Robin Green EDUC 5333

     I plan to delve into the story of how birds impact me and have taught me lessons through various phases of my life. This is a discovery story designed to explore various types of birds, their characteristics, and habits. I’ll be choosing the birds of focus based on events in my lifetime that have a particular connection to the birds (Lambert, 2010). The goal will be to show how I’ve uncovered truths about myself through this unique avian connection.  Ultimately, this is a story of transformation, so I believe that Ohler’s story arc is most useful for story mapping. This type of discovery story is more of a question and response that leads to transformation rather than a more traditional problem and solution (Ohler, 2012). The story arc provides the framework for that movement through the story. Essentially, the overarching story arc will be show how I’ve grown and changed throughout my life. There will be smaller story arcs in the forms of anecdotes and factua...

  Pinepoint tells the story of the death of a Canadian town. In reality, though, it is a story about memories and how those memories contain both truth and falsehoods. The story’s theme is stated explicitly: “If we’re not careful, though, we grind it down to raw superlatives, with none of the banalities or complications that make truth feel true” (Simons & Shoebridge, 2011). The banalities and complications are what made this story feel special. This digital story is a quirky combination of photos and child-like drawings; sound effects and voice-over interviews; videos and government documents. The combination of drawings overlaying real images supported the theme of the ephemeral nature of memories. It invites the viewer to experience the town, its residents, the historical time frame, and the local industry in a way that felt tangible, as if being invited to sit down at a kitchen table to thumb through a scrapbook of the era. The story auto-played, but it also included an int...

My name is Robin Green. I am an instructional designer for an EdTech company based in Virginia. In my current role, I use open source curriculum to create online courses that our partner schools use in their schools. My goal is to provide engaging, interactive math courses that support teachers as they provide individualized learning experiences to their students. I started my career as a teacher in small rural schools in western Oklahoma, teaching English and Spanish. I fell into the online education industry in 2009 and have been in that space in various capacities ever since. My husband and I have three adult children and two fur babies. I am excited to say that this is my final class before I earn my degree in Curriculum and Instruction! I’ve kicked around a few ideas for my digital story. I considered something surrounding the lack of representation in the field of medical research as well as the role of fatphobia in the inadequate healthcare that fat women receive. This type of...

  Part 1: The teachers that I spoke to at WPS were highly motivated educators actively seeking strategies that will increase student achievement. Many use various forms of technology in their classrooms on a regular basis, but most of them are unaware of the ISTE standards that govern best practices for technology integration. Despite the fact that board policy and investments in 1:1 devices have been made, technology professional learning has been limited to training on platforms and software. Research shows that improvements in student learning can be tied directly to teacher learning, so professional learning that incorporates best practices for integrating technology into instruction is an important step for the district (Gordon, 2022).  An effective asynchronous professional learning course will need to introduce teachers to the ISTE standards and to the Triple E Framework. Teachers previously stated that they had no familiarity with but interest in knowing more about the...

My partner teaches in an alternative school setting and noted that many of her students lack basic computer skills needed to even begin using technology in creative ways that would allow them to be self-directed learners. Darvin notes that accessing information and creating knowledge are central to accessing power, and marginalized groups, like those that are often overrepresented in an alternative school setting, need educational structures that prepare them to use technology for “sustainable social futures” (2019, p. 225). This knowledge guided the development of the SMART goal :  “By the conclusion of Block 1 (9 weeks), I will increase students’ independent and authentic use of technology by providing explicit instruction, modeling, and scaffolding aligned with the ISTE Standards for Students, specifically Empowered Learner substandard 1.1.d, and the Triple E Framework. Students will gradually assume responsibility for selecting, using, and applying digital tools to produce a fi...

Kolb's Triple Framework and Weatherford Middle School Framework Kolb’s Triple E Framework is an accessible structure based in Pragmatism designed to support teachers as they make instructional choices around technology tools. The focus of the framework is on the learning goals, not the technology (Kolb, 2020). The triple Es in the framework are Engagement, Enhancement, and Extension (Kolb, 2020). Teachers who choose technology to engage students are mindful that they are choosing options that motivate students, help them spend more time on task, and provide opportunities for them to be active, social learners (Kolb, 2020). This might include strategies like co-use of technology, modeling, and gradual release of learning (Kolb, 2020). Technology should enhance student experiences, scaffolding learning experiences and allowing them to demonstrate a more sophisticated understanding of the content in ways they couldn’t do with traditional tools (Kolb, 2020). This might look like using ...

       Nearly half of Strong Tomorrows students attend a fully virtual school requiring consistent internet access. Teen parents face compounding systemic barriers — lower household incomes, unstable housing, and hidden costs of broadband — that make maintaining connectivity disproportionately difficult (Mickler & Tollestrup, 2024; McClain & Bishop, 2026). Addressing this digital access inequity is important for Strong Tomorrows. Currently, many students receive assistance through their schools, but as is common with marginalized communities, many students slip through the cracks and need additional help in gaining consistent, reliable internet access. Strong Tomorrows site coordinators currently connect students with T-Mobile Cares, which will remain the primary method of closing the digital access gap under my TIP (T-Mobile, 2026) . However, the needs assessment reiterated that this solution is not always sufficient.  Strong Tomorrows site coordinators...