Capstone Reflection​ questions   Part A

• At the beginning of my M. Ed, I felt a bit disoriented, and it was difficult for me to understand that nobody would tell me what to do or how to do it; only that I should read, understand and express my learning. Generally, they just told me to learn throughout my life and then showed me to memorize. So now I had to fend for myself when I started the online M. Ed.

• I expected something similar, but it was a bit difficult to adapt to not receiving all the information. I was not ready; my reaction was to think about how I would do it, and getting down to work was my decision. Try to read more to look for examples and form my ideas. I have an advantage as I am already an adult and professional, and I have clear expectations. That is why it has taken me a little longer to understand that elementary school students can reach that level of independence.

• Over time I have learned and understood that students need independence to achieve their goals so that they train at their own pace and thus avoid frustrations that, in many cases, end up in school dropout. The blended learning design gives the opportunity to teach flexibly and the freedom to learn anywhere and anytime. Which will allow the learner to choose what, when, and how to learn. In this way, the student is the one who controls the learning of it.

• My first decision was to organize my schedule to do my work, read and watch videos. I often felt that it was too much and would have little time to achieve it. However, I have always known in the practice of my life that organizing my projects is the best opportunity to focus and do everything step by step. That is what I teach my students to start an activity and not leave it unfinished, as this creates disorder. If I require rest, I take it as much as necessary but then head back to finish what I started. Another of the alternatives that I used to understand what I had read or seen in the videos or even what they had talked about in class was to search for my resources and watch other more straightforward videos that would give me clarity on the topics. I also used it as a resource to see other works previously carried out to guide me as they had been developed and then give an adequate focus to my work and feel sure that I was on the right track.

• Finally, to adapt, I always follow my calendar and do not make many changes along the way to reach the final goal. I consider that I quickly adapted to the university platform and how the professors assigned the work. So I would not change anything. I am sure I learned to be faster and more self-sufficient to learn.

• Focusing on applying what I have learned has required a little more effort since I still find teachers reluctant to implement blended learning in their classes. I have managed to get those reluctant teachers to listen to me and understand how the process works; however, I must generate more credibility and motivation. I continue to work on this constantly. While other teachers have already done the implementation, many already knew the system. Finding new ideas or someone who supports them has been immensely gratifying and generates an environment of collaboration and group support.

• I definitely had many doubts and anguish about finding myself refusing when trying to motivate the change. However, it was very pleasing to see that some teachers already used the blended learning model. They asked for more information to complement what, in some cases, was implemented without being clear about the purpose of blended learning. In the same way, find more resources that help students and teachers generate a motivational space. I feel a little frustrated when I see that many children want to read more and develop projects, but they are not allowed and must continue in monotonous classes. What motivates me to continue showing the change and with the implementation in my classes and showing sure results later, I will be able to generate a difference in those who are still reluctant.

• When I started to implement my innovation plan, I felt that it was totally innovative, but later I realized that some people knew it very well. Others required more models or helped to understand it, while some definitely. However, they knew it and did not want to implement it so as not to leave their environment that had worked for years, which leads me to see that nothing is being invented with this innovation plan. I would almost say that those who know it and like it has implemented it and will continue to use it in their classes. But many others will not do it because they do not know how to use technology and are not interested in learning. There are also those teachers who think that using technology damages children's minds and it is not appropriate to spend time in front screen—forgetting entirely that we are facing a technological generation and that we as teachers must enter the world of technology to be consistent the current life situation.

• being a teacher and innovating is knowing if what is being done in the classroom is working. That's why I like to use methods that allow me to foster a growth mindset in my students. An intensive study is also needed to determine the effectiveness of the methods. The evaluation of digital learning through action research is an intensive study in which educators can measure the effectiveness of their practices. Based on the results, educators plan and investigate continuously and cyclically.

• To create a meaningful learning environment within a new learning culture, we must focus on the elements that allow the imagination and creativity of our students to reach out. We must create these educational environments according to the invention of 21st-century students who learn at different rates and using other methods. One way to use that imagination and creativity is by having students question themselves with the "Five Ws" attached to the five senses. They are students who challenge themselves and find the answers to those inquiries; learning is based on the three dimensions of knowing, doing, and playing (Thomas & Brown, 2011). A classroom that includes creativity and invention with constraints across the dimensions of understanding and playing is a classroom bringing students fun to learn where CSLE occurs, providing authentic learning in a meaningful learning environment, which enables students to develop the 21st-century skills needed to be successful.

• As a result of implementing CSLE in educational environments, we can offer our students COVA, that is, Choice (C), Ownership (O), Voice (V), and Authentic learning opportunities. I consider it very important to see my students as unique and autonomous beings with unique characteristics and unique needs. An example of the most practical way to implement CSLE + COVA is to allow my students to enter a world of experiments and everyday applications based on their daily life of any of them. Find similarities and make comparisons, as well as predictions. I allow them to work one by one or in small groups to develop projects that motivate them and generate creativity.

• My philosophy has changed a lot, mainly to focus on a theory of teaching; although it was useless to use one of the theories, I finally read more and more; I have understood that my focus is on my beliefs about learning. I consider that times are changing, and people need to renew themselves according to their needs and lifestyles. People are different even in the same family, even being twins. These differences are the points to start talking about my learning philosophy since I consider that each student has their way of learning, and I can help them find their way. Therefore, stimulate learning and provide a suitable environment for students. Students need to grow their minds, physically and emotionally. Therefore, creating the desired environment for them will be the first need to cover. Focusing on constructivism helps me focus on rules to operate or lead students independently and self-sufficiently. Carl Rogers (1969) stated that: "each individual exists in a constantly changing world of experience in which he is the center." The external world is interpreted within the context of that private world. The belief that human beings are essentially active, accessible, and strive to find meaning in personal terms has been around for a long time.

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