One education, an EdD in IDT. By earning this

One
of my ultimate goals in education is completing an EdD in Instructional Design
and Technology through which I can contribute and learn methods of improving
students learning process, lead research within the classroom for effective
instructions and make better use of technology. Over the past twenty years years,
I have been involved in education, from private and public education to higher education,
while envisioning the acquisition of an advanced degree from a comprehensive
program with highly-experienced instructors to bring me to the fulfillment of my
highest degree in education, an EdD in IDT. 
By earning this doctorate, I hope to meet my long-term professional
goals of being a lead researcher on the use of technology in foreign language acquisition
for community college students and, through that, to use this knowledge to
become a curriculum innovator. On the personal goal, I want to develop my own curriculum
and instruction consulting firm that specializes in using technology to enhance
learning and engagement.

 

As a lead
innovator and researcher, I will work to bring changes in education to meet the
needs of our current and future generations of students. Articles such as The Teaching Gap, by Stigler and Hiebert
(1999) and books such as One Classroom
Many Worlds, by Jaclyn Blake Clayton (2003); Do You Know Enough About Me To Teach Me? by Stephen G. Peters (2006);
The End of Molasses Classes:
Getting Our Kids Unstuck – 101 Extraordinary Solutions for Parents and Teachers,
by Ron Clark (2011) as well as studying Kahn Academy have invigorated my desire
to close the knowledge gap between teachers and students in our classrooms. Many instructors neglect the notion that
students are exposed to more information than prior generations. I want
to reduce that gap by improving my approach to understand student’s
expectations and to evaluate instructions quality (reliability, responsiveness,
assurance and empathy). My observation and research on higher education have revealed
that students are wired differently in this era, the new technologies or the
digital era asks for teachers to accommodate and adjust to the way students
learn. Unfortunately, research shows a dichotomy between digital natives and
teachers’ perceptions as teachers continue in the traditional system a teacher-centered
instruction with the same classroom setup or organization. The old one-room
school house now extends far beyond building walls.

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Even with
the strong incorporation of technology, classroom setup has not changed much
since the early1900s.  For instance, the textbook driven educator continues
to be the most treasured source of information with classroom seating
arrangements involving rows of fixed seating and students facing the instructor
with their backs to one another. More and more technology has been integrated,
yet the instructional methods have not evolved to meet current needs.  A review from the U.S. Department of Education,
120 Years of American Education: A
Statistical Portrait report, reveals that teaching methods and assessment
have evolved passively. During my twenty-one years in education, observation
and literature, I can assess that the majority of our classroom design does not
encourage students to learn holistically, to do and reflect about the things
they are doing and to be active learners. Thus, our educational system must fast-track
to close the gap between this technologically advanced generation and our instruction.
  In
other words, we must meet the needs of our current and future generations,
consequently the methods used in the classroom must be informed by current
research in the field and the analysis of authentic experiences. As I will also
learn in the doctorate program how to balance sound theory with effective
pedagogies I will master top-level skills in writing, research and analysis to
help me bring the necessary changes in teaching.

 

As a
consultant, I will examine a problem or an existing structure in a given educational
system, conduct the research, and recommend solutions or proposals to bring the
necessary changes and transformations to remedy today’s challenges and prepare for
others to come. Sound research, classroom practice and respected credentials
will provide me with the background and, therefore, the credibility to be more
marketable.

I chose the
UWF Doctorate in
Curriculum and Instruction because an impressive UWF doctorate is a good fit for my goals. First, it has a faculty
with practical classroom experience, magnificent views from top studies in
applied technology; scholarly activities and a strong teaching focus on
preparing educational leaders. I want to excel as a scholar through the
contribution, deeper self-awareness and confidence a program like UWF offers to
students. For instance, I share the same research interests as Dr. Havard, who
studies education on technology in instruction and the learning process. He has
worked on the impact of teaching with technology on student performance and how
to face the problems that may arise. I want to continue researching the topics on
which he has collaborated and written, for example, “Just-in-time learning, rich media, technology enabled learning” article
(2013); “Adaptable learning theory
framework for technology enhanced learning” (2016) and many others interesting works. I would
strive to collaborate with him; we share many common goals.

 

Secondly,
the IDT EdD has the specialization,
Performance Technology, which focuses on how to use technology to improve
instruction in various learning settings, such as K-12, colleges, industries, the
military, and the health care system. Institutions strive to bring
effectiveness to their teaching and learning. For instance, our community
college as well as our main hospital medical school always look for new ways to
improve their distance learning program and to bring top notch technologies to
improve instruction and learning. I aspire to become a leader in the industry that helps
professionals of any field push the boundaries
of their profession to teach how to think through and solve complex problems
that educators and instructors face in education. Therefore, the EdD IDT with
technology concentration program of study will provide me the theoretical and
applied perspectives to reach the level of expertise to become an agent of
change and in high demand.
 

 

Thirdly, the
UWF program design
meets the expectations for academia and the private sector that I seek as a
professional in the field of instructional design. According to the website and
my research of academia, the UWF EdD plan is populated with professionals of
diverse backgrounds who meet the needs of this time.  Moreover, it has the flexibility of being
fully online which allows me to continue working while improving my personal
and professional life.  The courses
offered in the program prepare students for the challenges of the century as an
academic or as a researcher.

In
addition, I want to have my highest degree from an accredited, respected and
affordable university.  UWF has it all.
It has a reputation as one of the greatest universities in Florida, fully accredited
and ranked as one of the finest and best online and on campus university in
Florida. For instance, it was ranked “Best
Regional College – Southeastern” by The Princeton Review (2018), “No. 4 in
Online and On-Campus College in Florida by Schools.com (2017), Named “Best
Online College in Florida” by College Choice (2017), “Ranked No. 7 in
“Most Affordable College of Florida” by College Choice (2017) and Ranked
No. 6 in “Top 10 Best Online Colleges in Florida” by Value Colleges
(2016)

 

I
bring a teaching skill set of knowledge, ten years of web-based instruction and
design, a diverse background and experience which align with the EdD degree
Performance Technology Specialization’s goals. I strive to find new ways to
design, develop, assess and implement instruction and methods to improve and
better my students learning processes in the face-to-face instructions as well
as virtual. I have
taught for 24 years in various educational settings from k-12 such as Public
Schools of Robeson County, NC, Henry County Schools, VA; in private colleges,
national and international such as Roanoke College, VA; Universidad APEC, DR, etc. In those places, I have
had the opportunity to teach Spanish, ESL and Marketing.

 

My
philosophy of teaching is that learning is best facilitated by an instructor
who balances theory with effective pedagogy. In other words, the methods I use
in my classroom must be informed by current research in the field as well as my
observations on experiences and challenges from the classroom. I actively seek
to create a student-centered classroom where I integrate different methods and
strategies such as community language learning, task-based learning,
scaffolding among others that accommodate my students’ diverse learning styles.
My disciplinary interests and work intersect as well as influence each other.
For example, when I teach Spanish grammar, my teaching is informed by my
background, understanding of linguistics, composition and second language
acquisition theories.  These various
scholarly interests are all grounded in my intense interest for the study of
language, how it works, how it is used to communicate and how it can influence
people. My research activities look at the use of a relatively new methodology
for developing communicative activities to improve foreign language
proficiency.

 

For twenty-one
years, I have been fortunate enough to serve as a lecturer, professor and
participant in leadership activities, instructing teachers and designing
language projects. The teaching experience and instruction have provided me
with a broad view that is useful in assisting students with the language
learning-process and projects. I have used this view, which involves second
language acquisition strategies, methods and experience, in all the
institutions and subjects I have had the opportunity to teach, as well as in
the classroom and in distance learning. I am confident that my combination of
practical work and my more than twenty years of solid educational experience
has prepared me for making an immediate contribution to your program. Having
this working experience in leading national and international colleges, public
schools, language schools and other institutions has provided me understanding
of the level of professionalism required for long-term success in the field. I
am ready to start my new endeavor. Thank
you in advance for your attention.