Quality Education is a Right, Not a Privilege 

The disparity between quality education and socioeconomic status coupled with the lack of multicultural leadership roles that I have witnessed throughout my professional career have motivated me to become a catalyst for the positive changes I want to see in our schools. In my undergraduate and graduate coursework, I prepared for a future in education by studying the fields religion, sociology including counseling theory, organizational behavior, and teaching for multicultural awareness. These courses helped me to appreciate the many and varied cultures I would encounter during my journey as an educator and solidified my passion for education while in leadership roles. While designing and delivering training for faculty and staff on e-learning theory, and providing ongoing new teacher support, I became aware of the alarming rate of teacher attrition and need for alternative methodologies of engaging students to minimize the achievement gap.

In an effort to change the negative perceptions about the teaching profession and the students I serve, my goal is to research integrating technology that facilitates positive social change, blended learning teacher preparedness programs as a solution to current achievement gaps, and best practices in educational technology that support global diversity and encourage multiculturalism.

Minimizing the Achievement Gap

I have chosen to research minimizing the achievement gap by integrating ed-tech solutions that facilitate positive social change. While teaching and implementing best practices, I have found that an online blended learning environment supports global diversity and naturally encourages multiculturalism. Online blended learning models in tandem with mentoring teacher preparedness programs that are focused on learner-centered education have proven beneficial in minimizing the inequitable distribution of educational results and improving overall benefits, (Lu et al., 2018). In a world where information is readily available instantaneously via the internet, the role of educator must adapt by creating a more innovative and interactive learning environment.

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Blended Learning

The current problems of inattentiveness and motivation in public schools (Ismail & Abdulla, 2019) is related to the student’s level of stress and feelings of connectedness with the material and teacher. In the effort to foster an environment where solving problems creatively leads to collaboration and improvement, teachers must communicate effectively and allow students to confidently and individually take ownership of their learning progression. Instruction should engage and empower students to take advantage of the technological skills they have obtained by virtue having been born in the digital era.

Learning Management Systems provide tools that produce high-interest activities and immediate feedback and can be delivered via multiple modalities. The utilization of blended learning techniques will increase student motivation and engagement (Cukurbasi & Kiyici, 2018). In researching blended learning educational technology, I hope to illuminate the many ways that instructional design can support global diversity and encourage multiculturalism.

Educational Technology Training

The issue of teacher perceptions regarding using educational technology and being prepared for online learning environments is an area of study I look forward to researching. The successful integration of innovative e-learning theory, models, and methodologies ensure successful learning outcomes and the development and structure of content delivery that enables learners to exceed in acquiring the targeted objectives. Students are thoroughly familiar and comfortable with multimedia in various forms and can utilize these media to most efficiently acquire educational content. However, as Moody (2019) indicated, there is a need to continue increasing technology integration into P-12 schools and the need for educator preparation providers to meet 21st century needs of teacher candidates as they enter the profession.

In delivering staff development presentations to integrate Learning Management Systems, I have experienced negativity regarding the perceived capability of creating and delivering online lessons for students. My goal is to create ongoing teacher education and professional development programs focused on integrating innovative technology that facilitates positive social change to address these concerns. Research indicates (Farmer & West, 2019), that teacher preparation programs should be more focused on identifying and resolving the current, relevant concerns of online teachers and develop policies and practices at an organizational level with consideration of their impact on teachers.

Conclusion

I have a deep commitment to ensuring equity in education as well as serving underrepresented groups, my commitment to public service has grounded all areas of my working life. My goal in obtaining a doctorate degree from Walden University is to leverage the successes I have had with the blended learning environment by providing staff development to illuminate the many ways that instructional design can support global diversity and overcome current problems in education. Specifically, to address concerns regarding perceived teacher capability of creating and delivering online lessons, I will initiate beginning and ongoing teacher support programs focused on integrating innovative technology that will minimize those preconceived notions.

In researching and developing best practices for integrating technology, blended learning teacher preparedness programs as a solution to current achievement gaps, and best practices in educational technology that support global diversity and encourage multiculturalism, I intend to broaden my overall educational cognizance and become a leader in my district in order to effectuate a positive social change for students. These attributes will be the cornerstone of my personal commitment to be of service and strive for equitable education in all public schools.

References

1. Berry, J. E. (2020). The Internet: An Educational System for Equalizing Educational Opportunity. Handbook on Promoting Social Justice in Education, 1587-1607.
2. Cukurbasi, B. bariscukurbasi@gmail. co., & Kiyici, M. mkiyici@gmail. co. (2018). High School Students’ Views on the PBL Activities Supported via Flipped Classroom and LEGO Practices. Journal of Educational Technology & Society, 21(2), 46–61.
3. Farmer, T. & West, R. (2019). Exploring the Concerns of Online K-12 Teachers. Journal of Online Learning Research, 5(1), 97-118. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 13, 2020 from https://www.learntechlib.org/primary/p/184482/.
4. Ismail, S. S., & Abdulla, S. A. (2019). Virtual Flipped Classroom: New Teaching Model to Grant the Learners Knowledge and Motivation. Journal of Technology and Science Education, 9(2), 168–183.
5. Janakiraman, S., Watson, W. R., Watson, S. L., & Bawa, P. (2019). Instructional Design and Strategies for Multicultural Education: A Qualitative Case Study. ScholarWorks.
6. Lee, D. dlee16@emporia. ed., Huh, Y. yhuh@emporia. ed., Lin, C.-Y. chunylinkeys@gmail. co., & Reigeluth, C. M. 3. reigelut@indiana. ed. (2018). Technology functions for personalized learning in learner-centered schools. Educational Technology Research & Development, 66(5), 1269–1302. https://doi-org.ezp.waldenulibrary.org/10.1007/s11423-018-9615-9
7. Lu, O. H. T. 1. cfleu198@gmail. co., Huang, A. Y. Q. 1. anna. yuqing@gmail. co., Huang, J. C. H. 2. jeff@cc. hwh. edu. t., Lin, A. J. Q. 1. snailsmall612@gmail. co., Hiroaki Ogata3, hiroaki. ogata@gmail. co., & Yang, S. J. H. 1. jhyang@csie. ncu. edu. t. (2018). Applying Learning Analytics for the Early Prediction of Students’ Academic Performance in Blended Learning. Journal of Educational Technology & Society, 21(2), 220–232.
8. Moody, B. (2019). Educator Preparation Provider Training and Technology Integration. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/