I am particularly influenced by Mitchel Resnick's ideas in Lifelong Kindergarten: Cultivating Creativity Through Projects, Passion, Peers, and Play. I realized that "playing" with technology should involve not just interacting, but designing, creating, experimenting, and exploring. Through this course, I applied the principles of curiosity, creativity, imagination, and experimentation into my classroom, transforming it into a playground for learning.

For instance, while teaching networking, I utilized micro:bits for physical computing. Students used these devices to send and receive messages, which helped them grasp basic networking concepts. This hands-on activity not only aligned with the CS standard (Strand 4 Standard 1) but also engaged students in a meaningful way:

Activity Overview:

• • Introduction to Networks: Connect devices and model the micro:bit’s capabilities using the radio function.

  • Programming Basics: Guide students through using the micro:bit editor to write simple programs.

  • Hands-On Coding: Challenge students to send messages and customize responses using the radio function.

  • Debugging and Testing: Encourage peer collaboration to solve issues.

  • Discussion and Reflection: Facilitate student discussions on networking challenges and real-world applications.

This course catalyzed a profound shift in my instructional design process. It encouraged me to fully embrace the Creative Learning Spiral, transforming my classroom into a hub of ideation, prototyping, and iteration. Students became active creators rather than passive recipients, experiencing the joy of learning through their creations. Through the TPACK framework, I developed activities where students engage with micro:bits, promoting critical thinking and problem-solving skills. Peer collaboration is encouraged, fostering teamwork and communication. This transformation reflects my growth and serves as a cornerstone for my future educational endeavors.  As I continue this journey, the principles of creativity and autonomy in education remain my guiding lights. After all, innovation thrives in environments where everyone—teachers and students alike—has the freedom to express their creativity.

In implementing my global educational vision, I integrated the Matrix of Change Elements (Lippit, 1987), adapted by Timothy Knoster.  It was like assembling a jigsaw puzzle with five essential pieces: vision, skills, incentives, resources, and action plan.   Articulating my vision was like painting a mural (except I am not a painter).  It was ambitious and aimed at improving educational outcomes with real-world, hands-on learning through educational technology experiences. Executing a vision requires building necessary skills and providing targeted training to ensure that all team members are empowered to contribute effectively. Training starts with professional development (PD).  And, let's be honest, getting teachers to actually want to attend a professional development is similar to pulling teeth. But with teacher buy in and efficacy, I was able to effectively create a PD that was not just attended, but anticipated. 

Whether you're orchestrating change within a school or inspiring students to reach new heights, the journey is immensely rewarding and worth every ounce of effort. This class demanded significant dedication as I navigated action logic by immersing myself in three unique scenarios, each requiring a distinct leadership approach  In each scenario, I applied different levels of action logic—ranging from opportunistic to strategic—to adapt my leadership style and decision-making process. This experience taught me the importance of flexibility and the ability to shift perspectives based on situational needs guiding my team through complex challenges. By embracing these diverse approaches, like a seasoned navigator, I was able to drive meaningful change.  Incentives were crucial to motivate and sustain engagement, so I designed rewards that recognized innovation and collaboration. Providing adequate resources was another priority (in education that is like hunting for gold) ensuring that both technological and human resources were accessible to support the new initiatives. Finally, I developed a detailed action plan with clear milestones, enabling us to track progress and make necessary adjustments along the way.

Overall, this course not only fortified me with practical skills but also broadened my understanding of effective leadership in technology-rich educational environments. The knowledge and experiences gained have been pivotal in shaping my approach to leadership, allowing me to foster a culture of innovation and collaboration within my educational community.

As a secondary educator, I witness firsthand how overworked, exhausted, and overwhelmed teachers are. The well-being and retention of teachers are crucial for maintaining quality education. In Utah, a majority of new teachers quit within seven years, exceeding the national average, as highlighted by a recent study from the Utah Education Policy Center. One promising approach to enhancing teacher well-being is focusing on relational working conditions. I proposed a study to investigate the relationship between workplace factors and teacher well-being, identifying key factors contributing to teacher satisfaction:

• Teacher and school leadership

• Educator voice

• Community support and parent engagement

• Time for teaching

• Class size and caseload

• Student conduct

• Physical and cultural environment

• Professional learning and collaboration

• Assessment cultures

Across schools, six of nine working-condition factors were positively associated with teacher retention, including leadership, collaboration, community support, collective practice, teaching time, and student conduct. I developed and administered a teacher satisfaction survey and conducted interviews to gather qualitative data. Understanding these factors is essential for crafting policies and interventions to improve teacher retention and effectiveness. Improving working conditions is vital for creating a supportive educational environment. After all, everyone benefits when teachers are happy! But it takes more than an occasional snack cart and treat.

I also embarked on another research proposal to enhance our understanding of educational resources in computer science. As a computer science teacher, I observe the increasing adoption of Integrated Development Environment (IDE) platforms. However, as the world digitizes, we must question if this is the best learning avenue. A research study is necessary to evaluate whether we're using technology purposefully or just following trends. My hypothesis is that students using interactive online textbooks will score higher on their final grade than those using traditional paper textbooks. We need data to support our assumptions about student learning outcomes. Results from studies are valuable, showing alignment with the modern shift towards IDE-based teaching tools. Interactive textbooks, offering hands-on programming exercises and immediate feedback, complement IDEs and enhance student engagement and learning (Schindler et al., 2017). By understanding effective resources, we can make informed decisions to optimize learning and prepare students for technology-driven careers.

In conclusion, my journey through the master's program has been transformative, reshaping my teaching philosophy and practice. The integration of creativity, leadership, and research has equipped me with a comprehensive skill set to address the evolving challenges in education. From embracing innovative pedagogical approaches in computer science to tackling the complexities of educational leadership, each experience has enriched my understanding and broadened my perspective. The insights gained through my research projects underscore the critical role of data-driven strategies in enhancing educational outcomes and fostering an environment where both educators and students thrive.

This program has not only deepened my commitment to nurturing creativity and autonomy in the classroom but also reinforced the importance of continual adaptation in teaching practices. As I progress in my career, I am dedicated to applying these principles to create dynamic learning environments that prepare students for success in a technologically advancing world. By leveraging effective teaching strategies and fostering collaborative opportunities, I aim to inspire and empower the next generation of learners, ensuring they are well-equipped for the challenges of the future.