Innovation Project Update

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When I was tasked with revamping the Spanish program, I knew it would be challenging, but I didn’t anticipate the lack of technology resources. Adding to this, I enrolled in a graduate program shortly after starting, which added to my workload. Although it was difficult, the lessons from my ADL program have enabled me to create a significant learning environment for my students.

My Innovation Project focused on creating a blended learning environment in the foreign language classroom. Phase 1 involved introducing Chromebooks to achieve a one-to-one device ratio, using Google Classroom for management, and designing assignments for students to complete directly on their devices. However, Spanish is not a priority at my school, so we received older, leftover Chromebooks. Additionally, my classroom is located in an outbuilding shared with three other classrooms, resulting in limited internet connectivity, as there is only one access point.

Image from the DuoLingo website

Phase 2 introduced Duolingo to the classroom, which excited students by gamifying their learning experience. I set up Duolingo as a flexible homework assignment, providing students with the full COVA experience by allowing them to choose when to complete their work and at which level, thereby fostering ownership of their learning. This pilot was successful in the spring (2024), so I reintroduced it this fall, expanding participation to four grades and setting a 15-minute weekly requirement. In class, I observe students helping each other progress, demonstrating their learning and engagement.

Image from the Voces Digital website

Phase 3, the most challenging to approve, involved replacing outdated hardcopy textbooks with a digital curriculum. I presented my principal with an alternative online curriculum, which offers several online textbooks with one subscription. This new approach allows me to tailor lessons to each grade level rather than having one universal lesson for all middle school grades. This fall, we introduced Voces Digital for grades 5-8 and continue using the QTalk curriculum for grades 2-4, providing a more tailored learning experience across all grades.

My project encountered obstacles, such as receiving older Chromebooks with mechanical issues and having only one access point in our building. Although our principal supports the program, improving connectivity has been slow. Additionally, the Catholic Diocese of Galveston-Houston is considering limiting computer access during the school day to protect students from targeted ads, which could jeopardize my technology-driven project. If this trend continues at my school, I may have to reconsider my teaching methods without technology.

Reflecting on what worked well, I’m particularly pleased with Duolingo’s impact. Students are making substantial progress, and I often see them enjoying the friendly competition within the platform. We also started using Voces Digital this fall, though it’s too soon to gauge its long-term effectiveness. Another semester will provide better data to decide if we’ll continue with it next year.

Knowing what I do now, I would implement Duolingo from the beginning and request the new digital curriculum upfront. Beyond that, there’s little I would change. My project to create a blended learning environment with significant technology use remains in jeopardy due to the Diocese’s recent trend towards reducing classroom technology, but I am prepared to adapt as needed.

Through this project, I’ve learned that students engage more in a blended learning environment. Alternating between TPRS (Total Proficiency through Reading and Storytelling) and technology-driven lessons has increased student engagement. I’ve also learned the importance of adaptability in a changing environment.

To promote my innovation project, I created a dedicated Spanish website to showcase students’ work. I also keep parents updated via frequent emails, especially when major assignments are due. Winning a $1,300 PTO grant also allowed me to purchase necessary items like headphones and a computer cart, enhancing my classroom resources.

Reflecting on the journey of my Innovation Project, I realize how much the blended learning environment I envisioned has evolved over time. At first, the main challenge was setting up a one-to-one Chromebook ratio, working with outdated devices, and dealing with unreliable internet. These were significant obstacles that required creative problem-solving. When I introduced Duolingo, it added an unexpected yet transformative element to my teaching, empowering students to take control of their learning in a way that felt like a breakthrough. The transition to a digital curriculum was the most challenging part of the process. Replacing outdated textbooks with Voces Digital required a lot of effort and persuasion, but ultimately, it has been one of the most rewarding decisions. This shift allowed me to design lessons that were more personalized and aligned with each grade's needs, creating a more engaging and customized learning experience. Looking back, it’s clear how these phases, while each presenting its own set of challenges, have shaped a dynamic, interactive experience for my students—one that is continually evolving.