Erica Cedillo

Concepts of Educational Technology EDLD-5302

Dr. Glen Harrison

October 7, 2025

Assignment 4                                 

Compilation & Contributions

   When I began this course, I expected to gain practical strategies for integrating technology into education. As a College, Career, and Military Readiness (CCMR) coordinator, my focus is often on guiding students toward meaningful postsecondary opportunities. What I did not expect was how much the course would challenge me to reflect on my own learning philosophy, leadership style, and approach to supporting others in a technology-rich environment. Over the past eight weeks, the discussions, readings, and videos encouraged me to think beyond tools and platforms. This has helped me reframe learning through the COVA framework, personality-informed leadership, and collaboration within my learning community. One of the highlights of this course was connecting the COVA framework to my work. In my role, I help students take ownership of their futures, whether they’re exploring college, careers, or the military. This course reinforced the idea that technology can serve the same purpose in learning. It can empower students to make meaningful choices and take ownership of their learning. The “Wired for Learning” discussions, along with readings like Turning Today’s Learners into Tomorrow’s Leaders, helped me see technology not just as a tool, but as a way to cultivate student activity and authentic engagement. I also enjoyed the focus on leadership styles and personality assessments. Tools like Myers-Briggs, Big Five, combined with TED talks like Simon Sinek’s Start With Why, helped me understand how my natural tendencies as a caregiver and problem-solver influence my leadership. I realized I lean toward servant and transformational leadership, which aligns with mentoring rather than directing. This has changed the way I communicate with teachers about technology, focusing more on inspiration and shared goals than compliance. The collaborative discussions were another area I really enjoyed, my team (group 3) was truly amazing and very supportive during the eight weeks. Engaging with my peers from different educational backgrounds broadened my perspective. Discussing as a group and hearing their reflections and interpretations of readings, videos and theories reminded me that leadership in education is not all the same. This experience highlighted the value of diverse voices and collaborative problem-solving, something I aim to carry forward in my district initiatives.

   While I gained so much, there are areas I want to strengthen. First, I want to better apply learning theories in practice. Videos like RSA Animate’s Drive emphasized intrinsic motivation, which resonated with me. I realized that while I focus on measurable outcomes like CCMR indicators, I need to create opportunities that also tap into students’ internal motivation. Designing workshops and mentoring sessions with this in mind will make learning more engaging and meaningful. Another area for growth is using my voice, since I work on the district side, I am constantly given initiatives from ED’s that may not see campus barriers because they are not “boots on the ground”. Moving forward, I want to collaborate and advocate for campuses to ensure student success.

 Reflection on Assignments: 

1. Technology Learning Manifesto

   Working on this assignment really made me pause and think about what I truly believe in learning and how technology fits into that picture. Creating my manifesto helped me realize that my passion lies in giving students more voice and choice, and in making sure digital tools are used to truly enhance learning rather than just adding more noise. It also pushed me to think about the bigger issues in education. Such as access, equity, and how we prepare students for a future that keeps changing. More than anything, this reflection showed me the kind of impact I want to make in my own organization and reminded me that meaningful change starts with being clear about my own values as a learner and leader.

2. Personality & Leadership Philosophy

   Doing this assignment really gave me the chance to slow down and take a closer look at who I am as both a person and a leader. The assessments helped me see strengths I depend on every day, but they also highlighted some areas I don’t always pay enough attention to and need to work on. A few results really surprised me and made me think about how differently I might come across at work compared to at home. Pulling all of this together into my leadership philosophy pushed me to connect my personality with the way I want to lead, especially when it comes to guiding technology use in education. What I took away the most is that leadership isn’t about being perfect, it is about knowing yourself and leaning into your values. You must be willing to adapt so you can truly support others.

3.  Technology Case Study Analysis

   This assignment really opened my eyes to how much thought goes into bringing a 1:1 device program to life. I realized it’s not just about giving students technology, but about making sure the right support systems are in place such as reliable internet, teacher training, and clear policies. It also made me think about the importance of equity and how leadership plays a big role in guiding both the vision and the day-to-day details. Working with my group reminded me how valuable collaboration is, because everyone brought different strengths and perspectives that helped bring this assignment to life.

   The collaborative discussions were incredibly valuable. I learned a lot about my own strengths in connecting theory to practice and about the strengths of my peers, who often offered deep meaningful perspectives. This reminded me that successful CCMR programs rely on multiple viewpoints, from teachers, counselors, students, and administrators. I also realized the importance of vulnerability in collaboration. When peers shared challenges or uncertainties, it reinforced that authentic learning and leadership require openness. If I could change one thing, I would have made stronger connections with my group members from the start so we could have deeper discussions. Overall, I think we all worked well together, and I enjoyed being part of Group 3.

  This course has been a transformative experience. From exploring COVA and motivation theory to examining leadership styles and engaging in collaborative discussions, I now have a clearer understanding of how to align my CCMR role with technology leadership. Ultimately, this course reminded me that my work is not just about preparing students for college, careers, or the military, but also about modeling authentic, ownership-driven learning. By using what I have learned from this course, I can better support teachers and students in becoming self-directed learners who are empowered to take charge of their futures.

Reference Page

Cain, S. (2012, March). The power of introverts. TED Conferences. https://www.ted.com/talks/susan_cain_the_power_of_introverts

Myers, I. B., & Briggs Foundation. (n.d.). MBTI® basics. The Myers & Briggs Foundation. https://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/

Pink, D. H. (2010, April 1). RSA animate: Drive: The surprising truth about what motivates us [Video]. RSA. https://www.youtube.com/watch?v=u6XAPnuFjJc

Sinek, S. (2009, September). How great leaders inspire action [Video]. TED Conferences. https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action

Watson, S. L., & Watson, W. R. (2016). Turning today’s learners into tomorrow’s leaders: The power of COVA and heutagogy. In S. Keengwe (Ed.), Handbook of research on mobile learning in contemporary classrooms (pp. 281–301). IGI Global.Cummings, C., Harapnuik, D., & Thibodeaux, T. (2017). Using the COVA approach to promote active learning in digital learning environments. In Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education (pp. 22–44). IGI Global.