Innovation Plan Update

Innovation Project Progress:

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Phase 1 of the implementation involved integrating Chromebooks to achieve a one-to-one device ratio, managing classroom activities via Google Classroom, and designing assignments for students to complete directly on their devices. However, Spanish is not a high priority at my school, which meant we received older, secondhand Chromebooks. Compounding this issue, my classroom is located in an outbuilding shared with three other classrooms. With only a single access point, the internet connectivity is severely limited, creating significant challenges in delivering a seamless digital learning experience.

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​​​In Phase 2, I implemented Duolingo in the classroom, which significantly enhanced student engagement by gamifying their language-learning experience. Students responded enthusiastically, appreciating the interactive and self-paced format. To foster the COVA (Choice, Ownership, Voice, and Authenticity) model of learning, I assigned Duolingo as a flexible homework task, allowing students to choose when and at what level to complete their work. This approach empowered them to take ownership of their learning process.

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The initial pilot in the spring of 2024 was highly successful, prompting me to expand the program this fall to include four grade levels. I introduced a 15-minute weekly requirement for using the app. In the classroom, I have observed students actively assisting one another to progress through levels, demonstrating increased collaboration, enthusiasm, and engagement with the program. These behaviors highlight the program's potential to promote both individual and collective learning.

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Phase 3 presented the most significant challenge: replacing outdated hardcopy textbooks with a digital curriculum. To address this, I proposed an alternative online solution to my principal, which includes access to multiple online textbooks under a single subscription. This shift enables me to customize lessons for each grade level, moving away from the rigid, one-size-fits-all approach that previously applied to all middle school grades.

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This fall, we successfully implemented Voces Digital for grades 5-8, while continuing to use the QTalk curriculum for grades 1-4. The introduction of Voces Digital has been transformative, offering a more personalized and effective learning experience across all grade levels. By tailoring content to the needs of each group, we have created a more dynamic and student-centered learning environment.

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Challenges:

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My project encountered several challenges, including receiving older Chromebooks with mechanical issues and dealing with limited internet access, as our building has only one access point. While the principal supports the initiative, improvements in connectivity have been slow. However, after multiple teachers raised concerns, the school is scheduled to receive an internet upgrade over Thanksgiving break, which should help address the issue.

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Additionally, the Catholic Diocese of Galveston-Houston is considering limiting computer access during the school day to protect students from inappropriate advertisements targeting children. If this policy is implemented at my school, it could pose a significant risk to my technology-driven project. In that case, I may need to reconsider my approach and find ways to teach effectively without relying as heavily on technology.

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What worked:

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This program focused on applying knowledge rather than rote memorization, allowing me to internalize new information through the practical steps involved in implementing my Innovation Plan. The project itself provided context for the knowledge gained, reinforcing learning in a meaningful way.

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Reflecting on the successes of my Innovation Plan, I am particularly pleased with the impact Duolingo has had on my students. They are making significant progress and enjoy the friendly competition the platform encourages. We also introduced Voces Digital this fall, but it’s still too early to assess its long-term effectiveness. We anticipate that another semester will provide more data, helping us decide whether to continue using it in the future.

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What could I do better?

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I believe I worked diligently throughout this program and gained a great deal of knowledge and experience. However, there is always room for improvement. One area where I feel I could have excelled further is in navigating Wix. My ePortfolio could have been a more comprehensive reflection of my work had I dedicated more time to mastering the platform. If I had taken free online courses to improve my skills with Wix, I believe the final product would have better showcased my abilities. Unfortunately, balancing full-time work and graduate school left limited time to prioritize learning the ins and outs of Wix.

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What have I learned?

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Through this project, I have learned that students are more engaged in a blended learning environment. The integration of TPRS (Total Proficiency through Reading and Storytelling) with technology-driven lessons has significantly increased student participation. The balance between traditional, story-based methods and tech-based learning appears to foster both engagement and motivation. This finding aligns with research highlighting how blended learning can create more dynamic and interactive classroom environments, enhancing student focus and achievement (Fazal & Luk, 2020, pg 76).

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Additionally, I’ve come to appreciate the importance of adaptability in an ever-evolving educational landscape. The ability to adjust and incorporate new tools, such as digital platforms and language apps, is crucial for meeting the diverse needs of students and ensuring that learning remains relevant and effective. 

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How do you plan to promote and communicate your innovation project? 

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To support my innovation project, I developed a dedicated Spanish website to highlight student work, providing a platform for both showcasing accomplishments and fostering student engagement. Additionally, I keep parents informed through regular email updates, particularly ahead of major assignments, ensuring they are aware of important deadlines and expectations. The $1,300 PTO grant I received significantly enhanced my classroom resources, enabling me to purchase crucial items such as headphones and a computer cart, which have streamlined classroom management and improved the overall learning environment.

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What key things (if any) would you do differently?

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Given what I know now, I would implement Duolingo from the very beginning and request the new digital curriculum right away. Other than that, I don't see much that I would change. My goal of establishing a blended learning environment with a strong emphasis on technology remains at risk due to the Diocese's recent decision to limit classroom technology use. However, I am prepared to adapt and find alternative solutions as necessary.

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How would you apply what you have learned to your next innovation project?

 

In my next innovation project, I will build upon the experiences and knowledge gained from this program. The ADL program provided a structured approach, guiding me step by step through the implementation of an innovation project. Moving forward, I will leverage the work completed during this program as a foundation for future projects. As Dr. Harapnuik emphasized, it’s crucial to first identify the problem and develop a plan. I now understand that the process doesn’t end there. The next essential steps involve conducting action research to support my plan, along with performing a literature review to explore what others with similar goals have done in their projects. Overall, the lessons from the ADL program will continue to serve as a valuable reference throughout my educational career, guiding my approach to future innovation initiatives.

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Final Reflection:

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Reflecting on my educational journey, I’ve come a long way. Initially, I doubted my abilities and entered the program with a fixed mindset. However, my determination and grit quickly helped me overcome these doubts. As I progressed, each course built on the last, enhancing my overall knowledge. The focus on a project throughout the program allowed me to apply new concepts in real time, reinforcing what I was learning.

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Looking back on the evolution of my Innovation Project, I see how the blended learning environment I envisioned has developed. The initial challenges—securing a one-to-one Chromebook ratio, dealing with outdated devices, and managing unreliable internet—required creative problem-solving. Introducing Duolingo was a breakthrough, offering students an empowering, gamified learning experience that promoted independence.

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The shift to a digital curriculum was the most challenging phase. Replacing outdated textbooks with Voces Digital required significant effort and persuasion, but it’s been one of my most rewarding decisions. This transition allowed me to create personalized lessons tailored to each grade’s needs, leading to a more engaging and customized learning experience. Reflecting on the journey, I can see how each phase, despite its challenges, has contributed to a dynamic, evolving classroom experience for my students.

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