This plan aims to move toward transformational and transcendent use. For instance, instead of completing isolated online exercises, students could collaboratively analyze multiple job websites to identify reliable opportunities (transformational), or co-create a shared digital resource, such as a collaborative Google Doc or class guide, that highlights workplace expectations, communication norms, and professional behavior in the United States (transcendent). This type of activity not only strengthens language and digital skills but also supports cultural integration and awareness, making learning more meaningful and impactful.

References

Kolb, L. (n.d.). About the Triple E Framework. https://www.tripleeframework.com/about.html

Sonny Magana. (2017). Disruptive classroom technologies: A framework for innovation in education. Corwin.

Texas Workforce Commission. (2020). Adult education and literacy content standards. https://www.twc.texas.gov/sites/default/files/wf/docs/ael-content-standards-twc.pdf

EDUC 5373 -Week 1 assignment

A bit about me...

My name is Maria Watson, and I am originally from Colombia. I have lived in Washington, D.C., and I currently reside in the Austin area, where I work as an ESL teacher for adult learners at a community college. Before this role, I worked as a dual-language elementary classroom teacher. Throughout my career, I have worked with students of all ages and from many cultural backgrounds, an experience that has strongly shaped my perspective as an international educator.

A picture of a recent trip to Northern AZ 

What do you notice about the experiences and path(s) taken by the interviewee(s) that result in their elevation to decision-making roles and educational technology experts?

Something very particular that I noticed while reading the interview with Dr. English about how she helped address the equity gap in her context through the use of technology is that it all begins with having a clear vision (Stachowiak & McClay, 2021). The interviewee emphasizes the importance of using educational technology intentionally to create meaningful change while maintaining high expectations for students, as well as the importance of ensuring that everyone involved shares that vision. I agree with this perspective. The first step in creating impact, transforming learning, and closing the digital divide, whether related to access to technology tools or to the skills needed to use them, is having a clear vision of not only what needs to be improved but also how those changes can be achieved. The first and second ISTE standards for education leaders highlight the role of leaders not only as advocates for students, ensuring that learners have access to technology and to teachers who can proactively help them use it effectively, but also as creators of a culture of change. This culture requires leaders to intentionally set an example for others by demonstrating how purposeful and targeted integration of technological tools can transform communities (ISTE, 2023).

What connections if any are made by the interviewee to the ISTE Standards or Essential Conditions to support technology use and decision-making?

In addition to the ISTE standards mentioned above, Dr. English explains in her interview how she worked to ensure that students from lower socioeconomic backgrounds in her school system had opportunities to be connected not only at school but also at home. This effort aligns with the Equitable Access essential condition, which emphasizes providing students with access to digital devices, reliable connectivity, and trained teachers who can help them effectively use technological resources to bridge the digital divide in their communities (ISTE, 2024). The interview also connects to the essential condition of having skilled and sufficient technical support within the school system (ISTE, 2024). In order to create and sustain meaningful change, everyone in the community needs to be involved and understand how to access and use the technology that is provided, especially parents, as highlighted by Dr. English. Families were offered workshops to learn how to use the technological tools that students could take home, which proved highly beneficial in supporting students through responsible family involvement in their learning process.

What is the role of professional development within the initiatives or strategies implemented?

Professional development played an important role in training teachers to use technology and helping schools build the capacity to bridge access gaps, as discussed in Dr. English’s interview (Stachowiak & McClay, 2021). Well-prepared educators who know how to integrate technological tools into their lessons can help students build the foundation needed to become responsible digital citizens. Bartholomew et al. (2017) suggest that teachers and schools should prioritize helping students develop the skills needed to use and interact with technology effectively in order to support self-directed learning. When students become more comfortable using tools such as mobile devices, tablets, and computers, they may have greater opportunities and capacity to manage and guide their own learning. This highlights the pivotal role that professional development plays in supporting students’ learning and in fostering the development of self-directed learners. Research also indicates that when technology is poorly integrated into instruction, it may fail to improve student engagement and can even lead to negative learning outcomes (Cole, 2009, as cited in Rashid & Asghar, 2016). Therefore, ongoing and effective training for teachers and the broader school community should be prioritized to ensure that technology is used meaningfully and that students develop essential digital skills.

What real-world challenges do they share as they describe the work they are engaged in (or have completed) and how do they address these challenges?

In her interview, Dr. English describes several real-world challenges, including supporting students from disadvantaged socioeconomic backgrounds and students whose parents have limited English proficiency and limited digital literacy. This situation is common in many communities, and at times teachers may have lower expectations for these populations. Dr. English explains that she sought to change this existing “culture” by encouraging teachers and other stakeholders to adopt higher expectations for all students (Stachowiak & McClay, 2021). A shift in mindset is necessary in order to identify ways to turn these challenges into opportunities for positive transformation. The interview also highlights how collaboration among teachers, school administrators, and other stakeholders made it possible to provide Chromebooks and iPads for all students in the district, organize workshops for parents to support their children’s learning, and develop different solutions to help families without home internet access afford connectivity. These efforts helped ensure that students without reliable internet access at home would not fall behind their peers who already had access.

What critique might you offer? Do you see any concerns? Are you inspired? Tell me about your perspective informed by research from this week.

Based on the research I chose to read and the interview with Dr. English, I feel inspired to continue advocating for closing the skill-based digital divide that I have identified in my current student population. Like Dr. English, I believe that transformation begins with having a clear vision. Creating meaningful change often requires the collaboration of an entire team, including teachers and administrators as key stakeholders, in order to create impact and support changes that can improve students’ lives. These efforts can help students become responsible digital citizens and more culturally aware individuals who are prepared to participate in a rapidly evolving society. My current concerns relate to how to effectively begin implementing these changes and how to engage stakeholders in this initiative. I am particularly interested in identifying strategies that can motivate others to become involved in efforts that could help immigrant ESL students improve their work and social opportunities in the United States.

References:

Bartholomew, S. R., Reeve, E., Veon, R., Goodridge, W., Lee, V., & Nadelson, L. (2017). Relationships between access to mobile devices, student self-directed learning, and achievement. Journal of Technology Education, 29(1), 2–24. https://scholarsarchive.byu.edu/facpub/5573

bstachowiak, & McClay, J. (2021). Avoiding a Technology Crash and Burn Scenario Through Collaborative Leadership. Pressbooks.pub; Innovate Learning, LLC. https://pressbooks.pub/edd7032018f/chapter/avoiding-a-technology-crash-and-burn-scenario-through-collaborative-leadership/ 

ISTE. (2023). ISTE Standards: For Education Leaders. ISTE. https://iste.org/standards/education-leaders

ISTE. (2024). Essential conditions for effective tech use in schools. ISTE. https://iste.org/essential-conditions-for-effective-tech-use-in-schools

Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604–612. https://doi.org/10.1016/j.chb.2016.05.084