This assignment gave me the opportunity to share my voice as an educator and to connect my innovation plan with the perspectives of key thought leaders in education. The purpose of the exercise was not only to write the first draft of a potential publication but also to practice communicating my ideas in a way that could reach and inspire other educators beyond the classroom.
In this draft, I reflected on my innovation Tech Time: My Time in Kindergarten and connected it to the theories of Dewey, Piaget, Vygotsky, Papert, and Bruner, as well as Roger Schank’s idea of “invisible learning.” I explored how QR codes and iPads can foster independence in kindergarten students, and how intentional use of technology allows learning not the tools themselves to remain at the center.
Another important part of this assignment was the peer assessment process. My draft was evaluated by my core group using a rubric that included Content Knowledge, Critical Thinking, APA Formatting, and Organization. Based on their feedback, I received an overall score of 46/50. The comments highlighted strengths such as the clarity of my abstract, my personal connection to the innovation, and the organization of my ideas. They also suggested minor improvements, such as adjusting APA 7 formatting (hanging indent in references) and strengthening the final sentence of the abstract.
This collaborative process was very valuable because it reminded me that peer feedback is not only about grading but about feedforward guidance that helps refine and polish my work. Thanks to this experience, my draft is stronger and closer to being ready for publication.
This outline helped me connect my innovation, Tech Time: My Time in Kindergarten, with possible publication platforms. I learned that publishing is not only about research but also about sharing authentic classroom practices that inspire and support other educators.