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Discussions – Week 1

“Publish or Perish: Let’s Thrive Together!”

In this assignment, you will review the videos and readings for the week and then participate in a discussion with your colleagues. This discussion will allow you to gain a better understanding of academic publishing, how it applies to education, and why change is so important and enables you to verify the ideas you plan to use in your first assignment.

Instructions

Explore the following issues/questions.

Why do you want to publish an article? What are your main goals (e.g., sharing research, building your academic profile, contributing to your field)?

What fears or challenges might prevent someone from pursuing publication, and how can they be addressed?

What are the first steps to take when considering publishing an article in a journal?

How do I choose my topic?

How do I choose the right journal for my article?

What are the benefits and challenges of publishing in open-access journals?

What steps are involved in submitting an article to a journal? Are there common pitfalls to avoid?

What are the benefits of publishing in a peer-reviewed journal?

Please remember that the list of questions is for your benefit and is intended to help you focus your thoughts. We do not ask or expect you to answer every question in your discussion; instead, you should use these questions to concentrate on how the insights gained from this discussion will assist you in getting your article published in a reputable journal.

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“Tech Trailblazers: Charting the Course of Innovation”

It’s here! Are administrators and teachers ready to implement emerging technology to students? Review the video and readings for the week.

Instructions

Explore the following issues/questions.

What are some emerging technologies, and how will they assist students?

What are the challenges in implementation?

What criteria should we use to evaluate the effectiveness of a digital tool in enhancing student learning outcomes?

How can we integrate digital tools to encourage peer-to-peer learning and collaborative problem-solving?

How can we effectively balance traditional teaching methods with digital tools to create a more engaging learning experience?

What role does AI play in enhancing student engagement and motivation?

What are the ethical concerns associated with AI in education?

Also Discuss within your groups:

What are you considering for your publication topic?

What options are you considering for where to submit?

What is the connection to your innovation plan or initiative?

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When I think about publishing, I am most interested in sharing how small group instruction can be transformed when paired with Specially Designed Instruction (SDI). Small groups are already a powerful way to differentiate, but when SDI is built in through intentional accommodations, scaffolds, and targeted strategies. With this, students with disabilities gain access to instruction that is directly aligned with their learning needs. This combination allows teachers to provide more individualized feedback, monitor progress closely, and make adjustments in real time. Publishing on this topic would allow me to highlight how these practices not only support academic skills but also build confidence and independence in students who might otherwise struggle in whole-class settings. As Thibodeaux (n.d.) reminds us, “you do NOT have to be an expert in the field to write about a topic area, but you do have a unique story to tell.” My experience of seeing students thrive in small group SDI is exactly the kind of classroom-based evidence that other teachers could benefit from.

If I were to pursue publishing, my first step would be to narrow my focus to a subject area where I’ve seen the greatest impact. What first comes to mind would be math interventions or social-emotional learning, using this and clearly describe how SDI within small groups helped move students forward. Taylor & Francis (n.d.) emphasize the importance of selecting the right journal early in the process so the article can be shaped for the intended audience. For a topic like this, I would look for journals that publish practitioner-based or applied research in special education. Their guidance on creating a clear, coherent message (Taylor & Francis, n.d.) would be essential for ensuring my article communicates not just what I did but why it worked. While the idea of publishing can feel intimidating, the benefit of sharing concrete, classroom-tested strategies for SDI in small groups is that it could empower other educators to replicate those practices. In the end, the greatest impact of publishing would be expanding the reach of strategies that give students the access and support they deserve.

References

Taylor & Francis. (n.d.). Writing your journal article. In Author services: Writing your paper. Taylor & Francis Online. https://authorservices.taylorandfrancis.com/publishing-your-research/writing-your-paper/writing-a-journal-article/

Thibodeaux, T. S. (n.d.). Academic publishing. Tili S. Thibodeaux, Ed.D. https://tilisathibodeaux.com/wordpress/?page_id=841

YouTube. (2023a). How to choose a good research topic: Research papers for beginners [Video]. YouTube. https://www.youtube.com/watch?v=zxMsZsNw47U

YouTube. (2023b). How to publish a journal article (insider tips) [Video]. YouTube. https://www.youtube.com/watch?v=hv2LBqgj5FE

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“Wired for Learning: A Digital Manifesto”

In this assignment, you will review the videos and readings for the week and then participate in a discussion with your colleagues. This discussion will allow you to understand your technology learning philosophy in education better and why change is so important and enable you to verify the ideas you plan to use in your assignment.

Instructions

After reading Chap 2 in Integrating Educational Technology into Teaching, explore the following issues/questions.

Summarize how you position yourself in terms of theory-into-practice and why?

What is your rationale for the use of technology in your classroom/at your campus?

What is right/wrong with education and what would you do to enhance/fix it?

What ethical considerations should guide the implementation of AI and other advanced technologies in education?

In what ways can digital tools support or hinder student engagement? How can we design online learning experiences that promote authentic engagement?

What strategies can teachers use to ensure technology is used effectively in the classroom? What role do you believe teachers should play in mediating technology use?

Please remember that the list of questions is for your benefit and is intended to help you focus your thoughts. We do not ask or expect you to answer every question in your discussion; instead, you should use these questions to concentrate on how the insights gained from this discussion will assist you in understanding theory and how you will move forward as a leader.

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“Digital Synergy: Building Together in Virtual Spaces”

These questions encourage critical thinking about the practical, theoretical, and ethical aspects of digital tools in creating engaging media projects in various contexts.

Instructions

Explore the following issues/questions.

How do audio and visual elements enhance the storytelling aspect of media projects?

How do digital tools (e.g., virtual reality, 3D modeling) impact audience engagement in simulations or media productions?

In what ways can artificial intelligence tools be integrated into media production to improve efficiency and creativity?

What are some common mistakes made when using multimedia tools for presentations, and how can they be avoided?

In collaborative media projects, how do digital tools facilitate creator teamwork and communication?

How can AI tools enhance the creation of multimedia presentations?

How can multimedia presentations improve students’ digital literacy skills?

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“Engage the World: The Power of Media”

These questions encourage critical thinking about the use of digital tools and interactive methods in education while addressing their potential benefits, challenges, and applications across diverse learning environments.

Instructions

Explore the following issues/questions.

How does digital media production impact student engagement in schools?

What strategies can educators use to ensure that multimedia presentations remain engaging without overwhelming students with information?

In what ways does creating digital media projects empower students to express their “voice” and representation in educational contexts?

How can educators balance the creative freedom of students with the need to teach technical skills in media production?

How can role-playing games be designed to align with specific educational objectives, such as improving communication skills or understanding complex systems?

What challenges might educators face when implementing role-playing simulations in classrooms, and how can they overcome them?

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Honestly, it has never even crossed my mind to publish an article! I've never considered myself that scholarly. However now faced with this, I love a good challenge! By publishing an article it will allow me to share my research findings with a wider audience, expanding further than just those at my campus or in my district. It's another way that I can contribute to the world of education and helping make teachers lives better, which at the end of the day is the main reason I became an instructional coach.

I think a lot of the same fears or people have when it comes to not pursuing publication are the same ones I battle like rejection, lack of confidence in my abilities, or time constraints. Like Phil Hansen explains in his TED Talk, “Embrace the Shake” instead of letting our limitations halt our desires, we should embrace the very thing that challenges us. Face it head on, because many times what we see as a fear or challenge can easily be overcome through approaching it differently.

When considering publishing an article in a journal, I would approach the steps in a similar way in which I would have my own students begin. First I'd have them narrow in on a topic and formulate a research question, considering what their overall purpose is and who their audience is. Audience is a huge factor in this because knowing the audience you are targeted can help you craft the evidence and language needed. Next, I'd have my students gather the evidence by reviewing multiple sources. Lastly, they would begin to outline. I feel this approach will be similar to what we will do here in this class.

I mentioned audience was an important factor, however choosing a topic is what will start it all. As mentioned in the video from Smart Student, you should pick a topic that genuinely interests you. Additionally, you'll want to narrow your focus to a manageable scope to ensure it’s feasible and allows for depth rather than breadth. I am currently playing around with the idea of AI as a tool for writing feedback in the middle school classroom, however I also feel like maybe I should choose something that is in line with the problem of practice from 5315, or something more specific to a campus initiative.

Choosing the right journal for my article will depend a lot on my topic and who the audience of my article will be. Finding a journal that publishes work along the lines of my topic will be key, and making sure that it is the audience I want to reach. A huge step in submitting publication would be to ensure my article fits the specifics set by the journal. I didn't even know that was a thing! Word limits, references, permissions, etc. But I was also surprised to read that there are also predatory publishers/journals! It'll take some time to sift through

Hansen, P. (2013, January). Embrace the shake [Video]. TED. YouTube. https://www.youtube.com/watch?v=YrZTho_o_is

Smart Student. (2022, February 28). How to choose a GOOD research topic: Research papers for beginners [Video]. YouTube. https://www.youtube.com/watch?v=zxMsZsNw47U

Thibodeaux, T.S. (n.d.) Publishing: Can I really do that?. Retrieved on 27 August 2025. Tili S. Thibodeaux, Ed.D. https://tilisathibodeaux.com/wordpress/?page_id=841

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Yes, you can! Here are a few thoughts to consider.
*You do NOT have to be an expert in the field to write about a topic area, but you do have a unique story to tell. Do not let fear of publishing hold you from sharing your ideas. Future Publishers: Do you like to write and tell stories? Are you excited about what your students do every day in the classroom? This is your chance to venture into the world of publication! Yes, you can do this!!! Questions you might ask: Where can I publish my ideas? What topics can I write about? How do I know what to choose? You get to choose this! Every writer has autonomy over what they write. You can choose any experience that you are passionate about. If you are a student, I would suggest reading pre-publication tips and then scroll down to the online publications section.

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Joseph Fisher - Collaborative Discussion 1

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Joseph Fisher - Collaborative Discussion 1

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My interest in publishing an article comes from my passion for music and my personal mission to educate others on how to reach the next generation of students using the latest technologies. The goal for sharing would be to unlock discoveries I have made while creating on my second favorite instrument: my MacBook. I have not previously considered publishing due to a lack of confidence in the pedagogy I have developed. After reading and listening to our week 1 articles and videos, I have decided that it would be appropriate, and potentially beneficial, for music teachers to read about my innovations with music and technology.

First steps will be to seek similar articles on the topic I have decided to write about: using and creating YouTube videos to enhance music learning in the classroom and the practice room. Building on this background, I will take steps to focus my topic on the process of creating videos that music educators can create to teach their selected literature and repertoire (Smart Student, 2022). As I have specified my topic, I have also narrowed my potential audience as it will only be relevant to music educators and performers (Taylor & Francis, 2021).

After selecting two to three potential music education publications to submit to, I will research the requirements regarding word count, media inclusion, deadlines, and submission acceptance (The Womanist Scholar, 2024). I am already aware that most music education journals are peer-reviewed, which offer free submissions. The peer-review process will provide me with feedback and allow me to edit the article to meet the needs of those I seek to reach (The Womanist Scholar, 2024).

References

Smart Student. (2022, February 28). How to choose a GOOD research topic: Research papers for beginners [Video]. YouTube. https://www.youtube.com/watch?v=zxMsZsNw47U

Taylor & Francis. (2021, April 14). How to write a journal article. Author Services. https://authorservices.taylorandfrancis.com/publishing-your-research/writing-your-paper/writing-a-journal-article/

The Womanist Scholar. (2024, September 20). How to publish a journal article (Insider tips) [Video]. YouTube. https://www.youtube.com/watch?v=hv2LBqgj5FE

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Using emerging technologies in education is exciting because of the new ways they can support learning, but it does come with challenges. I’m especially interested in adaptive learning platforms that tailor instruction to each student’s pace, gamified tools that make lessons more engaging, and AI tutoring systems that provide instant feedback. These tools can help students better understand concepts, practice skills independently, and collaborate in meaningful ways.

Like anything, there are obstacles to consider, such as limited teacher training, and unequal access to devices or reliable internet. When selecting digital tools, it’s important to ensure they align with learning goals, are easy to use, improve student outcomes, and promote higher-order thinking and collaboration. For students with disabilities, platforms like Everway, IXL, Inspire, Read & Write for literacy support, Snap & Read for text-to-speech and comprehension, and Quizlet for adaptive review and practice can help students work independently while also supporting collaboration when paired with shared assignments or group projects.

Finding the right balance between traditional teaching and digital tools is essential. Blended approaches, where technology enhances rather than replaces instruction, often work best. AI can further engage students by providing personalized feedback and adapting to their learning needs, but ethical concerns like data privacy, bias, and overreliance should be considered, because it should not be used as a replacement, but as tools to support their needs.

For my publication, I’m thinking about exploring how technology can support students with disabilities through personalized learning and structured small-group instruction. I’m considering submitting to outlets like Tech & Learning or Edutopia. This aligns closely with my innovation plan because I want to see how technology can create more equitable learning opportunities while helping teachers deliver individualized instruction effectively.

References:

Everway. (2025). Inspire. Everway. https://www.everway.com/products/inspire/?utm_source=chatgpt.com

IXL Learning. (2020). How IXL supports special education. IXL Blog. https://blog.ixl.com/2020/11/12/how-ixl-supports-special-education/?utm_source=chatgpt.com

IXL Learning. (2025). How to use IXL quizzes for progress monitoring IEP goals. IXL Blog. https://blog.ixl.com/2025/04/24/how-to-use-ixl-quizzes-for-progress-monitoring-iep-goals/?utm_source=chatgpt.com

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I would like to publish an article so I can share my research with others, contribute to my field, and build my professional reputation. Publishing allows my work to reach a wider audience so that others can learn from it, apply it in their own practice, and possibly develop new ideas or projects inspired by it. For example, insights from the EDUCAUSE Horizon Reports show how quickly digital learning trends like AI, virtual reality, and adaptive learning tools are changing the education landscape (EDUCAUSE, 2025). Publishing would allow me to connect my classroom-level research to these larger shifts, helping others see practical applications. It’s also a way to document my expertise and demonstrate my commitment to professional growth. Over time, building a record of published work can open opportunities such as presenting at conferences, collaborating with other professionals, or contributing to larger projects, especially in the evolving area of technology integration.

Some things that might stop someone from publishing are fear of rejection, not knowing how the process works, or worrying that their work isn’t “good enough.” These feelings are common, even for experienced writers. They can be addressed by asking for help from a mentor, joining a writing group, attending workshops such as those offered by Taylor & Francis Author Services (Taylor & Francis, n.d.), and remembering that rejection is part of the process, not the end of it. Reviewer feedback—even when it means revising and resubmitting—can actually make the work stronger.

When starting to think about publishing, the first steps are to be clear about exactly what your research is about, review recent articles to see where your work fits, and think about who needs to read it. Choosing a topic should come from your own interests, your expertise, and the needs of your field. I personally find it challenging to narrow down a topic that not only interests me but also fills a current gap in the research. Looking at resources like Edutopia’s Technology Integration articles can help identify classroom practices that are in demand or under-researched—such as applying the SAMR model to transform technology use, or designing tech integration that encourages collaboration instead of isolation (Edutopia, 2022; Edutopia, 2023). Combining these ideas with trends highlighted in Horizon Reports can lead to a topic that is both timely and relevant (EDUCAUSE, 2024).

Picking the right journal means finding one that matches your topic, your audience, and your writing style. Reading past articles from the journal helps determine whether your work is a good match. Resources like Lowenthal’s Ranking of Educational Technology Journals (Lowenthal, 2015) and the edtechjournals.org directory (EdTech Journals, n.d.) are valuable for identifying journals that focus on your subject area. It’s also important to decide between an open-access journal, which allows anyone to read your work but may have publication fees, or a traditional subscription-based journal, which is often free to publish in but may have a smaller audience.

When it’s time to submit an article, it’s essential to follow the journal’s guidelines exactly, write a strong and clear abstract, check that all references are correct, and proofread carefully. Common mistakes to avoid include sending your article to a journal that’s not a good fit, ignoring formatting requirements, or skipping the editing process. Taking the time to prepare your submission correctly can improve your chances of acceptance (Taylor & Francis, n.d.).

Publishing in a peer-reviewed journal has many benefits. It means your work will be reviewed by experts in the field, which increases its credibility. Their feedback can help improve your article and make it stronger. Having work published in a peer-reviewed journal can also boost your professional reputation and help your ideas reach a broader audience.

Even though publishing can feel overwhelming, it is worth the effort for the chance to share ideas, contribute to the field, and grow as a professional. The process requires patience and persistence, but each step—from choosing the topic to responding to feedback—can help me become a better researcher and writer. Using trend data from Horizon Reports (EDUCAUSE, 2025), practical strategies from Edutopia (Edutopia, 2022; Edutopia, 2023), and targeted journal selection resources (Lowenthal, 2015; EdTech Journals, n.d.) gives me a roadmap to not only publish but to publish work that is relevant, timely, and impactful.

References

EDUCAUSE. (2024). 2024 EDUCAUSE Horizon Report: Teaching and learning edition.

https://library.educause.edu/resources/2024/5/2024-educause-horizon-report-teaching-and-learning-edition

EDUCAUSE. (2025). 2025 EDUCAUSE Horizon Report: Teaching and learning edition.

https://library.educause.edu/resources/2025/5/2025-educause-horizon-report-teaching-and-learning-edition

EdTech Journals. (n.d.). Educational technology journals directory.

https://www.edtechjournals.org/

Edutopia. (2022). A powerful model for understanding good tech integration.

https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration

Edutopia. (2023). Managing tech integration in your classroom.

https://www.edutopia.org/article/managing-tech-integration-classroom

Lowenthal, P. R. (2015). Ranking of educational technology journals.

https://patricklowenthal.com/2015/12/ranking-educational-technology-journals/

Taylor & Francis. (n.d.). Author services: Publish with us.

https://authorservices.taylorandfrancis.com/

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Until recently, I never really thought about publishing an article. It wasn’t until I realized that I was capable of doing so that the idea even felt possible. I would want to publish because I truly enjoy sharing knowledge and resources with others. Collaboration is at the heart of my work ethic, and I find that I learn and take away so much through the process of working with others.

That being said, my biggest fears center around my writing style and communication. I often have a lot to say, and through writing, my thoughts can sometimes feel overwhelming for a reader to process. My goal would be to convey my message clearly, without overwhelming the audience—while still ensuring that my point is strong and meaningful. I sometimes ask myself: if the article is long, will readers stay engaged? Will I be able to communicate my ideas in a way that is both concise and impactful?

The readings and videos this week helped ease many of these concerns. In the article Publishing: Can I Really Do That? (Thibodeaux, 2019), I learned that publishing is not a process you go through alone. After an article is accepted, there is a team of editors who help refine writing conventions and strengthen the piece. Knowing this made me realize that collaboration is built into the process, and that publishing is less about perfection in the first draft and more about being willing to share and grow with the support of others.

Based on the readings and videos, the first steps to publishing involve deciding on your audience, topic, and the sites that best fit your purpose. I’ve come to see this not as a single step, but as phases that require reflection and intentionality before moving forward. Choosing a topic can certainly feel overwhelming, but resources like Edutopia can help make that process more manageable. I had never heard of Edutopia before, but exploring the site opened my eyes to just how many topics are out there and how many opportunities exist to contribute to meaningful conversations in education.

References

Published MD. (2022, April 28). How to choose the right journal for research paper | Best chance of getting accepted. YouTube. https://www.youtube.com/watch?v=1IUJC8_djMU.

Thibodeaux, T.S (n.d). Academic publishing. Tili S. Thibodeaux, Ed.D.

https://tilisathibodeaux.com/wordpress/?page_id=841

Topic Index. (n.d.). Edutopia. https://www.edutopia.org/topic-index

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After reading and watching the video this week, I’d say I lean toward a constructivist approach where students learn best by doing and connecting ideas. For me, technology should always be more than a “replacement” tool, it should open up new ways for students to access learning and show what they know. I think now more than ever students need to learn to use and adapt to technology and find ways where it can better benefit them.

I think what’s right about education is that we have more tools than ever to reach diverse learners, but what’s wrong is that sometimes we use them without real purpose. When working with students with diverse learning needs, it is important to know and understand that more is not always better. I believe it is important to be as intentional as possible and make sure you are asking yourself if the tool is going to help students engage more in order to meet their goals. If not, or if the student cannot appropriately use it, then it’s probably not worth using.

I also can understand how transparency and privacy can be big concerns, especially with AI. It is important to know how data is being used and how to protect privacy for students. Districts, like mine, are in the process of adopting things like Magic School AI for a safer alternative. This allows for students to navigate these tools with more safety.

Digital tools can definitely boost engagement when they give students voice and choice, but they can also distract and hinder students’ performance if not managed well. I believe teachers need to mediate with technology, because these tools should not replace teaching and learning, but be a way to enhance it and make it better.

References:

Hughes, J. E., & Roblyer, M. D. (2023). Integrating educational technology into teaching: Transforming learning across disciplines (9th ed.). Pearson.

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Digital media projects come alive when audio, visuals, and interactive elements work together. When used thoughtfully, these elements don’t just make a project look nice, but they shape the story. Music can set the mood, visuals help us remember key ideas, and together they create a stronger emotional connection with the audience. We see this all around us today, from short videos on social media to full-scale multimedia productions.

Tools like virtual reality and 3D modeling take this a step further by pulling audiences into immersive environments. Instead of sitting back and watching, people get to take part in the experience, which often leads to deeper learning and stronger engagement. Newer technologies can also help behind the scenes. For example, digital tools that automate editing or design tasks give creators more time to focus on the bigger picture of storytelling and innovation (Roblyer & Hughes, 2023).

At the same time, I feel like it’s easy to make mistakes when building multimedia projects. Slides packed with text, flashy animations, or unclear design choices can distract rather than engage. I have learned that sticking with simple, consistent, and accessible design principles helps keep the focus on the message. Collaboration is also key. Shared editing spaces, and communication platforms make it easier for teams to work together, even when they aren’t in the same place (Roblyer & Hughes, 2023, Ch. 7).

These tools aren’t just about making projects easier, they also open the door for new creative possibilities. When we use multimedia tools, not only are we building presentations, but also developing digital literacy skills. Students can learn how to use different platforms, think critically about information, and adapt to changing technologies (Roblyer & Hughes, 2023).

Reference

Roblyer, M. D., & Hughes, J. E. (2023). Integrating educational technology into teaching: Transforming learning across disciplines (9th ed.). Pearson.

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Joseph Fisher - Collaborative Discussion 2

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Joseph Fisher - Collaborative Discussion 2

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My review of the readings and videos provided a snapshot of the future of learning through research and studies performed on students and teachers who utilized technology to improve the educational experience. Hennessy & Forrester (2014) share findings from utilizing the use of audio feedback for college students and Stevenson & Hedberg (2011) present the use of Cloud applications and the use of the internet embedded in traditional educational settings; both studies of which have been drastically improved since the publication dates of these articles. Sal Khan, who famously brought “The Khan Academy” to mathematics classrooms and tutors, shared the advances made within his own platform and how AI can be used to help both the student and teacher improve learning (TED, 2023). Khan argues that with the use of AI, an average student can perform as an exceptional student (TED, 2023). The title indicates his point: AI will inhibit students from learning is a misconception and that the opposite is true when the AI is able to act as a tutor under controlled parameters (TED, 2023). The Khanmigo AI bot encourages students and increases the thought process through motivation when a student is stuck and unable to proceed with a question or an assignment (TED, 2023). I believe this is one way to effectively integrate the use of AI: as an extension of the web-based programs we use and not as an external, unregulated tool.

Concerning ethics when utilizing AI, users should be wary of the accuracy of information as well as the potential for machine-learned bias (Hosseini et al., 2023). Authors should present the use of AI with research integrity, disclosing any access with full transparency, so as to allow readers to digest with an understanding of the origin of the presented opinion or information.

As I explore my publication topic of teaching educators to create media content, I am encouraged by this week’s readings and videos to conclude my draft with ways to use other web-based tools with the finished media that teachers will create. Tools I have found and used in my classroom, such as ViewSync, a multiple YouTube viewer, and Soundslice, a web-based app used to add music notation to YouTube videos, must be mentioned in a “next steps” section to engage a wider audience and enrich the relevance of my publication. I believe that my topic of creating video will require a mid-level to advanced knowledge of modern computing, and educators who may choose to read my article will be able to implement technology seamlessly into their lessons. Philipp Sostmann demands that we embrace the future through trials with virtual reality headsets that are available on the market (TEDx Talks, 2024). I agree with Philipp and can envision my topic used in conjunction with his philosophy of how we will soon interact with the blended world.

References:

Hennessy, C., & Forrester, G. (2014). Developing a framework for effective audio feedback: a case study. Assessment & Evaluation in Higher Education, 39(7), 777–789. https://doi.org/10.1080/02602938.2013.870530

Hosseini, M., Rasmussen, L. M., & Resnik, D. B. (2023). Using AI to write scholarly publications. Accountability in Research, 31(7), 715–723. https://doi.org/10.1080/08989621.2023.2168535

Stevenson, M., & Hedberg, J. G. (2011). Head in the clouds: a review of current and future potential for cloud-enabled pedagogies. Educational Media International, 48(4), 321–333. https://doi.org/10.1080/09523987.2011.632279

TED. (2023, May 1). How AI Could Save (Not Destroy) Education | Sal Khan | TED [Video]. YouTube. https://www.youtube.com/watch?v=hJP5GqnTrNo

TEDx Talks. (2024, June 4). The VR Dilemma: How AR and VR redefine our reality | Philipp Sostmann | TEDxLausanne [Video]. YouTube. https://www.youtube.com/watch?v=zOBiZrTomso

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New technologies for students are emerging everyday, and most of those being developed today are both personalized and adaptive. These technologies use learning analytics to help identify patterns in learning that "inform or optimize assessment, instruction, learning, and design of digital resources" (Roblyer, M. & Hughes, J., 2018, p. 12). These new personalized and adaptive programs adapt to each learners needs, helping to provide interventions that will help close gaps in learning. My district is in its second year of implementing i-Ready, using the diagnostic benchmark testing three times a year and having students engage in what is called "My Path" as a personalized learning plan. Each student is provided with a score at the end of the diagnostic, along with a growth goal, a stretch growth goal, and a learning plan designed for them. With consistency I have seen students make tremendous gains, however a lot of that will depend on student motivation. Motivation can be a huge challenge when it comes to middle schoolers, but especially when they are being told they have to do it. We end up with a lot of skewed results on diagnostics from students who don't care and also students not meeting growth goals because they just click through rather than try. While these programs are a great way to supplement and close learning gaps, they are not an answer and should not replace face to face learning.

On that note, we can not replace humans in the classroom. I think the COVID era taught us all a lot about how different learners learn and what is best practices. There must still be a level of engagement between students, as well as thinking about the level of technology and its overall purpose within the classroom. I think a lot of educators simply use technology as a substitution of a tool or resource. I began a book study with several colleagues prior to the shut-down called Bold School: Old School Wisdom + New School Technologies = Blended Learning That Works. The irony of it is that I never did finish that book and then ended up as an online teacher the next year. Anyway, I picked that book back up again two years ago as I was trying to find focus for the ELA curriculum. While the technologies have changed (RIP Fligrid), this book was just as relevant now as it probably could have been to me in 2020. As we engage in our online studies, it has helped knowing that we have both synchronous and asynchronous meetings. The shift in our discussions over the summer to the Padlet was weird at first, but I have learned so much more and had more meaningful discussions in comparison. A fine example as to why there needs to be balance, even in an online setting.

Many ethical concerns are associated with AI in education, but I think most of them stem from cheating and academic dishonesty. Before ChatGPT and AI were really a big thing, I can recall about 4-5 years ago, I ran into a former student and I had asked him how school was going. He very happily shared that he had dropped out, but was working on his GED and was using ChatGPT to complete everything. Mind you, this was one of the smartest kids I had ever taught, almost too smart for his own good. So it didn't surprise me that he had found a way to "hack" school. It reminds me about previous generations speaking of the calculator the same way we are talking about AI, but here we are, a calculator in everyone's pocket enhanced by AI. This is all the more reason that we must teach students how to use it as a learning tool, and not as a crutch. Roblyer says it best, "we need more teachers who understand the role that technology plays in society and in education, who are prepared to take advantage of its power, and who recognize its limitations" (2018, p. 15). because the possibility of errors still exists, though it's diminishing as we continue to feed these chatbots more and more information, making it more detailed and accurate. For instance, if you put in a prompt and the ISBN for a book, it will reference the actual quote and page number! As an English teacher I could easily identify AI generated essays because there would be fake quotes, but now...

AI has the potential to play a part in enhancing student engagement and motivation, rather than being a distraction. Just as educators had to be comfortable with teaching students how to use a calculator, we as educators must become comfortable and embrace the possibilities that AI can hold. This is why I have chosen my topic over AI and how it can be used to provide timely and accurate feedback to middle school students, when teachers may not be able to. MagicSchool AI is a platform designed specifically for teachers and students. It allows a safer place, in my opinion, for students to explore AI creatively and use it for a real purpose.

Hosseini, M., Rasmussen, L. M., & Resnik, D. B. (2024). Using AI to write scholarly publications. Accountability in Research, 31(7), 715–723. https://doi.org/10.1080/08989621.2023.2168535

Roblyer, M.D., & Hughes, Joan E. (2018). Integrating technology into teaching: Transforming learning across disciplines, (8th ed). Pearson Education.

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Joseph Fisher - Collaborative Discussion 3

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Joseph Fisher - Collaborative Discussion 3

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In terms of theory-into-practice, I consider myself to be a believer in a balanced approach as I integrate directed and social-constructivist philosophies in my pedagogy. As a musician and music teacher, I strongly believe that the development of foundational skills, such as music literacy, scales, and rhythm, lay the groundwork for students to apply experience-based knowledge to music performance, appreciation, and understanding (Roblyer & Hughes, 2023). As an educational leader, I believe a balance in theories works for all learners as this approach has proven to be successful for both me and the thousands of students I have taught in my career.

Where it is obvious that a social-constructivist approach would support arts education, one may consider a directed approach to teaching children would not value all subject matter equally. My interpretation and approach to John Dewey’s social activism theory is that students may have choice the subject matter and style of delivery but not the course of study. As a music teacher, I have faced the cutting of class time to better serve the needs of core subjects such as math and language arts. It is my firm belief that arts education is essential to student academic growth and social awareness, and well-being. Champions of social constructivist approaches such as Dewey, who fought against cuts in music education in and Vygotsky, who authored thoughts on the importance of art and music education, have supported arts education in the face of replacing them with foundations in core subjects (Thibeault, 2020; Vygotsky, 1925/1971). The problem with education is an emphasis on standardized test performance over the process in which children learn, training them to complete tasks and not providing them with the tools to solve problems they may encounter (TEDx Talks, 2018).

Ethically, I believe using AI in education, as Sal Khan suggests, should be monitored and used as a tutor for students (TED, 2023). Students who seek the answers for problems provided by educators should learn how to arrive at the provided solution (TED, 2023).

In my classroom, I integrate technology into my curriculum though a personalized website and learning management system. Students are carefully instructed to use web-based tools to solve problems that I present. In the process of the integration, students may find assistance in the form of AI however, the projects I present require creativity and critical thinking based on the background knowledge I provide in directed instruction (Roblyer & Hughes, 2023). By aligning the technology with my school’s curriculum and state and national standards, I am able to prepare students for the next step in their educational journey while providing a balanced approach that is grounded in directed and social-constructivist philosophies.

References:

Roblyer, M. D., & Hughes, J. E. (2023). Integrating educational technology into teaching:

Transforming learning across disciplines (9th ed.). Pearson.

TED. (2023, May 1). How AI Could Save (Not Destroy) Education | Sal Khan | TED [Video]. YouTube. https://www.youtube.com/watch?v=hJP5GqnTrNo

TEDx Talks. (2018, November 12). The Future of Learning | Sugata Mitra | TEDXNewcastle [Video]. YouTube. https://www.youtube.com/watch?v=VGF3kjgCaMQ

Thibeault, M. D. (2020). Dewey’s Musical Allergy and the Philosophy of Music Education. Journal of Research in Music Education, 68(1), 31–52. https://doi.org/10.1177/0022429419896792

Vygotsky, L. S. (1971). The psychology of art (Scripta Technica, Inc., Trans.). MIT Press. (Original work published 1925)

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Every July, our school district provides teachers with the opportunity to attend a Digital Learning Conference that focuses on current and trending technology tools teachers can use to strengthen instructional practice. This conference benefits both teacher performance and student learning. I really enjoy attending this two-day virtual event because it keeps me aware of new tools and equips me with strategies to enhance collaboration and learning online. For example, I learned about AI features being integrated into district apps such as Canva, Amplify, Amira, and Writable, which are designed to meet student needs. I also discovered new classroom management tools for strategies and implementation, and one of the biggest topics of discussion was the district’s purchase of a new monitoring software that allows teachers to monitor student Chromebooks. I believe this will be a very useful tool for future technology integration in the classroom.

When it comes to implementation, two main challenges are often voiced by educators: (1) not having permission or licenses to use technology due to strict district guidelines, and (2) not feeling confident in how to use new tools, which limits buy-in. Another challenge is a lack of a growth mindset—some educators view new technology negatively, which makes adoption more difficult. Personally, I’ve also found it frustrating when I don’t have all the information about how a tool works, only to run into problems during valuable instructional time. However, as Hedberg (2011) pointed out, “it is the relationship between new technology and ways of learning and teaching that makes pedagogy disruptive.” In other words, educators should focus on developing the relationship between teaching and technology, rather than viewing technology itself as the disruption. Stevenson and Hedberg (2010) also noted that while there can be disruptions, many positive elements and benefits have been identified, which reminds me that the focus should be on those opportunities rather than the setbacks.

Looking ahead, one positive direction for technology integration is the use of new e-learning models, such as a collaborative cloud. I really connected with this idea since it’s something I’m already trying in my own classroom. While instructor-created resources like videos are valuable, the text also reminded me that “individual tutorials provided by instructors are limited and irreplaceable” (Liao 2013). This highlights the importance of balancing tools like screen recording and video tutorials with opportunities for collaboration. Using cloud-based tools can create collaborative spaces where students can work together continuously, problem-solve, and learn from one another.

With that being said, for my publication topic, I am considering framing my question around the impact of digital tools, such as HoverCam recordings (for modeling directions and examples) and Screencastify, on student learning. My goal is to find the best way to word my topic so that it is clear, practical, and meaningful for my intended audience. At this point, I am also considering potential places to submit my work, such as the International Journal of Learning Technology or the International Journal of Multimedia Technology. Of course, this will ultimately depend on how I finalize and shape my publication topic.

References:

EdTech Journals. (2019). EdTech Journals. https://www.edtechjournals.org/

Liao, J., Wang, M., Ran, W., & Yang, S. J. H. (2013). Collaborative cloud: a new model for e-learning. Innovations in Education and Teaching International, 51(3), 338–351. https://doi.org/10.1080/14703297.2013.791554

Stevenson, M., & Hedberg, J. G. (2011). Head in the clouds: a review of current and future potential for cloud-enabled pedagogies. Educational Media International, 48(4), 321–333. https://doi.org/10.1080/09523987.2011.632279

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That's a great opportunity. I believe we are able to better service our kids when we acquire more knowledge on a particular subject. I also agree that it's very difficult to learn and implement new strategies and new resources due to district guidelines at times as well as training on how to operate and implement them. We need to learn to integrate as much technology as possible in the classroom so that our students can keep up with new ideas across the globe.

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That's a great opportunity. I believe we are able to better service our kids when we acquire more knowledge on a particular subject. I also agree that it's very difficult to learn and implement new strategies and new resources due to district guidelines at times as well as training on how to operate and implement them. We need to learn to integrate as much technology as possible in the classroom so that our students can keep up with new ideas across the globe.

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Tamie Land - Collaboration Discussion:  Tech Trailblazers

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Tamie Land - Collaboration Discussion:  Tech Trailblazers

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I’ve been thinking a lot about how new technologies like Artificial Intelligence (AI), Virtual Reality (VR), Augmented Reality (AR), and collaboration platforms are changing the way we teach and learn. Sal Khan’s TED Talk really stood out to me when he explained how AI could act like a personal tutor for every student, giving feedback right away, adjusting lessons to the right pace, and helping each learner stay on track (Khan, 2023). Khanamigo's tutor has me rethinking how personalized learning can work in real classrooms, especially with its ability to give instant feedback, adjust to each student’s needs, and keep them actively engaged in the learning process. Philipp Sostmann’s talk on the VR dilemma showed how VR and AR can create experiences that make learning feel real and interactive. And Sugata Mitra’s ideas on self-organized learning made me think about how  technology can give students more independence and voice in their learning.

These tools have a lot of potential to make lessons more engaging and to help students work together on solving problems. But I also see challenges. Not every school has equal access to these tools, and teachers need the right training to use them well. Plus, as Hosseini et al. (2024) point out, AI can sometimes give wrong or biased information, so it’s important for teachers to double-check what it produces. VR and AR can also be expensive and require good technology infrastructure.

When I think about choosing the right tools, I believe they should connect clearly to what we want students to learn, actually help improve student results, support collaboration, work for all types of learners, and protect student privacy. I don’t think we should throw out traditional teaching—some of the best lessons will still come from face-to-face discussions—but combining these approaches can make learning richer. For example, we might have a class discussion and then use AI to quickly assess understanding so we know what to reteach or extend. AI can help students feel motivated by giving them instant, personalized feedback, while teachers have more time to focus on building strong relationships.

For my publication topic, I am considering exploring how technology integration can support differentiated, student-centered learning in primary grades through project-based learning. Specifically, I want to highlight how digital tools like Canva can give gifted and talented 2nd graders more autonomy, allowing them to design and present projects that build creativity, collaboration, and self-directed inquiry while aligning with TEKS standards.

The options I am considering for submission include Edutopia, which focuses on PK–12 best practices with a strong emphasis on technology integration and project-based learning; I STE’s Empowered Learner Magazine, which regularly features educator stories about using digital tools to create student-centered, technology-rich instruction; and EdSurge, which amplifies teacher voices and shares strategies for using technology to improve learning outcomes, including project-based learning approaches.

This work directly connects to my innovation plan by taking the principles of technology integration and applying them in a targeted way to foster engagement, ownership, and differentiated learning experiences. By integrating tools like Canva for visual project design, I can help students take charge of their learning while building essential skills for creativity, collaboration, and critical thinking, all while meeting state standards.

References

Hosseini, M., Rasmussen, L. M., & Resnik, D. B. (2024). Using AI to write scholarly publications. Accountability in Research, 31(7), 715–723. https://doi.org/10.1080/08989621.2023.2168535

Khan, S. (2023). How AI could save (not destroy) education [Video]. TED. https://www.ted.com/talks/sal_khan_how_ai_could_save_not_destroy_education

Mitra, S. (2013). The future of learning [Video]. TEDxNewcastle. https://www.youtube.com/watch?v=y3jYVe1RGaU

Sostmann, P. (2022). The VR dilemma: How AR and VR redefine our reality [Video]. TEDxLausanne. https://www.youtube.com/watch?v=J5gICwJZvwY

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Tamie Land - Discussion 3:  Wired for Learning

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Tamie Land - Discussion 3:  Wired for Learning

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In terms of theory-into-practice, I position myself within a balanced framework that blends directed instruction with social-constructivist approaches. I believe students need a solid foundation of essential skills whether in literacy, numeracy, or social-emotional learning while also having authentic opportunities to apply that knowledge in meaningful, student-centered ways. As Hughes and Roblyer (2023) explain, integrating multiple learning theories allows educators to tailor instruction to different needs while using technology to create richer learning experiences. My work with SEL and technology integration in my 2nd grade classroom reflects this dual focus, ensuring that students can build on foundational skills while developing creativity, collaboration, and problem-solving abilities.

My rationale for using technology is to enhance engagement, ownership, and accessibility for all learners. In my classroom and across my camhighly encouraged to  intentionally give students voice and choice, foster collaboration, and make learning visible. Technology is never the “why” behind instruction, it’s the “how” that supports curriculum goals, differentiates learning, and builds the skills students will need for future success (Hughes & Roblyer, 2023).

What’s right in education today is the unprecedented availability of tools and strategies to reach diverse learners. What’s wrong is the inconsistent intentionality in how those tools are used. Too often, tech is adopted without a clear link to pedagogy or learning outcomes ve. To address this, I would focus on job-embedded professional learning that equips teachers with practical, hands-on strategies they can apply immediately in their classrooms.

Ethically, AI must be implemented with transparency, data privacy, bias mitigation, and clear purpose. Students and teachers should understand when and how AI is being used, and it should serve as a tutor or support, not as a replacement for human judgment or relationships.  Our district uses Magic School AI and has provided multiple training opportunities.  I utilize it for teacher use but have not used it with students yet.

Digital tools can increase engagement when they allow students to create, collaborate, and connect their learning to the real world. They can hinder engagement if they lead to distraction, passive participation, or cognitive overload. Authentic engagement online happens when learning experiences include interactive, collaborative, and reflective elements such as discussion, peer feedback, and project-based tasks (Hughes & Roblyer, 2023).

To ensure technology is used effectively, teachers should align tools with learning goals, provide explicit modeling and scaffolded practice, and use ongoing formative assessment to measure impact. Ultimately, teachers should act as curators and facilitators, guiding purposeful use of technology and helping students develop the critical thinking, digital citizenship, and adaptability they need to thrive in a tech-rich world.

Reference

Hughes, J. E., & Roblyer, M. D. (2023). Integrating educational technology into teaching:

Transforming learning across disciplines (9th ed.). Pearson.

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When I think about theory-into-practice, I would say my approach is a balance between directed and social-constructivist. My experience as a STAAR testing grade-level teacher has shaped my position in this approach. I often start with a clear learning target, guiding students through direct instruction, and then gradually release responsibility so they can engage in their own learning. This way, students still meet the learning goal, but they are able to reach it in their own unique way.

My rationale for using technology in the classroom is that it can advance learning and instruction in multiple ways. I especially value how certain digital tools can personalize learning. For example, programs like Amplify and Achieve3000 tailor articles and lessons to each student’s reading level, which is a huge benefit in reading instruction. I also enjoy the efficiency and creativity technology brings to both teachers and students.

At the same time, I recognize that digital tools can also hinder engagement depending on how they are used. I have seen situations where technology was overused and students were placed on devices for long stretches without meaningful interaction. While this might feel engaging at first, students often become bored and disconnected over time. That is why I believe technology use must be purposeful, connected to learning goals, and balanced with human interaction.

To ensure technology is used effectively, teachers can set a clear purpose before introducing a tool and make sure it directly supports the learning objective. Technology should be blended with collaborative learning so that students still engage with one another and apply what they learn beyond the screen. It can also be used for differentiation rather than simple substitution, giving students support that meets their specific needs. Teachers should monitor how students are engaging with technology and make adjustments if it starts to lose impact. It is also important that we model responsible use so that students view technology as a tool to enhance their learning rather than just entertainment.

Ultimately, I believe teachers play a critical role in mediating technology use. We are the ones who provide balance by ensuring that technology enhances instruction rather than replacing meaningful student-teacher and student-student interaction.

References:

Hughes, J. E., & Roblyer, M. D. (2023). Integrating educational technology into teaching: Transforming learning across disciplines (9th ed.). Pearson.

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After having read chapter 2 of the text, I definitely feel that I am a mixture of both directed and constructivist when it comes to theory-into-practice. While I do lean more towards the constructivist approach, Figure 2.4 (Roblyer, 2018, p. 53) helped me see that what I value in terms of technology are a mixture of both.

With that being said, when I was in the classroom I always tried to use technology in the classroom to enhance student engagement, provide timely feedback, and create opportunities for collaboration. Games like Gimkit and Kahoot I would use as a way gauge students previous knowledge on a topic. For instance, the ELA TEKS are very recursive and as a middle school ELA teacher, there was very little "new" I had to teach, so I would use a game to gather data on what students could recall and whether or not I needed to spend time reviewing/reteaching academic vocabulary. I used digital games like these sparingly and would mix in peer to peer strategies as well from Lead4Ward. It was more like a reward when they got to play them, and so engagement was high. Doing the same thing over and over can be very monotonous and eventually it'll get to a point where they are like, "This. Again? Ugh". And in this way, it can seriously hinder a students engagement. As educators we can think outside of the box and use these digital tools to promote authentic learning.

One thing I loved doing in my class was having students choose their own topic, research it, and then create a final product, like an infographic, to teach their classmates about it. This would tie in with my lesson over main idea as students had to think about how all parts of the infographic and the information they put on it contributed to that main idea. This was an authentic learning experience that really engaged students, not to mention they are so excited to share what they created with their peers.

As more and more digital tools were being introduced, I learned about the SAMR Model. This model helped me reframe how I was using technology in the classroom to make it more purposeful to the task and desired learning outcomes. It is also very similar to the RAT model as outlined in Integrating Educational Technology into Teaching: Transforming Learning Across Disciplines. Similarly to the "S" in SAMR, the "R", or Replacement" of RAT, talks about how technology is used as a "proxy, stand-in, or surrogate" (Roblyer, 2018, p. 66). This level of technology use is just a substitute for something else, like using a Google Doc instead of a sheet of notebook paper. There is no real change in the function or instructional practice. Using either the SAMR or RAT models, can help teachers ensure technology is being used effectively in the classroom.

PowerSchool. (n.d.). SAMR model: A practical guide for K–12 classroom technology integration. PowerSchool Blog. Retrieved August 30, 2025, from https://www.powerschool.com/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/

Roblyer, M.D., & Hughes, Joan E. (2018). Integrating technology into teaching: Transforming learning across disciplines, (8th ed). Pearson Education.

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Discussions – Week 2

“Tech Trailblazers: Charting the Course of Innovation”

In our rapidly growing tech world we are creating more opportunities to reach a global market which will allow us to be innovative in the future construct of the world. There are many emergent technological resources that can benefit students. For example, Artificial General Intelligence or AGI, is a machine with the ability to understand, learn and apply its intelligence to solve whatever problems students are faced with. Narrow AI on the other hand are designed for specific tasks only. AGI may be able to assist with cognitive tasks at a  wide range. Other technologies are reinforcement learning to give  AI systems the ability to make decisions by trial and error. This approach is seen as a potential pathway to developing more general problem-solving capabilities in AI. It is said that AGI can far surpass any human thought aspect, giving us more groundbreaking technologies and changing society in ways difficult to comprehend. Another technological resource is CRISPER Gene Editing. Gene Editing alters the DNA of a cell or organism. We have many challenges with these resources but we will forever have to deal with the unknown. Quantum Computing is another resource using cubits instead of classical computing. In my opinion we should evaluate a digital tools effectiveness on student learning by the fact of how much students actually learn and are efficiently able to advance technology. By allowing students to work in groups while using digital technology tools we can create a collaborative atmosphere for problem-solving.

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Collaborative Discussion 2 - "Tech Trailblazers: Charting the Course of Innovation" DUE August 31

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Collaborative Discussion 2 - "Tech Trailblazers: Charting the Course of Innovation" DUE August 31

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In our rapidly growing tech world we are creating more opportunities to reach a global market which will allow us to be innovative in the future construct of the world. There are many emergent technological resources that can benefit students. For example, Artificial General Intelligence or AGI, is a machine with the ability to understand, learn and apply its intelligence to solve whatever problems students are faced with. Narrow AI on the other hand are designed for specific tasks only. AGI may be able to assist with cognitive tasks at a  wide range. Other technologies are reinforcement learning to give  AI systems the ability to make decisions by trial and error. This approach is seen as a potential pathway to developing more general problem-solving capabilities in AI. It is said that AGI can far surpass any human thought aspect, giving us more groundbreaking technologies and changing society in ways difficult to comprehend. Another technological resource is CRISPER Gene Editing. Gene Editing alters the DNA of a cell or organism. We have many challenges with these resources but we will forever have to deal with the unknown. Quantum Computing is another resource using cubits instead of classical computing. In my opinion we should evaluate a digital tools effectiveness on student learning by the fact of how much students actually learn and are efficiently able to advance technology. By allowing students to work in groups while using digital technology tools we can create a collaborative atmosphere for problem-solving.

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That's a great opportunity. I believe we are able to better service our kids when we acquire more knowledge on a particular subject. I also agree that it's very difficult to learn and implement new strategies and new resources due to district guidelines at times as well as training on how to operate and implement them. We need to learn to integrate as much technology as possible in the classroom so that our students can keep up with new ideas across the globe.

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In my daily integrated philosophy of technological tools and resources in my classroom, I attempt to allow students to gain a deeper understanding of the learning context being taught. By directing students in the conventional process of using technology and exploring the right tools, I believe they foster a deeper learning experience. By using student-centered as well as teacher-centered instruction I can teach my students with high level and low level skills how to work together to explore answers. These tools will allow for students to generate motivation to learn. My philosophy is that learning works best with stimuli. I also believe that teachers play a huge role in student behavior. However, there are students whose mind responds like a computer. Also, by utilizing scaffolded instruction, I allow students to develop independence. A child's environment plays a heavy role in their academic and intellectual growth.

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I plan to focus on writing my article for submission to the PMEA News Publication (Choice 1). If rejected, I will try again or reframe the structure to fit the guidelines of the other choices listed below. I believe this should be an easy transition if necessary.

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5317 - Resources for Digital Environments | Joseph Fisher - Educational Technology Leader

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© 2025 Joseph Fisher - Educational Technology Leader

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https://arose966.wixsite.com/edld-eportfolio

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Here is the link to the sites I'm considering for publishing. It is in a google doc of the 3 sites I chose. https://docs.google.com/document/d/1041X9Dwtv51850vsYXlACCbZ6mL3McbWU8XDi_BjiVk/edit?usp=sharing

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Digital media production significantly enhances student engagement by transforming learners from passive recipients of information into active creators of knowledge. When students develop things digitally, they engage in higher-order thinking while practicing collaboration, communication, and problem-solving. Having such active learning approaches deepen understanding and foster long-term retention.

To ensure multimedia presentations remain engaging without overwhelming students, educators should apply cognitive load principles. This includes limiting text-heavy slides, using visuals purposefully, and sequencing information into manageable segments. Interactive elements, such as embedded questions or opportunities for reflection, also help sustain student attention. All things that we have learned through our experience within the ADL program.

Digital media projects further empower students by amplifying their voices and providing opportunities for authentic representation. Students can be more personal with their work, which not only enriches the learning experience but also fosters equity and inclusivity.

Balancing student creativity with technical instruction requires intentional scaffolding. Educators can teach skills like recording or basic editing, while still allowing flexibility for students to make creative choices. Providing multiple platform options and tiered support can help accommodate diverse skill levels. These are great ways to incorporate more project-based learning opportunities for students as well.

I think that role-playing games provide another engaging avenue for learning, particularly in supporting communication skills, empathy, and systems thinking. However, challenges such as limited instructional time, uneven access to technology, and classroom management concerns are common. Educators can mitigate these by starting with small-scale projects, leveraging free digital tools, and establishing clear participation norms. Professional learning communities can also provide guidance for integrating these strategies effectively.

Ultimately, both of these things serve as powerful tools to cultivate engagement, creativity, and real-world skills in diverse learning contexts.

Brown, A. (2023). Power and influence: Influence skills. Harvard Business Review Press.

Carter, L. (2022). How to influence when you do not have any power. Routledge.

Taylor, K. (2022). The world is my school: Welcome to the era of personalized learning. Journal

of Educational Change, 23(2), 99–114.

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Initially I had planned chosen the following journals as potential places to submit for their focus on technological tools regarding AI:

Educational Technology Research & Development (ETR&D)

Computers & Education

International Journal of Artificial Intelligence in Education (IJAIED)

I now understand why Dr. B wanted us to ensure we looked more into the submission guidelines when creating our outlines, because while all of these journals focus exactly on my topic, these all require a lot more research and time than I have to invest right now, if I'm being honest.

With that being said, I have decided to look more so towards Edutopia, a blog style publication that provides teachers, school leaders, and educators with research-based strategies, classroom practices, and resources aimed at improving student learning. With its mission focused on sharing evidence, and practitioner, based knowledge, it helps educators apply innovative and effective practices in real classrooms. This fits more in line with way I had envisioned my publication going.

The basic guidelines for submission are as follows:

Send a pitch first

850-1000 words

Must be original, no posting elsewhere

Must disclose any commercial interests in products or services mentioned

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After reviewing my topic, I’ve decided to refine my focus. While I am still exploring accelerated learning in the classroom through recording devices, I will now expand it to include not only instructional use but also collaboration and feedback. I had initially considered submitting to the Journal of Research on Technology in Education and the Journal of Computer Assisted Learning, but after further research, I realized these outlets would not be the most suitable for my article. With this in mind, I’ve chosen to submit to Edutopia, as it better aligns with my writing style, target audience, and topic focus, making it an ideal option for a first-time publisher.

Edutopia Submission Guidelines:

Article: 850–1,000 words with outline

Multimedia: planned videos or images

Bio: 80 words with current role

Disclosure: commercial interests

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Audio and visual elements can greatly enhance the storytelling aspect of media projects because they help convey a message more clearly and make the content more engaging. As Roblyer and Hughes explain, technology integration is not just about the tools themselves but how they are used to transform learning. A strong visual or well-placed audio clip can support understanding and create a stronger connection between the audience and the material (Roblyer & Hughes, 2023).

This connects closely to what I am currently covering now in 5317 with Empowering Learning Through Recording: Tools for Teaching, Feedback, and Collaboration. In that work, I’ve engaged deeply with how recording tools and similar technologies can increase student engagement and make a real difference in instructional practices.

Digital tools like virtual reality also have a big impact on audience engagement. For example, students could go on a virtual field trip to a historical site, making learning interactive and immersive. This type of experience allows learners to feel like they are part of the content rather than just observing it, which often leads to deeper learning and retention.

Artificial intelligence can also be integrated into media production to improve both efficiency and creativity. For example, AI tools can assist with editing, suggest design layouts, or even generate scripts, allowing creators to spend more time focusing on the overall message and storytelling. This not only saves time but also helps with the delivery of a clear, polished message. Additionally, it allows for student ownership and personalization of media production.

Finally, multimedia presentations play an important role in developing students’ digital literacy. When students create presentations that combine audio, visuals, and text, they are not only practicing communication but also learning how to navigate and evaluate digital tools responsibly. In addition, these tools allow students to show their understanding of a topic in various ways, providing multiple ways to demonstrate learning. This prepares them for future academic and workplace settings where digital literacy is essential.

Reference:
Roblyer, M. D., & Hughes, J. E. (2023). Integrating educational technology into teaching: Transforming learning across disciplines (9th ed.). Pearson.

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Joseph Fisher - Collaborative Discussion 4

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Joseph Fisher - Collaborative Discussion 4

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As a music educator and content creator, I have sought to find ways to integrate sound and visuals to engage my students. The article I am currently seeking to publish is centered around the idea of using animated visuals mixed with quality audio to promote learning in the classroom. Through creating play-alongs and video assessments, I’ve seen firsthand how multimedia can transform learning into an immersive experience that is memorable for students.

Reading this week reminded me that audio and visual elements aren’t just enhancements, they’re essential tools for engagement. Hughes and Roblyer (2023) emphasize that multimedia presentations allow students to express their understanding through multiple modes such as text, image, sound, and video, supporting diverse learners and deepening comprehension. In my classroom, students participate in project-based learning with audio and video creation, following some of the same guidelines I create for myself when producing a video.

Newer digital tools, such as virtual reality and 3D modeling, also present a way to create a new type of learning. Using these tools, students can virtually experience a historical musical performance or explore the acoustics of a concert hall. PlayStation Europe (2017) experimented with this experience several years ago, and I took time to share this in my classroom when it was released. These immersive experiences amplify learning by placing it in authentic, real-world contexts (Hughes & Roblyer, 2023).

AI tools to enhance multimedia presentations are another exciting piece of our new digital landscape. I have begun experimenting with AI-generated accompaniments and rhythm creators. These tools save time and spark creativity, allowing teachers and students to focus on expression rather than mechanics. Hughes and Roblyer (2023) encourage us to use technology not just to replace old methods, but to transform what’s possible.

Hughes & Roblyer, (2023) give warnings and reminders not to overcrowd the visual landscape. Even in our coursework, I have seen presentations overloaded with animations or unreadable fonts. Design principles such as using large, high-contrast text and purposeful visuals are simple but powerful reminders that less is often more (Hughes & Roblyer, 2023).

Collaboration is where digital synergy happens, and using tools like Google Slides, GarageBand and Canva, my students work together on projects in real time. This mirrors a music ensemble performance: listening, responding, and creating something greater together. As Hughes and Roblyer (2023) note, these tools foster not just communication, but community (p. 221).

When beginning my video production journey during the blended learning experience of 2020, I explored methods similar to those that Kit Betts-Masters (2020) highlights in his YouTube video, adding voiceover to screen recordings for my students. The videos by CuriouZteacher (2023) and Youri van Hofwegen (2025) share long and short form video editors like those I shared in my article, and I have tried many of these applications to experiment in my classroom. Personally, I prefer the tech that I shared in my article because of the ability to fine-scrub audio and video and personalize images to meet the needs of my music students. I am hopeful that this message comes through in my article. The project-based learning in my classroom is building on my student cohort’s digital literacy. When fourth-grade students match sound to video during one of the stations in my station rotation, they are learning how to navigate, evaluate, and create in a digital world. I am hopeful that the skills built in my music classroom will help students thrive in all their future classwork as they proceed with these tools.

References

CuriouZteacher. (2023, July 9). TOP 5 “FREE” video editing apps for beginners [Video]. YouTube. https://www.youtube.com/watch?v=E_HlQLuU5Q8

Hughes, J., & Roblyer, M. (2023). Integrating educational technology into teaching: Transforming learning across disciplines (9th ed.). Pearson.

Kit Betts-Masters. (2020, April 16). 3 easy ways to start making educational videos [Video]. YouTube. https://www.youtube.com/watch?v=52NjAAvxqXg

PlayStation Europe. (2017, February 14). Joshua Bell VR | VR Experience Reveal | PlayStation VR [Video]. YouTube. https://www.youtube.com/watch?v=Mk3iD63JqVI

Youri van Hofwegen. (2025, March 4). Best FREE video editing software for YouTube (Don’t choose wrong) [Video]. YouTube. https://www.youtube.com/watch?v=2fEJKHm58EY

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Audio and visual elements help enhance the storytelling aspect of media projects by making the story more immersive and memorable. Similar to the ideas we learned about in 5318, when audio and visual elements are combined, they support multimodal learning, making the learning more concrete. Resources like graphic images can act as an attention getter, while music can help create a certain mood. Table 7.1 in the text does a great job identifying examples and the roles different media resources play in media projects. Authors should be very intentional about what they choose to use and how they use it. I tend to think of Taylor Swift in this regard, as she is very intentional about every detail, from the font and colors of words, the angles of videos and photos, and graphics she uses. Really, the audio and visual elements can help create more than just a story, but a whole experience for the reader.

Roblyer & Hughes discuss how simulations and VR let audiences immerse themselves in environments, experiencing things that would normally be difficult, dangerous, or impossible in real life. This type of technology immersion not only boosts motivation, but exponentially increase engagement. Tools like 3D modeling allows visualization of objects, systems, or structures from multiple perspectives, enabling viewers to interact with or manipulate them, which fosters deeper understanding, especially in STEM, art, or design classes. Using these tools can take our audience from a passive experience to a more authentic learning opportunity.

AI tools can be integrated into media production to improve efficiency and creativity by helping with the tedious parts, like creating a transcript or that initial idea. I personally have used AI to help guide thinking and ideas for professional developments, most recently today! I like to think of AI as my thinking partner, someone to bounce ideas off of when no one else wants to listen. Additionally, AI tools can enhance the creating of multimedia presentations by suggesting color schemes, layouts, templates, just to name a few.

Some common mistakes made when using multimedia tools for presentations would be overloading slides, using an inconsistent design, neglecting to address accessibility, or forgetting to test or vet other media clips, leading to distraction and technical issues. Sometimes technical issues can be avoided by testing, however sometimes it has a mind of its own. I am reminded of my grade school days and learning how to create PowerPoint presentations and all the rules that went with it. For the longest time I lived by the 6x6 rule: no more than 6 bullet points with 6 words. It was always fun to add in the transitions, though now I realize how distracting those are! So sticking to the principles of design for multimedia presentations is very important if you are trying to avoid some mistakes.

Having students engage in the creating of multimedia presentations can improve a students' digital literacy skills by teaching them how to use these different tools, but more importantly teaching them how to use them effectively and purposefully. Just in writing an essay, students have to think about their audience and craft their presentation to get their message across.

Roblyer, M.D, & Hughes, J.E. (2018). Integrating technology into teaching: Transforming learning across disciplines, (8th ed). Pearson Education.

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Digital Synergy: Building Together in Virtual Spaces

The power of media projects lies in their ability to tell stories that connect people across contexts, and audio and visual elements play a central role in that storytelling. The right background music, sound effects, and high-quality visuals can set the tone, create emotional impact, and make abstract ideas more concrete for audiences. For example, a simple narration paired with relevant visuals transforms content from static information into an immersive experience that resonates with viewers.

Emerging digital tools such as virtual reality (VR) and 3D modeling push engagement even further by placing audiences inside simulations rather than asking them to remain passive observers. Whether through virtual tours, interactive demonstrations, or lifelike recreations, these technologies deepen comprehension by allowing learners or viewers to “experience” content. This immersive quality mirrors real-world application and encourages active rather than passive learning.

Artificial intelligence is another game-changer in media production. AI tools can streamline efficiency by automating repetitive editing tasks, generating scripts or visuals, and even suggesting creative enhancements that producers might not have considered. Used wisely, AI can free creators to focus more on the innovative aspects of storytelling, though ethical considerations about originality and overreliance on automation must be kept in mind.

At the same time, there are pitfalls when working with multimedia tools. Overloading slides with text, using inconsistent audio levels, or adding distracting transitions are common mistakes. These can be avoided by following basic design principles: keep visuals simple and purposeful, balance audio with narration, and ensure every element serves the story rather than competing with it.

Collaboration in digital spaces is also vital. Tools like shared editing platforms, cloud-based storage, and project management apps allow teams to create, revise, and communicate seamlessly across distances. This synergy not only speeds up production but also fosters creative exchange and shared ownership of the final product.

Finally, when multimedia projects are brought into classrooms, they don’t just engage students—they build digital literacy. By creating presentations that integrate audio, visuals, and AI enhancements, students learn how to evaluate digital tools, communicate ideas in modern formats, and critically reflect on the ethical use of technology. In this way, media projects go beyond storytelling; they prepare learners to be thoughtful, competent digital citizens.

References

Big Think. (2011, April 25). What is an elevator pitch? [Video]. YouTube.

https://www.youtube.com/watch?v=Tq0tan49rmc

Canva. (2022, February 17). Make short educational videos for the classroom fast and free with

Canva [Video]. YouTube. https://www.youtube.com/watch?v=CtoVR5ZByoM

Craig, D., & Schroeder, R. (2021). How to build a global tribe fast with social media. Journal of

Media Innovation, 9(3), 60–75. https://doi.org/10.1080/25741136.2021.1020310

Hughes, J. E., & Roblyer, M. D. (2023). Integrating educational technology into teaching (9th

ed.). Pearson.

Justin Brown – Primal Video. (2024, May 16). Top 5 “free” video editing apps for beginners

[Video]. YouTube. https://www.youtube.com/watch?v=E_HlQLuU5Q8

Justin Brown – Primal Video. (2025, January 5). Best free video editing software for YouTube in

2025 [Video]. YouTube. https://www.youtube.com/watch?v=2fEJKHm58EY

Learn How to Edit Stuff. (2023, August 2). How to create a multimedia presentation in 5 easy

steps [Video]. YouTube. https://www.youtube.com/watch?v=4YN5njR4cHM

Simple Slides. (2024, March 18). How to create a multimedia presentation in 2024 [Video].

YouTube. https://www.youtube.com/watch?v=HKXZ2-DHRAM

Think Media. (2023, April 11). 3 easy ways to start making educational videos [Video]. YouTube.

https://www.youtube.com/watch?v=52NjAAvxqXg

VideoZeus. (2025, February 6). Best AI video generator in 2025: Invideo AI V3 – generative AI

[Video]. YouTube. https://www.youtube.com/watch?v=xjveLQ-FHXg

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Engage the World: The Power of Media

Digital media production has a powerful impact on student engagement because it transforms learners from passive consumers into active creators. When students design videos, podcasts, or role-playing projects, they become participants in meaning-making rather than recipients of information. This shift increases motivation, fosters creativity, and strengthens long-term retention. Students also experience a stronger sense of ownership when they see their work published or shared with an authentic audience, which increases accountability and pride in their learning.

To keep multimedia presentations effective, educators must carefully balance design and content. Overloading students with visuals, sound effects, or excessive text can dilute the message and reduce comprehension. Instead, clear organization, purposeful visuals, and focused messaging allow students to connect ideas without distraction. By teaching students to simplify and clarify their messages, teachers help them develop communication skills that extend beyond the classroom.

Digital media projects also give students opportunities to express their voice and identity. Producing content allows learners to highlight perspectives, cultures, and experiences that might otherwise be overlooked. In this way, media production not only supports academic skills but also encourages equity and representation. Empowering students to share their stories can build confidence and strengthen classroom relationships, while also developing critical communication skills that are vital in professional and social contexts.

Balancing creativity with technical skill development remains an important responsibility for educators. Allowing complete freedom may result in projects that lack clarity or technical quality, while focusing solely on technical instruction may stifle student creativity. A scaffolded approach—where teachers model essential skills and then provide space for creative exploration—strikes an effective balance. This approach mirrors leadership practices that emphasize guiding others without removing autonomy, enabling students to make meaningful choices within clear expectations.

Role-playing games and simulations extend these ideas by immersing students in interactive experiences that build collaboration, problem-solving, and communication. For example, role-playing a historical event or managing a business scenario allows students to explore systems thinking while practicing leadership and negotiation. The challenges of time management, classroom logistics, and alignment with curriculum are real, but they can be mitigated by setting clear roles, designing structured scenarios, and linking activities directly to learning objectives. When done well, these simulations provide authentic practice in influence, collaboration, and decision-making.

Overall, digital media production and role-playing projects empower students to engage deeply with content, communicate effectively, and develop transferable skills that extend far beyond the classroom. These approaches highlight the importance of blending creativity with structure, ensuring students are both free to explore and supported in building essential technical and communication skills.

References

Brown, A. (2023). Power and influence: Influence skills. Harvard Business Review Press.

Carter, L. (2022). How to influence when you do not have any power. Routledge.

Johnson, M. (2023). The 7 C’s of communication. Pearson Education.

Lee, D. (2024). 50 visual content marketing statistics you should know. Digital Learning

Quarterly, 18(2), 45–59.

Martin, S. (2021). Five leadership lessons. Leadership in Education Journal, 12(3), 201–213.

Roberts, T. (2023). The difference between influence and leadership. Journal of Leadership

Studies, 17(1), 33–47.

Smith, J. (2023). Six successors to the elevator pitch: How long should my business video be?

Business Communication Review, 45(4), 55–67.

Taylor, K. (2022). The world is my school: Welcome to the era of personalized learning. Journal

of Educational Change, 23(2), 99–114.

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My media project won't upload for some reason, but it is published to my site if you want to take a look.

https://arose966.wixsite.com/edld-eportfolio

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Here is a link to my podcast if anyone wants to check it out.

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Media Project / 5317 - Resources for Digital Environments | Joseph Fisher - Educational Technology Leader

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Music Tech Leader Podcast
Episode 1: Upcoming Published Article, “Becoming Your Students’ Favorite Influencer”

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Teachers today have more opportunities than ever to engage students by using multimedia and digital media production in the classroom. Instead of relying only on traditional lectures or worksheets(which are still vital), educators can bring lessons to life through videos, podcasts, digital storytelling, and student-created projects. These tools not only capture students’ attention but also meet them where they are, since so much of their world is already connected to technology. By weaving in digital media, teachers can make learning more interactive, hands-on, and meaningful.

More than ever, it is now evident that we live in a technology-driven society, especially considering today’s generation of learners who have grown up with advanced innovations far beyond what I experienced. With that being said, it is also clear that attention spans have shifted. Creating digital media productions gives teachers an opportunity to reach students in more effective and engaging ways. When students create their own media projects, they aren’t just watching content; they are fully participating, taking ownership of their learning, and expressing their ideas in unique ways. This process empowers them to share their “voice” and perspectives in ways that traditional assignments may not allow.

Role-playing is another powerful form of student voice because it allows learners to step into roles, collaborate, and communicate in authentic ways. For example, students might create podcasts, book reviews, or news reports where they take on different perspectives. In my class, students will soon create news reports as if they are reporters covering a natural disaster. Their role will be to inform the public about what happened and how to prepare for the storm. This type of activity ties directly into our unit on natural disasters while also building both everyday and academic language for my ESL students. It’s a fun, engaging way for them to practice communication skills while deepening content knowledge.

At the same time, educators have to be intentional about how multimedia is used. Strategies such as limiting the amount of animations, keeping videos at a manageable length, and balancing graphics with content help ensure that presentations are engaging without overwhelming. It’s also important to balance creative freedom with the teaching of technical skills. Students benefit from room to explore and create, but they also need clear guidance on how to use tools effectively so their creativity can shine. If done thoughtfully, digital media production can be a powerful way to connect students to content, give them meaningful opportunities for expression, and make learning both relevant and memorable.

References:

How To Influence When You Don’t Have Authority. (2011, January 3). Forbes. https://www.forbes.com/2011/01/03/influence-persuasion-cooperation-leadership-managing-ccl.html

Mawhinney, J. (2023, November 9). 52 Visual Content Marketing Statistics You Should Know in 2024. Hubspot.com; HubSpot. https://blog.hubspot.com/marketing/visual-content-marketing-strategy#sm.0000mii153ssger9tr21v4eh2jwhh

Mind Tools . (2022). The 7 Cs of Communication. Www.mindtools.com. https://www.mindtools.com/a5xap8q/the-7-cs-of-communication

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Taylor, K. (2022). The world is my school: Welcome to the era of personalized learning. Journal

of Educational Change, 23(2), 99–114.

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By having students produce their own digital media, students move from passive learners to active creators. In the text "The World is My School: Welcome to the Era of Personalized Learning, the author argues that students are most motivated when learning is personally and intrinsically motivating. When students have the ability to create, they are more motivated, collaborate better, and understand the content better. These ideas are supported by the constructivist learning theory.

There are several strategies educators can use to ensure that multimedia presentations remain engaging rather than overwhelming that go back to general scaffolding strategies we would use in the classroom. For instance, an educator break large chunks of info into smaller, bite sized pieces that are easier to process, then engage students in an activity applying that information. Anderson states that using Socratic questioning is "elegant because…learners must self-generate the answers rather than heavily rely on ability to recognize a correct answer" (2011, p. 14). Pairing these two strategies together can help lighten the cognitive load, while still requiring students to get to a deeper level of thinking or understanding.

Allowing students to create digital media projects can empower students to express their voice and representation in educational contexts by doing just that. Students are able to pick a topic that interests them, research, plan, and develop what they want others to know about their topic. Incorporating choice for instructional tasks was always my favorite. Not only did students get excited about it, I got to learn more about who they were as a person, helping build that relational capacity. Just like we have been doing in these classes, choosing our topics and then diving into it, we are more invested. Specifically, in an ELA classroom students are able to critically think about how to apply the skills(TEKS), but in the context of their own interests as the author. Absolutely powerful!

To be effective in improving students' communication skills and their understanding of complex systems, role playing games (RPG's) must be grounded in the desired learning outcome. It must be tied to questions that deepen thinking or solve a problem, keeping in mind how it integrates the SWRL (speaking, writing, reading, & listening) that we want our kids to do everyday.

Time constraints can be a major challenge when implementing role-playing games in the classroom. One way to overcome this is to use shorter scenarios. Additionally, planning the scenario/RPG intentionally and purposefully, aligning it to the desired outcomes, it may not seem as "time consuming" as students are meeting the depth and complexity they should be getting to with the standard. Participation could be a challenge that some teachers run into as well. I know as a former middle school teacher there are always going to be those that are "too cool" and won't participate. However by assigning students specific roles within a group, participation may increase. Another challenge could be classroom management. Diving into something like RPG's with a class that is not well managed will cause further behavioral problems making it more of a headache than a learning experience.

References:

Anderson, M. H. (2011). The world is my school: Welcome to the era of personalized learning. The Futurist, 11-17.

Roblyer, M.D. & Hughes, J.E. (2018). Integrating educational technology into teaching: Transforming Learning Across Disciplines (8th ed). Pearson.

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Joseph Fisher - Collaborative Discussion 5

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Joseph Fisher - Collaborative Discussion 5

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As a music educator and content creator, I’ve seen how digital media production can transform a classroom. When I create videos, record audio, or design visuals, I am not just lesson planning; I am engaging my students. Similarly, when students create media in my room, they are learning to hook their audience. People perform 323% better when directions include visuals, and I’ve found the same to be true in my teaching (Mawhinney, 2023). When sound and images are combined, engagement deepens because of the multiple modes of communication.

I have also learned that more visuals or too much sound can take away from the message. Multimedia can overwhelm if it isn’t designed with intention. The 7 Cs of Communication: clear, concise, concrete, correct, coherent, complete, and courteous offer a helpful framework (Bell, 2022). I use these principles when I design my play-alongs and encourage students to do the same. To keep from distraction, content must be simple, purposeful, and student-centered.

One of the most powerful outcomes of media production is the way it gives students a voice. When they choose how to represent themselves through visuals, performance, or edits, they’re practicing agency. I am not the biggest Star Trek fan, but I am familiar, and James T. Kirk’s leadership style resonated through his bold character, collaboration, and willingness to take risks along with the crew (Knapp, 2012). In the classroom, I try to balance technical instruction with creative freedom, scaffolding the skills students need while still leaving space for experimentation.

Role-playing games add another layer to this. A simulation, like a mock city council or a music festival planning committee, can strengthen communication and systems thinking. Of course, challenges like time and classroom management are real. Influence is not given through positions of authority; we must connect with and persuade those whom we lead (Scharlatt. 2011). Students learn how to collaborate, negotiate, and lead without a title when practicing in simulations.

The most important message to take away is how a school leader or teacher can empower their audience. Students and teachers we lead will learn to communicate clearly, think critically, and express themselves authentically through media projects or role-play. When we design experiences with intention, we’re not just teaching, we’re preparing students to engage the world with confidence and creativity.

References

Bell, S. (2022). The 7 Cs of communication. MindTools. https://www.mindtools.com/a5xap8q/the-7-cs-of-communicationHubSpot.

Knapp, A. (2012, March 5). Five leadership lessons from James T. Kirk. Forbes. https://www.forbes.com/sites/alexknapp/2012/03/05/five-leadership-lessons-from-james-t-kirk/#3d292bd2ea57

Mawhinney, J. (2023, November 9). 52 Visual Content Marketing Statistics You Should Know in 2024. Hubspot.com; HubSpot. https://blog.hubspot.com/marketing/visual-content-marketing-strategy#sm.0000mii153ssger9tr21v4eh2jwhh

Scharlatt, H. (2011, January 3). How to influence when you don’t have authority. Forbes. https://www.forbes.com/2011/01/03/influence-persuasion-cooperation-leadership-managing-ccl.html