Standard 2: Digital-Age Learning Culture
Technology Directors create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. Upon completion of the program:
Element 2.1. Digital Tools and Resources
Candidates assist district and school leaders to identify, evaluate, and select exemplary digital tools and resources that support learning goals, incorporate research-based instructional design principles, and are compatible with the school technology infrastructure.
Standard 3: Excellence in Professional Practice
Technology Directors promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Upon completion of the program
Element 3.1. Professional Learning Programs
Candidates design, implement, and evaluate professional learning programs (face-to-face, blended, and online) that help educators integrate technology effectively into all instructional and business practices— including assisting program directors in infusing technology into all professional learning initiatives.
Element 3.3. Communication and Collaboration
Provide technologies to support effective communication and collaboration and model their use among colleagues, parents, students, and the community.
Element 3.4. Current Research & Emerging Technologies
Maintain in-depth knowledge of current educational research and emerging technologies and evaluate potential benefits and implementation requirements (purchase cost, training, human resources, installation, maintenance, compatibility).
What does an Open Networked Learning Environment (ONLE) mean to me?
An Open Networked Learning Environment (ONLE) refers to a dynamic, participatory learning ecosystem where learners connect, collaborate, and co-construct knowledge through digital tools and social networks. ONLE supports equity, accessibility, and lifelong learning by empowering individuals to engage in self-directed, networked learning beyond traditional classroom boundaries. To me, ONLE reflects a shift from teacher-centered delivery to learner-driven engagement facilitated by the thoughtful integration of technology that is open, participatory, and sustained.
The core elements of ONLE include:
Openness: Learning resources, discussions, and outcomes are open to a broader audience.
Networked Learning: Participants engage through diverse connections within and across platforms.
Collaboration: Emphasis on co-learning, peer feedback, and shared knowledge production.
Learner Agency: Individuals select and navigate their own learning paths using flexible tools.
The ONLE Design Model highlights several linkages:
Pedagogical Linkage: Grounded in constructivist and connectivist approaches, promoting authentic, active learning.
Technological Linkage: Strategic use of digital platforms (LMS, social media, collaborative tools).
Institutional Linkage: Support from leadership and infrastructure for sustainable implementation.
Community Linkage: External collaboration with local, global, and professional communities.
How does Personal Learning Environments (PLE) relate to ONLE?
PLE is the individualized ecosystem each learner curates to support their learning, consisting of tools, content, social networks, and strategies they use to manage their learning. ONLE provides the broader networked context in which PLEs operate. In other words, ONLE is the environment or space, and PLE is the learner's pathway through it. While ONLE emphasizes collective, open participation, PLEs focus on personal autonomy, customization, and lifelong learning habits.
Integrating both allows for empowered, sustainable learning where learners control their learning goals and content, navigate open, connected resources, and participate in collaborative, reflective communities of practice.
Integrating ONLE into Professional Development
To integrate ONLE into a sustainable PD model for adult educators, I would design a blended, asynchronous PD course (e.g., "Empowering Instruction with AI Tools") hosted on an LMS like D2L/Brightspace, enriched with open digital tools like Padlet and collaborative Google Workspace tools.
Example: Pima Community College PD Initiative
Target audience: Adult Education instructors in our program.
Structure: 6-week PD with a kick-off synchronous session, ongoing discussion boards, and weekly self-paced activities.
Tools: D2L/Brightspace for the course hub, Slack or Discord for informal peer interaction, and a shared Padlet board for reflection and collaboration.
Scalable ONLE for MOOC-style PD:
Host on platforms like EdX, FutureLearn, or MoodleCloud.
Use Creative Commons-licensed materials and invite global participation.
Integrate interactive tools like Mentimeter, Canva, and YouTube live streams for engagement.
To ensure sustainability:
Archive sessions and materials in a PD hub (D2L/Brightspace).
Creating learning communities of practice via LinkedIn Groups or Google Groups.
Encourage peer-led sessions and iterative course updates with feedback loops.
Challenges and Solutions:
Digital literacy gaps: Provide tiered tech support and just-in-time tutorials.
Participation drop-off: Use nudges via email/text, gamification, and badges for motivation.
Here are ten digital tools and frameworks/models that support my leadership in designing and sustaining ONLE and PLE environments:
Digital Tools:
Google Workspace – For real-time collaboration and content creation.
Canvas LMS – For structured delivery and assessment.
Slack/Discord – For community building and informal learning.
Padlet – For brainstorming, content curation, and visual collaboration.
Notion – For building customizable digital PLEs.
Hypothes.is – For collaborative annotation and discussion of texts.
Trello or Miro – For project-based learning and visual organization.
H5P – For creating interactive, open educational content.
ChatGPT - Generative AI tool for productivity and educational generated content.
Perplexity.AI - Generative AI tool for research purposes
Theories, Models & Frameworks:
Connectivism (Siemens & Downes) – Learning as the process of building networks.
Community of Inquiry (CoI) Model – Integrating teaching, social, and cognitive presence.
SAMR Model (Puentedura) – Framework for evaluating technology integration.
TPACK – Understanding the interplay between technology, pedagogy, and content knowledge.
Universal Design for Learning (UDL) – Ensuring accessible and inclusive learning design
ISTE Standards for Leaders – Especially Empowering Leader and Connected Learner.
Andragogy - Adult learning theory
Heutagogy – Promoting self-determined learning.
Knowledge Building Theory (Scardamalia & Bereiter) – Fostering collaborative knowledge creation.