Embedded Files
Introduction
Introduction
When I began this course, I had no idea it would focus on publishing. Nothing in the course title pointed to that, so I was surprised at the direction it took. I had to look at the course title periodically to ensure I was in the right place.
Initially, I wasn’t sure what to expect, but as the weeks unfolded, I found myself engaging deeply with the materials and activities. I did the readings every week and worked closely with my group, which became an anchor for me throughout the eight weeks. My group members kept me focused, motivated, and accountable, helping me stay on track even when the course challenged me.
Evaluation of success
Evaluation of success
One of the most meaningful successes in this course was discovering how well I could work in a collaborative environment. In the past, working with others has not been my strength, as I tend to focus on my own tasks and can find group work frustrating at times. However, this course showed me that when a group brings out the best in each other, collaboration can become a powerful learning tool. Our group dynamic allowed me to thrive — we shared ideas, gave feedback, and pushed each other to improve. I found myself not only completing my own work but also genuinely invested in supporting the work of my peers.
Areas of Growth
Areas of Growth
While I made significant progress, there are areas where I recognize I still need to improve. First, I need to strengthen my use of APA references. While I included citations when required, I was not always consistent or precise in following APA format, and I want to develop better habits around that. Second, I need to work on improving the clarity and organization of the sections in my ePortfolio. Although I covered all the required components, I realize that the navigation between sections could be smoother, and the layout could better highlight how all the pieces fit into a broader digital publication strategy.
Publication Outline
Publication Outline
This outline lays out the plan for an article exploring how AI tools impact student engagement in elementary writing classrooms. It identifies the target publication (TCEA’s TechNotes Blog), explains the connection to my broader goals in educational technology, and highlights how the article will share practical insights, lessons learned, and resources to help other educators explore AI integration in their own classrooms.
Publication Rough Draft
Publication Rough Draft
This is the first full draft of my article examining how AI tools can support writing engagement among emergent bilingual elementary students. It begins shaping the core ideas, examples, and reflections from my classroom experience but is still in progress and open to revision.
The media Project
The media Project
This podcast-style conversation features me and my wife, Terra, a 6th-grade Social Studies teacher experienced in working with ESL students, as we discuss the threats and benefits of AI in education, with a focus on its impact on student writing.
Publication Rough Draft
Publication Rough Draft
This is the polished and publication-ready version of my article on the impact of AI tools on writing engagement among emergent bilingual students. It incorporates feedback, refines the structure and flow, and presents a clear, practical discussion designed for educators interested in using AI to support student learning.
Contribution to the learning
Contribution to the learning
My collaborative discussion group played a huge role in my learning. I consistently worked with Jennie Noonan, Sonia Rodriguez, and La Joie Monique, and together we created a supportive environment. We shared insights, offered constructive feedback, and kept each other motivated. From this experience, I learned that I am more adaptable in a group setting than I previously believed. I also realized that being part of a collaborative team not only improves the quality of my work but also makes the process more enjoyable. From my group members, I learned different perspectives on digital publishing and saw firsthand how diverse backgrounds and strengths can enrich a project. If I were to change anything, it would be to communicate even more regularly and to use a broader range of tools for collaboration beyond GroupMe, like doing the podcast together or virtual meetings, to deepen our exchanges.
Summary
Summary
This course has been an eye-opening journey that expanded both my theoretical understanding of learning and my practical skills in publishing and media creation. One of the most meaningful aspects was exploring how classic theoretical approaches to learning—such as those of Vygotsky, Pavlov, and Dewey—are understood, adapted, and applied within today’s technology-rich educational environments (Hughes & Roblyer, 2023). It was fascinating to see how these foundational ideas continue to shape our approach to teaching and learning, even as the tools and platforms we use evolve.
Another major area of growth for me was learning the process of creating a publication from start to finish. This included developing a publication outline, drafting and refining my writing, and producing a final, polished product. The hands-on experience of creating a media project, specifically a podcast, was especially valuable. I created this podcast with my wife, Terra, who is a 6th-grade social studies teacher, and we had an engaging conversation about the benefits and challenges of AI in education. This experience not only developed my technical skills but also deepened my understanding of collaborative media work.
The research I conducted for this course was extensive and turned out to be beneficial for another class. It directly supported my work in another course, EDLD 5315, allowing me to make meaningful connections across classes. Being able to integrate learning across courses gave me a richer understanding of how theoretical, practical, and technological elements interact in the real world of education.
Lastly, the weekly discussions with my collaborative group were an essential part of my learning. Working closely with Sonia Rodriguez, Jennie Noonan, and La Joie Monique created a support system that made every assignment feel less overwhelming and more meaningful. We consistently exchanged ideas, provided feedback, and encouraged one another, which strengthened not only my work but also my sense of community and belonging in the course.
Overall, this course helped me grow as both a learner and an educator. It pushed me to think critically, apply theory to practice, collaborate meaningfully, and reflect on the evolving role of technology in learning and publishing. I walk away from this experience with a stronger skill set, deeper insights, and a clearer sense of how to integrate research and technology into my own teaching practice.
References
Banks, S. (2011) A Historical Analysis of Attitudes Toward the Use of Calculators in Junior High and High School Math Classrooms in the United States Since 1975 . Master of Education Research Theses. 31. https://doi.org/10.15385/tmed.2011.1
Harunasari, S. (2023). Examining the Effectiveness of AI-integrated Approach in EFL Writing: A Case of ChatGPT. International Journal of Progressive Sciences and Technologies, 39(2), 357–368. http://dx.doi.org/10.52155/ijpsat.v39.2.5516
Hughes, J., & Roblyer, M. (2023). Integrating Educational Technology into teaching: Transforming learning across disciplines (9th ed.). Pearson.
Iskender, A. (2023). Holy or Unholy? Interview with Open AI’s ChatGPT. European Journal of Tourism Research, 34, 3414.
https://doi.org/10.54055/ejtr.v34i.3169
Marzuki, , Widiati, U., Rusdin, D., Darwin, , & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2236469
Sun, T. (2023). The Potential Use of Artificial Intelligence in ESL Writing Assessment: A Case Study of IELTS Writing Tasks. Irish Journal of Technology Enhanced Learning, 7(2), 42–51. https://doi.org/10.22554/ijtel.v7i2.137
Schwartz , K. A. (2004). Word Processors: Do They Enhance Elementary School Children’s Writing?. ERIC. https://eric.ed.gov/?q=ED490646
Tseng, W., & Warschauer, M. (2023). AI-writing tools in education: if you can’t beat them, join them. Journal of China Computer-Assisted Language Learning, 3(2), 258–262. https://doi.org/10.1515/jccall-2023-0008
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