“Education does not change the world, it changes the people who are going to change the world.” – Paulo Freire.
A learning manifesto is a declaration of principles and objectives that guide the educational and professional process, promoting creativity, critical thinking, and a commitment to innovation. This document establishes a clear and shared vision of what we want to achieve. By defining the meaning of this manifesto, I can create my declaration of principles and objectives, providing a framework for my personal and professional growth.
My goal is to learn, acquire new knowledge, be critical and analytical, and simultaneously transmit this knowledge to my young students in a way that excites their minds about the path of learning, cultivating curious and critical minds, including my own.
From a very young age, I have been a person who questions everything: established norms, processes, customs, and beliefs. I asked a thousand questions about the why of each one and conducted an internal analysis to determine if they made “sense.” I observed the results of each action, disagreeing with some and agreeing with others, as sometimes the outcomes were not what I considered “the best.” This curiosity made it easy for me to communicate with others; I found it interesting to listen to their points of view and understand their motivations or ideologies.
This interest in analysis has served me well throughout my professional life. I worked in administrative roles for a long time, listening to people and analyzing processes, agreeing with some and disagreeing and proposing improvements in others, always focused on improving business and individual results. Now, I have the excellent opportunity and responsibility to use the same tools with young minds with elementary students. I can also share and convey the importance of questioning, analyzing, and debating.
My intention as a docent is not just for students to be successful in their grade level but for them to know from a young age that they can take charge of their education, that they can improve, and that the ability lies within them. If I can instill curiosity and confidence in their abilities, they can be their motivators. As this is both an opportunity and a responsibility, my learning is the foundation. This is why I enrolled in the master’s degree program, digital learning in education, and in the courses that are within my reach. I must have tools to pass on to them, improve, update, and remain open in this world of challenges and constant changes.
“He who dares to teach must never cease to learn.” – John Cotton Dana
In the current educational context, it is not enough to merely transmit information; it is crucial to focus on continuous learning and personal development. My commitment is to keep learning and growing so I can inspire my students to do the same, preparing them not only for academic challenges but also to become agents of change in the world.
Integrating Technology in Early Education: The Imperative for the Digital Age
We can say that we are living in a historical era. In the digital age, digital technology has profoundly transformed almost all aspects of daily life. The invention and expansion of the Internet and the widespread use of digital devices have had a global impact on every aspect of our lives, including the economy, work, communication, society, entertainment, and education. We cannot deny the importance and profound impact of technology, which has become essential to our lives.
However, this importance needs to be adequately reflected in the education of younger students. Children primarily use technology for recreational purposes and need to be fully aware of its educational benefits. They are eager to acquire technological skills to enhance their academic growth, and they excel when given the opportunity. Technological education should not be delayed until students reach higher grades. Governors and educational leaders should integrate technology into the curriculum from the early grades.
Technology is now one of the primary tools for learning, and it can be tailored to suit different age groups, ensuring that every student is included. The sooner students discover the excitement of using technology in their education, the sooner they will become passionate about it. This passion can lead to self-motivation and increased technological skills, enabling students to grow in tandem with the advancements of the digital age.
Core beliefs about digital learning and expected impact
In today’s digital age, education faces unique challenges and opportunities. Technology has transformed every aspect of our lives, making it essential to adapt our educational practices to prepare students for an ever-evolving future. This manifesto reflects my principles and goals regarding digital learning and its impact on Cleveland ISD, setting a clear vision for my professional development and that of my students.
Core Beliefs
Continuous and Personalized Learning:
Learning should be a continuous process tailored to individual needs. Technology enables personalized education by offering resources that match students’ interests and pace of learning.
Critical Thinking and Creativity:
Technology should promote critical thinking and creativity. Students should analyze, question, and create from the information they encounter rather than consume it.
Knowledge Ownership:
Students need to feel they own their knowledge. Digital tools like ePortfolios allow them to document and reflect on their learning, fostering this sense of ownership and responsibility.
Preparing for a Digital World:
In a digitalized world, students must acquire technological skills early. This prepares them for future careers and equips them to be responsible digital citizens.
Curiosity and Intrinsic Motivation:
Fostering curiosity and intrinsic motivation is essential for meaningful learning. Students should be motivated by their interests and curiosity, not just academic requirements.
Expected Impact
Interactive educational approach.
Integrating digital learning from the primary grades with a technology-based educational approach in Cleveland ISD, moving from traditional methods to a more dynamic and interactive model.
Developing 21st Century Skills:
Introducing technology from the earliest grades will help develop essential 21st-century skills such as critical thinking, problem-solving, and digital literacy.
Increased Student Engagement:
Digital tools such as ePortfolios will enhance student participation and engagement by allowing them to explore topics of interest and create original content.
Preparing for the Future:
Equipping students with early technology skills will better prepare them for future challenges and help them adapt to a rapidly changing world.
Culture of Innovation:
Fostering a culture of innovation and continuous improvement will benefit students, teachers, and the educational community, preparing us to meet challenges and seize opportunities.
In a world where education faces the challenge of adapting to the rapid changes of the 21st century, it is imperative to reconsider the traditional approach to teaching. As explored in “Stop Stealing Dreams” by Seth Godin (2012), the current educational system, designed for the industrial age, no longer meets the needs of the digital era. Godin advocates for an education that fosters creativity, critical thinking, and self-directed learning rather than merely preparing students for predefined roles. Similarly, in his presentations and works, Sir Ken Robinson emphasizes the importance of nurturing creativity in students, suggesting that the educational system must move away from a model that suppresses the creative potential of children (Robinson, 2006). Integrating these ideas into our educational practice means creating an environment where students acquire knowledge and develop skills that enable them to adapt and thrive in an ever-changing world.
This approach aligns with my innovation proposal, which focuses on leveraging technology to enhance educational experiences and foster critical skills in students. The early integration of technology, a key component of our proposal, will not only engage students and ignite their enthusiasm for learning but also prepare them to excel in an ever-evolving digital landscape. By applying the principles of Godin (2012) and Robinson (2006), we can design an educational system that not only addresses current needs but also inspires students to be critical and creative thinkers, equipping them to face and lead in a dynamic future.
References
Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Herder and Herder.
Dana, J. C. (1917). The library and the community. Chicago, IL: A. C. McClurg & Co.
Godin, S. (2012). Stop stealing dreams. Retrieved from http://www.stopstealingdreams.com
Robinson, K. (2006). Do schools kill creativity? Retrieved from https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity
Robinson, K. (2011). Out of our minds: Learning to be creative. Oxford, UK: Capstone Publishing.