Going into EDLD 5317, I expected to learn more about using technology in instruction, but I didn’t realize how deeply it would push me to rethink the why behind using digital tools. The course centered around the idea that technology shouldn’t just be added to instruction, it should support and enhance the learning process. I looked at how ideas from educational thinkers like Dewey, Vygotsky, and Papert still shape the way we design learning in digital environments today. I focused a lot of my work on adaptive platforms like DreamBox and i-Ready, especially how they help fill gaps in foundational math skills. Over the past eight weeks, I’ve created media, written for publication, studied adaptive tools, and reflected on how to make learning more personalized and purposeful.

I saw growth in how I integrate technology purposefully. Tools like DreamBox and i-Ready are no longer just part of a routine—they’re part of a strategy. The media project helped me grow more confident in sharing my work. Writing the publication draft pushed that even further. I had to think about how to blend what I know from experience with what research says is effective. That balance helped me grow as both a practitioner and a communicator. I used to keep my successes to myself or within my campus, but this course showed me that sharing what works can help others, too.

One area I’m continuing to work on is writing with a broader audience in mind. I tend to write as if I’m talking to other third-grade teachers who already know my context. For example, in my rough draft, I realized I explained how I use adaptive platforms like DreamBox in a way that made sense to me but lacked clarity for someone unfamiliar with that tool. I also included classroom-specific examples without always connecting them to broader concepts or research. Moving forward, I want to be more intentional about making my writing accessible to all educators, not just those who share my exact role. 

Publication Outline

My publication outline research investigates how adaptive learning platforms like DreamBox and i-Ready are transforming third-grade mathematics through personalized learning pathways. Combining quantitative data with classroom implementation experiences, this work shows how digital tools can effectively bridge learning gaps and strengthen foundational math skills. By examining real-world implementation and outcomes, this research offers a practical roadmap for educators looking to integrate these powerful tools into their mathematics curriculum. The results demonstrate how personalized learning technology creates more equitable educational opportunities, ensuring every student gets the support they need to succeed.

Publication Rough Draft

This publication rough draft explores the transformation of mathematics instruction through adaptive learning platforms, showing how technology can meet each student exactly where they are in their learning journey. Drawing from real classroom experience, I examine how tools like DreamBox and i-Ready help tackle a critical challenge: teaching students who start the year without foundational skills. The piece demonstrates how these platforms work alongside traditional teaching methods - not replacing teachers, but giving them powerful tools to personalize learning and track progress.  

Media Project

In this media project, I share how AI and adaptive learning platforms can help teachers teach smarter—not harder. My video and resource guides showcase practical ways to personalize learning, boost engagement, and make space for deeper student connections. Tools featured include DreamBox, i-Ready, IXL, MagicSchool, and Diffit, all aimed at supporting diverse learners.

Final Publication Draft 

In my final publication article, I explain how adaptive platforms like DreamBox and i-Ready transformed math instruction in my third-grade classroom. At the start of the year, most of my students were behind in key skills like place value and multiplication. These tools allowed me to meet each student where they were—giving immediate feedback, adjusting content in real time, and helping them build confidence. I share how this approach connects to constructivist learning theory and how it’s changed my teaching. One student told me, “It's like the computer knows what I need to practice". This is what I am aiming for! 

As in past courses working with my core group, Ben, Jana, Julia and Shaqueta continued to be one of the most impactful parts of the learning experience. Our ongoing communication allowed us to help each other stay on track. Over time we've developed a strong bond, where honest feedback, encouragement and accountability are something I have come to cherish. 

We check in almost daily with each other,  during this course we focused on reviewing drafts, giving feedback on our media projects and publication among other assignments for 5315. I reviewed visual and messaging choices for the media project and shared ideas for improving audience engagement.  I offered feedback on clarity, apa format, created our discussion pladlet's and shared my class notes when needed. 

Through regular peer feedback, I’ve improved how I communicate ideas clearly and respectfully, even when making suggestions for change. Working closely with peers gave me the confidence to see myself not just as a classroom teacher, but as someone who can contribute to broader professional conversations. One of the most valuable lessons has been the power of showing up consistently for others. Our group held each other accountable and that consistency made a big impact. This experience showed me that meaningful learning isn’t just about content—it’s about the people who help you process and apply it.