WANT TO INNOVATE?
VIDEO LINK
https://youtu.be/vRAMQJJu7uY?si=dv6u6EH4TYGMO1u6
https://youtu.be/Mb2d8E1dZjY?si=tT_EUAtvYrwLf7qB
In Joi Ito's TED talk about "Now-ism," he suggests that innovation doesn't need perfect conditions but should embrace constant trying and adapting. This idea is important for education, as Monique Markoff explains in her TED talk on blended learning. She says we have lots of technology in schools, but we're not using it well. Educators should change how they see teaching, instead of just doing things to students, they should create environments where students actively learn on their own. To be "now-ists" like Ito suggests means teachers should be flexible, try new ways of teaching with technology, and focus on making learning personal and student-centered. Schools need to be flexible too, allowing teachers to experiment with how they use technology and adapt their teaching methods to fit what students need. This flexibility helps students stay motivated, be creative, and think critically, which are skills they'll need throughout their lives. Integrating technology well in schools also requires commitment from teachers and school leaders to keep learning about new tools and working together on how to use them best. It's not just about having the right technology, it's about creating a culture where teachers feel empowered to try new things and where students have choices and responsibilities in their learning, like working on real projects that matter to them. By following Ito's advice to innovate quickly and using Markoff's ideas about technology in education, teachers can build a learning environment that prepares students well for the future.
PROGRESSIVE EDUCATION
VIDEO LINK
https://youtu.be/opXKmwg8VQM?si=ItAuArvVoIUaIr6n
After watching the video and reading the blog, it’s clear that some vocabulary from the 1940s progressive education film is still relevant today. Phrases like “learning by doing” and “preparing students for the future” are frequently used in current educational discussions. This consistency shows that while teaching strategies may evolve, the core principles of providing students with real-world, experiential learning opportunities remain the same. Despite significant advances in technology and culture, certain fundamental aspects of education appear largely unchanged. The 1940s movement for progressive education, which emphasized hands on and experiential learning, mirrors today’s educational reform efforts. This continuity reflects the enduring objectives of education, to prepare students for real world challenges and to make learning relevant and engaging. Significant change in education is often slow. One major reason is the resistance to change, as highlighted in the blog post “People who like this stuff... like this stuff.” Many educators, parents, and policymakers have strong attachments to traditional methods and are wary of new approaches. Additionally, systemic issues such as standardized testing, curriculum mandates, and limited resources can stifle innovation. These factors create an environment where deep, transformative changes are challenging to implement. The insights from the blog post are very relevant to my organization, which includes students, parents, and educators. When proposing innovations, it’s crucial to understand our audience and not push changes that are too extreme. Instead, we should introduce gradual improvements that build on what people already appreciate. For example, gradually incorporating new teaching technologies and demonstrating their benefits can help ease the transition and gain broader acceptance. This approach can create a pathway for acceptance and gradual adoption of new ideas, ensuring that changes are sustainable and well received. In conclusion, the language of progressive education from the 1940s remains relevant, reflecting ongoing educational goals and challenges. Significant changes are often hindered by resistance and systemic barriers. By recognizing these factors and thoughtfully introducing new concepts, we can achieve meaningful and sustainable improvements. Understanding and respecting the perspectives of students, parents, and educators is key to fostering a receptive environment for change.
https://youtu.be/Hzgzim5m7oU?si=sronHnVcSSaE88ei
https://youtu.be/9ACi-D5DI6A?si=WxxT0XMKgt2F7vaX
After watching the videos in the "Power of Words" video, the blind man's sign initially stated a simple fact, "I am blind, please help." This message didn't touch people's hearts much, so only a few helped and tossed 1 coin into his jar. When the lady changed the message to "It's a beautiful day and I can't see it," it evoked emotions and empathy, leading to more people offering help. This was so touching this shows that while we often focus on facts, it's the emotional connection that really motivates action. The BSGuys in the second video emphasize that adding more information doesn't motivate people; instead, it's about connecting with their existing feelings and values. For my video creation, I'll focus on engaging both the audience's heads and hearts. To motivate action, to capture there mind and hearts. The message should be structured to make viewers feel something deeply, not just think about the facts. Videos can create a sense of urgency by showing real-life impacts and telling personal stories that resonate emotionally. This approach can make the audience feel compelled to act, rather than just informing them. I really enjoyed both videos very informative.
YOUR PERCEPTION OF THE GROWTH MIND SET
VIDEO LINK
https://youtu.be/hiiEeMN7vbQ?si=l3arqYeqxT-ZUKvC
After reviewing the video in my opinion and how I interpret the message of “yet” means that a person might not be there “yet” but will learn it eventually meaning there is always room for improvement and constant learning rather than a fixed state of failure. Adopting a growth mindset will change how I learn by making me see challenges as chances to grow rather than as failures. I'll focus more on the effort and strategies I use, not just on getting good grades. Mistakes will become opportunities to learn, and I'll be more open to feedback. This mindset will help me persist through tough times and keep improving, valuing the learning process itself more than just the end results. A growth mindset can alter how we handle feedback by making us see it as helpful guidance rather than criticism. Instead of feeling discouraged by feedback, we embrace it as a tool for improvement. This mindset encourages us to seek out feedback, learn from it, and use it to become better at what we do. Ultimately, it helps us grow and develop our skills more effectively. Not being in a classroom “yet” (but will eventually) as a future teacher I can see how this will help my students by instilling a growth mindset within them, I will empower them to approach learning with a positive and resilient attitude. Rather than viewing challenges as insurmountable obstacles, students with a growth mindset see them as opportunities for growth and improvement. This mindset encourages them to embrace effort, persevere through setbacks, and learn from mistakes. As a result, students become more motivated, engaged, and proactive in their learning journey. They develop a deeper understanding of the material and are more likely to seek out help and resources when needed. Importantly, a growth mindset also shifts the focus from grades as the sole measure of success to the learning process itself. Students learn to value progress, effort, and learning experiences, leading to a more holistic and fulfilling academic experience. After reviewing the graphic I feel like I lean towards the growth mindset. Having a growth mindset to me means that I believe that I can improve and grow my abilities with effort and practice. Instead of thinking I'm either naturally good at something or not, I see challenges as opportunities to learn and get better. I believe that my talents and intelligence can develop over time through hard work. So, instead of giving up when things get tough, I keep trying and learning from my mistakes, knowing that I can improve with time and effort. The resources I will use to better myself and understand will be videos provided and my own research as well. Great video I learned so much.
THE BENEFIT OF NETWORKING
I’ve been involved in several professional learning networks and activities that have helped me grow in my role. I participated in (TECH BASH), where I learned about the latest educational technologies, and (literacy media events), which offered new ways to promote reading. I joined (library book clubs) to discuss books with the community, and I’m part of (Professional Learning Communities (PLCs) where teachers and I work together to improve our teaching and use of technology in the classroom. I also help with (literacy nights) to get parents and students excited about reading. Being part of the (EDLD 5302) and (EDLD 5305) courses has been crucial for learning more about educational technology and leadership. I’ve also joined group discussions with classmates and used Zoom to collaborate, which has been very valuable. From these experiences, I’ve gained important insights into teaching practices, new technologies, and literacy methods. I’ve shared my own experiences, given feedback, and worked with others to find creative solutions. These learning communities are essential because they offer ongoing learning, networking, and sharing of ideas, which help me stay up-to-date in the field of education. Currently, my involvement in these networks and courses keeps me engaged and helps me improve my skills. Talking with peers and mentors through group discussions and Zoom has given me new perspectives and practical feedback, which is helping me apply effective strategies in my teaching practice.
IMPACT OF THE GROWTH MINDSET
A primary goal in my career as a future educator is to integrate technology effectively to enhance personalized learning. I aim to create an engaging, adaptive learning environment where every student can progress at their own pace, leveraging technology to tailor the educational experience to individual needs.
I mostly think of myself as having a growth mindset, believing that intelligence and skills can be acquired with commitment and hard work. This mindset is essential to technology integration because it enables me to see obstacles as opportunities for development rather than insurmountable barriers. However, I recognize that occasionally, a fixed mindset can set me back. Moments of self-doubt or fear of failure can sometimes hinder progress. Being aware of this helps me to actively tackle these thoughts and focus on continuous improvement.
I try not to build up resistance to failure. Instead, I view failure as a learning experience. Embracing failure allows me to identify what doesn't work and refine my approach, which is essential for effective technology integration in education. To develop my skills, I utilize various resources such as educational technology webinars, online courses, and professional learning communities. I also work with IT professionals and gain valuable insights from them on the latest trends and best practices.
To avoid falling into the trap of a 'false' growth mindset, I plan to regularly reflect on my practices and seek feedback from peers and mentors. Genuine growth requires effort and resilience, not just a superficial belief in self-improvement. I will set specific, measurable goals and work persistently towards achieving them.
When it comes to learning and pursuing life goals, I believe the 'why' is most important. Understanding the purpose behind what we're doing drives motivation and engagement. However, the 'how' and 'what' are also crucial as they provide the methods and content needed to achieve our goals. Universal Design for Learning (UDL) and personalized learning mean that each learner is provided with multiple means of engagement, representation, and expression. This approach recognizes that learners have diverse needs and preferences, aiming to accommodate these differences to optimize learning for all students.
BLOG POST 1 RETHINKING THE PROCESS
https://sites.google.com/view/nadia-ann-flores?usp=sharing
The Journey of Creating My ePortfolio: A Reflection
Starting the process of setting up my ePortfolio has been a rewarding yet challenging experience. While I’ve enjoyed having a platform to showcase my work and ideas, there have been moments of frustration along the way. In this post, I want to share some of the steps I took, offer tips for anyone starting out, and reflect on my joys and frustrations in this early stage.
Steps I Took to Build My ePortfolio: The first thing I did was choose a platform that I felt comfortable navigating. Initially, I was very happy using Google Sites. It was simple, straightforward, and met my needs without too much complexity. As someone who loves technology but appreciates simplicity, I felt satisfied with the clean, minimal design and easy functionality. However, I was a bit upset when Dr. H suggested I switch to a different platform. After putting effort into my Google Sites setup, being told I needed to start over felt frustrating. I understood the reasoning, but part of me felt like simpler was better, there’s value in keeping things uncluttered, especially for an ePortfolio. Thankfully, after some discussion, my professors assured me that Google Sites would work fine for my needs, which was a relief. Once that was settled, I focused on organizing my content within the Google Sites structure. I wanted the layout to be clean and user-friendly, so I mapped out the flow of my sections, about me, blog posts, my innovation plan, and other materials I want to showcase.
Tips and Tricks for Getting Started: For anyone starting their own ePortfolio, I have a few pieces of advice based on my experience so far:
Start simple: It’s tempting to dive into complex designs, but keep it straightforward at first. As your ePortfolio grows, you can add more features.
Organize your content first: Before touching the design aspect, think about how you want to structure your site. It saves a lot of time in the long run if you have a clear idea of what should go where.
Stay consistent with updates: It's easy to start strong, but maintaining regular updates is crucial. Even in these early stages, I’ve realized the importance of committing to regular content creation.
Don’t stress about perfection: This was one of the hardest lessons for me. It’s okay if things don’t look exactly how you want right away, it’s a work in progress.
Frustrations and Joys at the Beginning Stage: At this stage, I’m most frustrated with the technical side of things. There are small glitches or limitations with the platform that I’m still figuring out. I’ve spent hours trying to fix layout issues or customize specific sections, only to feel like I’m back at square one. However, I’m reminding myself that this is part of the learning process. On the flip side, what I’m most proud of is how much I’ve learned already. Setting up my ePortfolio has given me a sense of ownership over my professional development. It’s exciting to see my work and ideas take shape in a space that’s completely my own. It feels like an important step toward building something lasting and reflective of who I am as an educator.
BLOG POST 2 WHY USE AN EPORTFOLIO?!
Using an ePortfolio has proven to be a highly beneficial tool for my professional growth. It allows me to track my achievements and reflect on my progress in a structured way. This ongoing reflection helps me see how far I've come, set new goals, and stay engaged in my professional development. Additionally, sharing my ePortfolio with others in my field opens up opportunities for feedback and collaboration, which can lead to new ideas and improvements. It’s a valuable way to connect with peers and contribute to a collective learning experience. Looking ahead, my ePortfolio will be a key asset for job applications and career advancements, providing a clear record of my skills and accomplishments. It also serves as a personal archive that I can continue to build on throughout my career. This aligns well with my Learning Manifesto, which emphasizes continuous growth and reflection. My ePortfolio helps me live out these principles by offering a platform to demonstrate how I’m applying them in my work.
BLOG POST 3 WHO OWNS THE EPORTFOLIO?!
In the Applied Digital Learning program, I’ve come to realize just how important ownership of the ePortfolio process is for my learning and growth. As a library aide transitioning into a classroom role soon, this experience is helping me shape my professional identity and take control of my learning in ways I hadn’t considered before. The concept of ownership is powerful because it gives me control over how I present my experiences and learning. I’m not just following a template or doing something for the sake of a grade; I’m actively creating something that’s mine. This sense of ownership has allowed me to choose how to organize and showcase the skills and projects I’m most proud of. For example, the freedom to choose what projects to include and how to present them has made the process more meaningful to me. I’m able to make connections between my work as a library aide and my future as a classroom teacher, something that’s really important to me. Ownership also gives me the chance to use my voice. I can express my ideas in a way that feels authentic and true to my experiences. This is different from just following a set structure because I have the flexibility to adjust and revise my work as I learn new things. It encourages me to keep improving and growing. This whole process has been an authentic learning opportunity. I’m not just learning for the sake of completing a program; I’m creating something that will continue to grow with me as I transition into my new role as a teacher. My ePortfolio reflects who I am and who I want to become, and having full ownership of it means I’m more invested in its development. In conclusion, ownership of the ePortfolio process is important because it gives me control, motivates me to keep improving, and allows me to create something that’s both personal and professional. This approach has helped me connect my current role with my future career, making my learning more relevant and meaningful.
BLOG POST 4 TAKIING OWNERSHIP OF YOUR LEARNING AND EPORTFOLIO!
The COVA model has changed the way I approach learning. Before starting this program, I was used to more structured assignments, where I followed specific instructions to complete tasks. But with COVA, I’m encouraged to take charge of my learning. This model Choice, Ownership, Voice, and Authentic learning allows me to make decisions about how I learn and how I show what I’ve learned. It’s been an eye-opening experience. One of the biggest changes for me has been the freedom to choose how I present my work. In the past, I didn’t always have the option to decide how I wanted to organize and share my ideas. But now, I’m able to select projects that reflect my strengths and interests. This has made the learning process more enjoyable and personal. I’m not just following a checklist; I’m thinking creatively and using my own voice to express my thoughts. Another important part of COVA is taking ownership of my learning. I feel more responsible for my work because it’s truly mine. I’m not just doing assignments to meet requirements, I'm creating something that represents who I am as a learner and future teacher. This sense of ownership has motivated me to put more effort into my projects because I know they’ll have lasting value.Looking forward, I think this approach will have a big impact on my career. As I transition from being a library aide to a teacher, I want to give my students the same opportunities I’ve had through COVA. I want them to feel like they have control over their learning and the chance to use their own voices. This will not only make learning more engaging for them but also help them develop confidence and independence. Overall, the COVA model has made learning more meaningful for me, and I’m excited to bring this approach into my future classroom.
Blog Post 5 Callaboration at it's Finest
In this week’s blog, I want to reflect on how the peer review process has helped me embody a growth mindset. Reviewing other ePortfolios gave me fresh perspectives on design, content organization, and presentation. I learned new ideas and strategies that I could apply to my own work, and it was eye-opening to see how others approached similar tasks.Receiving feedback on my own ePortfolio was a valuable experience. At first, it was a bit uncomfortable, as it can be hard to hear about areas that need improvement. However, I realized that this feedback was crucial for growth. I took the suggestions seriously, made adjustments, and found that my ePortfolio improved significantly because of it. When it came to exploring or switching ePortfolio platforms, the process had its ups and downs. On the positive side, switching platforms allowed me to find one that better suited my needs and preferences. However, it took time to learn the new tools and migrate my content. In the end, though, it was worth it because I found a platform that made my ePortfolio more user-friendly and visually appealing. Overall, the peer review process and platform exploration have both been key in helping me develop a growth mindset by embracing feedback and continuous improvement.
Blog Post 6 The Power of Voice in My EPORTFOLIO Journey!
As I reflect on the journey of building my ePortfolio throughout this course, one element stands out as particularly transformative: the role of voice. In creating an ePortfolio, I’ve come to understand that it’s not just a space to showcase my work it’s a platform where my unique voice as an educator, learner, and leader can shine. Every reflection, blog post, and project included in my ePortfolio carries my perspective, experiences, and ideas. This voice makes my ePortfolio authentic and personal, offering a true representation of who I am as a professional. Initially, I struggled with finding the right balance between sharing my professional achievements and staying true to my authentic self. However, as I progressed, I realized that my voice is what makes my ePortfolio engaging and relatable. It allows others to connect with my story and see the passion I have for digital learning and education. This personal touch invites readers, whether colleagues, students, or potential employers, to not only understand my work but also the motivation behind it. Voice isn’t just about what I share, but how I share it. Whether I’m reflecting on a challenge, celebrating a success, or brainstorming new ideas, my ePortfolio allows me to express these thoughts in my own way. This creative freedom is empowering and reinforces the idea that our professional growth is deeply personal. Looking ahead, my ePortfolio will continue to be a powerful tool in helping me grow as a digital leader. It’s more than just a collection of work it’s a living document that reflects my evolving skills, experiences, and perspectives. As I transition into new roles and embrace new challenges, I will use my ePortfolio to showcase my learning, share innovative ideas, and highlight the digital strategies I’m implementing in my practice. One of my goals as a digital leader is to stay current with emerging trends in technology and education, and my ePortfolio will be a space where I document this journey. I plan to continue updating it with new projects, insights, and reflections, making it a resource not just for myself but for others in the education community. It will also serve as a platform for collaboration, allowing me to connect with colleagues, share best practices, and engage in professional dialogue about the future of learning. Moreover, I hope to use my ePortfolio as a way to mentor and inspire others. By openly sharing my successes and challenges, I can offer guidance to those who are just beginning their own journey with digital learning. I believe that part of being a leader is lifting others up, and I see my ePortfolio as a tool to do just that. Whether it’s through blog posts, project showcases, or reflections on my experiences, I want to create content that encourages others to embrace digital learning and adopt a growth mindset in their own practice. Ultimately, this journey is just beginning, and I’m excited to see how my ePortfolio will continue to evolve with me. It will remain a space where my voice is heard, my learning is documented, and my leadership is demonstrated. I’m grateful for the opportunity to have built this platform, and I look forward to using it as I continue to grow and contribute to the field of education.
5313 Growth Mindset Blog A
Enhancing Learning through Technology
In my role as a library aide, I believe fostering a growth mindset is essential for helping students embrace new challenges, especially with the increasing role of technology in learning. My goal is to integrate both a growth mindset and technology to create a library space where students feel safe to explore, make mistakes, and grow. My original growth mindset plan focused on encouraging students to believe that effort leads to improvement. I now realize that, to make the growth mindset effective, I need to give students opportunities to apply it. By incorporating iPads, QR codes, and eBooks in the library, I will create an environment where students can actively engage with technology and see that learning new tools and skills is a process. For example, students will use QR codes to explore new resources, turning library research into an interactive and rewarding challenge.
Supporting Learners in Developing a Growth Mindset
To help students develop a growth mindset, I will guide them through technology-based activities like scavenger hunts and research projects using iPads. During these activities, I’ll reinforce the message that learning takes time, and it’s okay to make mistakes. I will regularly remind them that they may not understand something “yet,” but with persistence, they will improve. This hands-on approach to learning through technology will build resilience and encourage students to see challenges as opportunities to grow.
Creating a Significant Learning Environment (CSLE)
I am using technology to create a significant learning environment that supports the growth mindset. By blending traditional learning tools (books) with new technology (iPads, QR codes), students will have multiple ways to interact with information and explore at their own pace. In this environment, students won’t just be passive learners, they'll take control of their learning, exploring digital resources and practicing research skills in fun and engaging ways.
The growth mindset will play a crucial role in this learning environment by helping students understand that struggling is part of the process, whether they’re working on a research project or learning how to navigate digital tools. I will model this mindset by sharing my own experiences in learning new technologies, showing that even as adults, we continue to grow and adapt.
Empowering Teachers with iPads in the Classroom
As an Apple Distinguished School, we have a unique opportunity to transform how we use technology in our classrooms, particularly with iPads. While many teachers may feel overwhelmed or frustrated with incorporating these devices, it’s crucial to recognize their potential in enhancing student learning. That’s why I’m excited to share a new Professional Learning plan aimed at helping teachers integrate iPads more effectively. This plan will guide educators through hands-on activities, peer coaching, and subject-specific app exploration over several weeks. Teachers will not only learn how to use iPads but also design engaging lessons that spark student interest. By the end of the plan, our teachers will have the tools and confidence to make iPads an essential part of their teaching practices. The goal isn’t just to use technology for the sake of it, but to genuinely enhance the learning experience for students. Stay tuned for updates on how this journey unfolds and how it transforms our classrooms!
Art as Therapy: Using Tech to Enhance Creative Expression
As I reflect on the role of art in the classroom, I’ve realized that technology can be a powerful ally in helping students express and manage their emotions. Using digital tools like iPads and art apps, I’ve seen students engage in creative expression in ways that weren’t possible before. One example that stands out is when I had students use a drawing app to create "stress relief" abstract art. The app allowed them to experiment with colors, shapes, and textures without worrying about making a “perfect” piece of artwork. They could focus entirely on expressing how they felt, using the tech to create without limitations. The beauty of digital art is that it allows for mistakes to be easily erased and adjusted, which helps reduce the pressure that sometimes comes with traditional mediums. I’ve also been using apps like Canva and Art Set Sketchbook in my classroom, and it’s been amazing to see how students use these platforms as a therapeutic tool to release stress. It's a great reminder that art, whether digital or traditional, is a means of emotional release and can be just as powerful in the digital world.
Blending Traditional and Digital: How Technology Transform Art Education
As an art teacher, I’ve always believed in the value of traditional art techniques. But integrating technology has opened up new avenues for students to explore and enhance their creativity. Digital tools, like Procreate or Adobe Fresco, give students the freedom to experiment with elements they might not try in a traditional setting. Recently, I combined digital and traditional techniques in a class project where students started with physical paintings and then transferred their designs to an iPad. Using the digital tools, they enhanced their creations by adding effects, manipulating colors, and layering in ways that weren’t possible with paint alone. The results were stunning, and the students were able to explore an entirely new way of creating art while still respecting traditional techniques. This integration of technology allows students to push the boundaries of what’s possible in art. By blending the tactile experience of painting with the vast potential of digital tools, students are learning to use technology as an extension of their creativity, rather than a distraction.
Empoweing Leadership Through Digital Art Projects
In my PALS (Peer Assistant Leadership Skills) class, I’ve started incorporating digital art projects to teach leadership and collaboration. Students aren’t just creating art; they’re learning valuable skills such as communication, delegation, and teamwork, all through the use of digital tools. One of my favorite projects was a collaborative digital mural created using an online design tool. Students worked together on a shared document, each contributing different elements of the mural, like backgrounds, text, and illustrations. As they worked, they had to communicate clearly, make collective decisions, and support each other’s ideas, skills essential for any leader. Using digital platforms like Canva and Google Slides, the students saw how technology could foster collaboration and how it could be used to share their creative ideas in a group setting. What was especially powerful was watching them practice leadership skills as they navigated the tech together, providing feedback and encouraging each other throughout the process. The combination of digital art creation and leadership development has been a rewarding experience, showing students how technology can enhance not just their creativity, but their ability to work together and lead in the classroom.
My Blog Journey: Embracing Tech in the Classroom and Beyond
Over the past few months, my blog has become a space for me to share my experiences, challenges, and victories in integrating technology into my classroom. As an art and leadership teacher, I've found that digital tools have not only enriched my students' creativity but also empowered their personal growth and leadership skills. One of my earliest posts explored how technology, especially iPads and art apps, has transformed art creation into a form of therapy. I’ve seen firsthand how students can use digital tools to express their emotions, from stress relief to exploring complex themes in their artwork. It’s been inspiring to witness them open up through the digital canvas, creating art that goes beyond aesthetics and into personal expression. Next, I reflected on the intersection of traditional and digital art. Blending the two has allowed my students to stretch their creative muscles and explore new techniques they wouldn't have had the chance to do otherwise. Using apps like Procreate alongside traditional mediums, they've been able to enhance their artwork, experiment with digital effects, and see their creations evolve in new ways. The fusion of traditional techniques with digital tools has opened up an entirely new world for them. Finally, I’ve been applying technology in my PALS (Peer Assistant Leadership Skills) class to teach students leadership and collaboration. Digital art projects have helped my students work together, communicate effectively, and support one another, all vital leadership skills. Whether it's designing a digital mural or collaborating on a group project, technology has played a huge role in teaching them how to be strong leaders, both in and out of the classroom. Looking back at all my posts, it's clear that technology isn't just a tool for teaching art; it's a way to connect with students on a deeper level, helping them grow as artists and as individuals. It has enhanced creativity, fostered collaboration, and allowed students to develop crucial life skills through hands-on learning experiences. As I continue to explore new tech in the classroom, I’m excited to see how it will further shape my teaching journey and my students' growth.