After reviewing ePortfolios from previous students and other sections, I have gained a new perspective and appreciation for creating an ePortfolio, as everyone organizes it in different ways, approaches, and styles. Some opted for a clean, minimalist design, while others incorporated bolder and more creative visual elements. These observations from ePortfolios and collaborative learning have helped me identify strengths and areas for improvement that I may have yet to consider. Furthermore, this variety reminded me that there is no single formula for a successful ePortfolio; each one must reflect the student's personality and individual strengths. Here I share my eportfolio:https://neyrus17.wixsite.com/applied-digital-le-5 Harapnuik, D.(2021). What to expect from ADL. Youtube.https://youtu.be/g2tkEhaICy4?si=ESoj45qK-CCa7IlX

Definitely, after reviewing the literature suggested by different authors on the power of the growth mindset and how to use it to help create meaningful learning environments, many pieces begin to come together in my brain, starting with emphasizing that the belief in the ability to Improving through effort and practice impacts not only academic performance but also the quality of the learning environment that educators create for their students. I have started applying it in my classroom, significantly impacting my children's attitudes. According to Trevor (2019), how we think about learning can influence how we achieve it. Based on this statement, a growth mindset is a valuable tool to help establish a critical learning environment for students and accelerate their progression towards a learning mindset by promoting a super important aspect, resilience, how we adapt, and we are indeed facing a difficult situation. In this sense, when students consider problems as learning opportunities, they grow (Dweck, 2006) by praising the process and effort involved rather than simply the results, by helping them develop a positive attitude toward challenges and believing in their ability to overcome them (Duckworth, 2013). ), by giving students greater control over their learning process, encouraging them to set goals and monitor their progress so that they take an active role in their education (Dweck, 2014). Like Dweck, an essential part of the growth mindset is the willingness to reflect on one's learning and constantly seek improvements (Dweck, 2006). In this sense, educators can take advantage of situations and encourage using the growth mindset to empower students, inspire intrinsic motivation, and promote self-determination in their learning process. With the above in mind, I believe that to model a growth mindset and the "yet" message for students, we as educators need to model and encourage perseverance using growth language. Instead of saying, "I do not understand this, " they may say, "I do not understand this yet, but I am working on it." Recognize and praise students' hard work and dedication, regardless of the immediate results. Normalize mistakes as part of the learning process by teaching children that mistakes are opportunities to learn and improve, and see them as progress instead of permanent failures; let us continue to motivate our students by demonstrating that success is possible with hard work, dedication, perseverance, curiosity, and adequate feedback, being projectors of a future attitude of continuous learning and showing students that learning never ends. References Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House. Dweck, C. S. (2014). The Power of Believing That You Can Improve. TED Talks. Youtube.https://www.youtube.com/watch?v=_X0mgOOSpLU Duckworth, A. (2013). Grit: The Power of Passion and Perseverance. Youtube. https://www.youtube.com/watch?v=H14bBuluwB8 Trevor, D. (2019) How to Develop a Growth Mindset. https://www.youtube.com/watch?v=V7XjFTrPl6o&t=20s

Undoubtedly, in the century we live, teachers must urgently begin to rethink our education and the one we desire. We are adapting them to the demands and opportunities of the current and future world. Starting from this idea, we can starkly contrast the education of the last century with that of the 21st century. Previous education was traditionalist, totally passive, focused on the teacher and the simple acquisition of knowledge; the student was seated in a chair with a paper and pencil and spent hours and hours listening and writing; the student was the repository of content. Academically, the pedagogical approach of traditional teaching was based on memorization and the transmission of information. On the contrary, today, we find ourselves with another educational panorama, with different educational needs, and after watching the videos, we can easily see certain educational aspects to compare. First, the MacArthur Foundation questions this old and obsolete traditional notion that learning is simply acquiring content; on the contrary, the student is the central figure in his learning journey; second, the importance of developing skills and tools to create, produce, and remake that content in new and innovative ways is emphasized. Third, 21st-century education recognizes the value of informal learning that occurs outside of school through digital technologies and media, so schools should raise the need to link this informal learning with formal learning in classrooms, taking advantage of the opportunities provided by new technologies. Likewise, the teacher's planning must focus on the student's interests, concerns, and needs. Finally, another aspect seen in Lichtman's video is to change the switch and deepen the development of critical thinking and problem-solving skills; collaboration, effective communication, and creativity are essential to succeed in an increasingly complex world. Moreover, after briefly comparing both educational moments, as Lichtman mentions, the key will be for us as teachers to be open to creating authentic learning environments based on actual projects where students can apply these 21st-century skills In a practical and meaningful way. This will imply a change in paradigm and educational approach towards more active, creative, and knowledge-oriented learning, where our students can succeed in this constantly evolving world. References: 21stEducator. (2009, April 2). 21st Century Education vs. 20th Century Education [Video]. YouTube.https://www.youtube.com/watch?v=HiD1UqLPrOg Macfound. (2010, December 1). Rethinking Learning: The 21st Century Learner | MacArthur Foundation [Video].YouTube. https://www.youtube.com/watch?v=c0xa98cy-Rw TEDx Talks. (2013, March 21). What 60 Schools Can Tell us About Teaching 21st century skills: Grant Lichtman at TEDxDenverTeachers [Video]. YouTube. https://www.youtube.com/watch?v=UZEZTyxSl3g

The eportfolio is a versatile and fantastic tool I learned to develop during the ADL master courses. It all started in course 5302, called Educational Technology Concepts, where we were taught that the ePortfolio is a website or blog that would become our digital identity and continue to change and shape as we incorporated new learning tasks and blog posts. At that moment, I felt overwhelmed because I didn't know how to use the application and had many things to do. However, I didn't worry anymore if I didn't start to get busy, so I decided to investigate and finally start designing my page using the Wix platform. In 5302, create the home and the links for about me, 5302, growth mindset, learning manifesto, and the contribution to your learning, then the buttons for innovation proposal, literature review and implementation outline, and connecting and communicating. Later, in EDLD 5303, I had the opportunity to update and restructure my work since I acquired a few more skills when using the Wix platform. Organize all the works in an orderly and systematic manner so that by clicking on buttons, they go directly to each of the works that another reader wants to review in the same class. Next, I began with the creation of my blog, where I have placed all my publications weekly; I also created a new page, 5313, to create a meaningful learning environment, where I added to the main menu the work I have done, my new learning culture and in another My learning philosophy button, I updated the type and size of the font in some sections, for example in my portfolio and the text in the header, and also improved the design of the page about me. In this sense, my portfolio continues to be under construction, and every time I review it, I see details that I am fixing little by little.

After reviewing Dr. Harapuikne's video and document, we face a fundamental dilemma as teachers: Are we simply collecting or truly connecting dots? It is interesting to reflect on whose metaphor demonstrates the difference between the accumulation of information and proper interconnected understanding, which is crucial to understanding the nature of meaningful learning. For years, traditional education, in many ways, has been rooted in the "collect points" paradigm. It has focused on memorizing facts, formulas, and isolated concepts to obtain qualifications and certifications. An example of this can be seen when having to comply with all the standardized tests required by the state. However, with its constant changes, contemporary society demands an educational approach that transcends collecting dots and embraces "connecting the dots." In this sense, connecting the dots involves not only understanding the information superficially but also discerning how it relates to other concepts, how it is applied in different contexts, and how it can influence thought and action, as Dwayne puts it in his analogy of journey highlighting the need to identify landmarks and critical stages. Now, as a student, I am on a journey through ADL where, through guidelines planned by my teachers, I am building knowledge through the COVA approach, where I can be autonomous and develop self-regulation skills of learning. Now, as a teacher, I am moving towards an education that promotes the connection of dots over the collection of dots. However, I developed a more interactive and student-centered approach without ceasing to comply with what is established in the pre-kindergarten and my institution's guidelines. This involves adopting active methodologies that encourage exploration, discovery, and collaboration, allowing students to absorb information and actively participate in its construction. Additionally, I encourage critical thinking and problem-solving daily in my class so that my students can understand individual concepts, see how they intertwine, and apply them in real-world situations—in other words, focused on creating meaningful learning environments to the extent possible, where the learner has choice, ownership, voice and agency over their learning. Moreover, I will continue in the power process of connecting the dots, aligning results, activities, and assessments to transform education into a meaningful and transformative experience that prepares students to face the challenges of the modern world with creativity, adaptability, and deep understanding. References Harapnuik, D. (2016) Collecting dots vs connecting dots. https://youtu.be/_7o3Jh1KZLw Harapnuik,D.(2023) Mapping your Learners Journey - http://www.harapnuik.org/?p=6420

In contemporary education, there is a need for a significant change in how we understand and practice learning today, adopting a naturalistic perspective of Learning, which involves recognizing and working with the processes and patterns found. In the very nature of human Learning. Thus, we find ourselves needing to modify how we design learning environments. Because? Learning is no longer limited to the traditional classroom; it must be mobile, online, and connected. As Thomas puts it, Learning naturally occurs from birth to death but is often hindered in the school environment. Indeed, when carrying out teaching practice, we find ourselves with the paradigm of a traditionalist education, which, despite multiple investigations, is still focused on observable results through numbers, pressure from standardized tests, and the lack of space for creativity and imagination in the classroom, which must be reformed in such a way that we can recreate our educational systems, based on three essential elements called passion, imagination, and restriction. That will allow us to achieve effective and meaningful learning environments. This approach must focus on students' needs and interests, promoting creativity, passion, and imagination. Thomas suggests that play is central to the new learning culture as it combines rules with imagination, resulting in an emergent property that fosters creativity and innovation. The idea of a new learning culture is based on passion, imagination, and limitation. In this sense, the game is a combination of those three elements: passion, imagination, and restriction, and it is the emergent property of the application of rules to the imagination. Considering the previous approach, as teachers, we must create dynamic and conducive learning environments that allow students to develop their skills and knowledge autonomously. At the same time, as instructors, we act as guides and facilitators in the process. As Bates points out in the gardening metaphor, the role of the teacher is to provide the appropriate conditions for learning growth, but the students must actively engage in the process. A teacher's job is to create a context where they can cultivate imagination, honor passion, and help students connect their passions with what they need to learn. Finally, I have always tried to be proactive within my classroom. However, I have been trained under the paradigm of a traditionalist education culture, which, as I advance in the development of the master's degree, I have been updating through the acquisition of new Learning, highlighting the perception of knowledge and learning as dynamic and growing processes, as opposed to a static perspective. Digital Resources: Creating Significant Learning Environments (CLSE), https://youtu.be/eZ-c7rz7eT4 Douglas Thomas at TEDxUFM. A New Culture of Learning, https://youtu.be/lM80GXlyX0U Dr. Tony Bates on Building Effective Learning Environments, https://youtu.be/3xD_sLNGurA

The educational reality in which we live shows the need for a transformation in the teaching and learning process. As Robinson points out, what must be done to achieve improvements in our education is to move from an educational model based on linearity and conformity to an agricultural model based on human flourishing where students can develop solutions. Now, as teachers, we can ask ourselves how to achieve this transformation because our systems are usually cloned; we can find this answer based on the videos presented by Robinson: Bring on the learning revolution and Drive: The surprising truth about what motivates, us as both shows a comprehensive approach to put our grain of rice into the transformation of education. First, by integrating the critical driver of intrinsic motivation and creativity, recognizing diverse talents, and fostering a passion for learning, educators can create more meaningful, stimulating, and relevant learning experiences for all students. This will involve giving students greater control over their educational process, allowing them to be self-directed by choosing projects and methods that awaken their creativity and passion for learning. This could manifest in classrooms where students' experimentation, exploration, and decision-making are encouraged rather than following a rigid and pre-established curriculum. Finally, both videos significantly influence my learning philosophy as they expand my understanding of what it means to educate and learn. As a pre-kindergarten teacher, they inspire me to adopt a more student-centered, motivating, creative, and adapted approach to individual needs and interests. I can prepare my students to succeed in an ever-changing world and empower them to become lifelong learners committed to their growth and development. References. Daniel Pink's Drive: The surprising truth about what motivates us, https://youtu.be/u6XAPnuFjJc Sir Ken Robinson: Bring on the learning revolution! https://youtu.be/r9LelXa3U_I

In the contemporary educational world, the notion of students as passive recipients of knowledge is being challenged. Instead, an approach is promoted that empowers students and places them at the center of their learning process. From there, we find the COVA (Choice, Ownership, Voice, and Authentic) learning approach combined with Creating Environments Meaningful Learning Experiences (CSLE) offers a conceptual framework that highlights all the key elements essential for effective active learning, where the student has the opportunity to choose and take ownership of their own authentic learning experiences. Now, in the study process, I have had the opportunity to learn how to create e-portfolios. This excellent learning tool implies that students are owners of their educational progress, where knowledge is consumed and active participation in its construction. By creating their own resources, collaborating with others, and reflecting on their learning, students become more aware of their strengths and areas for improvement. In other words, by empowering students to have ownership and make decisions about their learning, you create an environment that values diversity of interests, abilities, and perspectives. In fact, it promotes academic success and prepares students to face real-world challenges, where the ability to make informed decisions and express ideas effectively is essential. This self-awareness is critical for long-term personal and academic development, benefits individual students, and enriches the educational environment, fostering diversity of thought, collaboration, and personal and academic growth. References. Campbell, G. (2009). A Personal Cyberinfrastructure-ERM0957.pdf Do I Own My Domain If You Grade It? https://www.edsurge.com/news/2015-08-10-do-i-own-my-domain-if-you-grade-it Harapnuik, D. & Thibodeaux, T. (2023). COVA: Inspire Learning Through Choice, Ownership, Voice, and Authentic Experiences. The Web We Need to Give Students. https://medium.com/bright/the-web-we-need-to-give-students-311d97713713 Who owns the ePortfolio. http://www.harapnuik.org/?page_id=6050

Before starting my studies in the ADL program, I was known for saving and storing several essential works and resources I have used for my studies or physical work. Nowadays, taking advantage of the opportunities that the digital era offers us, I have discovered a great resource called the portfolio that allows me to build and save the information I want digitally and avoid the accumulation of papers. Although I initially saw it as a challenge, now it is an opportunity, which I feel completely motivated to do since, as time goes by, it is more beneficial in addition to seeing growth little by little. Their use lies in having the opportunity to have voice, choice, and ownership over the content. They serve as a tool to build a digital identity, share ideas, connect with other professionals, and reflect on personal and professional progress. As mentioned above, said construction will be under the COVA (Construction, Ownership, and Authentic Experiences) theoretical framework, emphasizing the importance of students actively constructing their knowledge. This approach opposes the traditional education model, where teacher and student knowledge is passively transmitted. COVA recognizes that students learn best when constructing their knowledge through meaningful and authentic activities rather than simply receiving information. Finally, e-portfolios are a valuable tool in the constant evolution of my student development and work career. Additionally, e-portfolios will offer my students a powerful and versatile way to showcase skills, build a digital identity, facilitate reflective and collaborative learning, and document progress over time. They will also encourage collaboration between educators, parents, and children in the educational process through more fluid and effective communication since relevant information is available quickly and easily for all parties involved. References. Harapnuik, D. & Thibodeaux, T. (2023). COVA: Inspire Learning Through Choice, Ownership, Voice, and Authentic Experiences. Learner's Mindset Publishing - Chapters 1 - 3 Why use an ePortfolio http://www.harapnuik.org/?page_id=6063 Reflection4Learning - https://sites.google.com/site/reflection4learning/why-reflect 41 Benefits of an ePortfolio https://kbarnstable.wordpress.com/2010/01/08/41-benefits-of-an-eportfolio/

As teachers, we usually think we are innovating with the simple introduction of technology in our classrooms. However, educational innovation goes further. It is a process that involves a change in teaching, where fundamental elements such as people, knowledge, processes, and technology intervene. If the four elements are not considered together, educational innovation will likely not have the expected success. In this sense, an innovative educator is an educational professional who seeks and applies innovative strategies, methods, and technologies to improve the teaching and learning process. These educators are open to experimentation and adaptation of new ideas to provide students with more effective and meaningful educational experiences. Starting from this argument, although I am constantly looking to improve my teaching practices, I need to work more to become an innovative teacher since I was unaware of many topics that I have learned during these days of my studies. However, I have a positive attitude and am open to changes that will allow me to use the tools known to work on innovation in my classes, creating a learning environment where my students' work is meaningful and authentic, promoting critical thinking and creativity, and developing the capacity to adapt to prepare my students to face the challenges of the current world and the future. Now, among the qualities that this innovative teacher must have to lead change will be the one that John Kotter mentions, "communicating a vision for the path," which implies more than simply transmitting linear information from top to bottom, where there is clarity and understanding of ideas. It is about inspiring, motivating, and ensuring that the vision becomes a central element in the organizational culture, allowing participation and feedback. Therefore, this vision must be communicated consistently and effectively, using different channels and moments to reinforce the message and showing by example the behavior you want to see so that it takes root in the organizational culture. Also, to institute change effectively, you must repeat it whenever possible and model the behavior you want to see. You must often speak convincingly and persuasively about your vision to do this. Communicating the vision will create a shared sense of a desired future, motivating and coordinating action toward the change described in the vision.

The power of words goes beyond people, their minds, or their hearts. They are even simple expressions that have a significant weight in thoughts, actions, and a basic understanding of her environment, herself, and the things she understands. Importantly, this power is multifaceted and can profoundly impact individual and collective life. Thus, we must know how we use words and recognize their ability to shape thoughts, feelings, and actions. Even the most minor and straightforward word can change a person's life. If it is negative, it can drastically alter the person's mood and harm the development of their actions, and a positive word can change the direction of life and help brighten someone's day. As the video on the power of words shows, when mentioning "change your words, change your world," it is a very wise phrase from which it can be inferred that we achieve different results by changing the words. As teachers, we must appropriate it, apply it, and reflect on the benefits we could achieve by using it in our organization, aiming more for the words to be directed to the hearts and encouraging influential questions as BSGuys pose. In his video "How to Change People Who Don't Want to Change," the purpose of influencing people who need motivation and not information since adding more information does not help; on the contrary, it generates a defensive attitude and less openness or reception towards ideas that require change. In this sense, through the reflections above, we will motivate people to act, achieving more positive and understanding attitudes towards others; at the same time, better coexistence will be conducted between each organization member.

The last decades have brought significant changes in all areas of education. These transformations are involved in teaching and learning, constantly reinventing to answer questions of why, how, what to teach, and what the significance will be. Taking into consideration the education model that is needed in the 21st century, it is found that one of the striking approaches is blended learning, where, as Joi To mentioned, it is a bottom-up innovation process where innovation is present, leaving behind the traditional rules that institutions have. In the same sense, Monique Markoff, in her conference, points out that blended learning is a ray of hope for the transformation of education through individual interventions, and this method will allow students to learn and teachers to do so. Now, from there, the question arises, in what way? Students have a personalized learning route, a dynamic where they will learn at their own pace, obtain immediate feedback, and be able to manage their lessons and learning, helping them to be independent. In the case of teachers, they will be innovators focused on creating complex individual learning paths, taking into account the program according to the characteristics of their students. Blended learning is an excellent way to promote the teaching and learning process in light of the challenges and opportunities of the 21st century and new trends. I find myself flexible to incorporate technology into education, taking advantage of the benefits and challenges it implies, appropriating this model and promoting collaborative work and autonomous learning, and finally being able to inspire the students.