Dalton Tech-Savvy Tots: A Journey of Growth and Innovation

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Envisioning the Possibilitie

When I first started the ADL program, I had no idea just how transformative the journey would be. In EDLD 5305: Disruptive Innovation, we were challenged to dream big, identify a problem of practice, and design something innovative that could make a lasting difference.  As a Pre-K-2nd Grade instructional coach, I immediately thought about the digital inequities in early childhood classrooms. I saw teachers hesitant to use iPads, unsure of how to balance play-based learning with purposeful technology integration.  I created a plan to reimagine professional learning for PK–2 teachers, helping them see technology not as a burden but as a bridge to student engagement and ownership. I named it Dalton Tech-Savvy Tots, a vision to empower teachers and young learners to use technology with confidence and purpose. To launch the work, I wrote a Proposal Letter outlining the project’s purpose, goals, and expected outcomes. It became both an advocacy tool and a blueprint for change. This innovation project update captures the growth and transformation of that original vision.  I have learned throughout the process, and how the work continues to create lasting impact on both teaching and learning. Grounded in current research on technology integration in early childhood education, the project explores the benefits and challenges of using digital tools with young learners. The original Implementation plan and Literature Review identified three significant barriers that underpinned this work: limited teacher confidence, inconsistent access to resources, and misconceptions about screen time. 

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Laying the Groundwork for Change

At first, I thought the innovation was only about getting devices into classrooms and training teachers on Seesaw. But as I reflected on the coursework, I realized my real challenge was changing teacher mindsets. I learned that I couldn’t just drop a tool and expect transformation. I needed to build a foundation of trust, modeling, and collaboration. The frameworks I studied, Self-Differentiated Leader , 4DX,  and Influencer Strategy, all pointed to the same truth: lasting change happens through relationships and shared ownership. I needed teachers to believe in the “why.” The Influencer model reminded me that people change when they feel supported, capable, and connected. Slowly, I began embedding Seesaw into professional learning sessions not as a mandate, but as an authentic example of how digital tools can amplify student voice.

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Cultivating Growth Through Collaboration

In Creating Significant Learning Environments (CSLE), my understanding of authentic, learner-centered change deepened. I started designing professional learning experiences that modeled the same principles I wanted teachers to use with students.  I created Seesaw learning modules for teachers to explore at their own pace, paired with in-person coaching cycles and PLC collaboration. Teachers began to see the value of capturing student thinking digitally and sharing it with families. The more they used Seesaw, the more their students’ excitement grew.  When working on A New Culture of Learning, I watched curiosity and play re-emerge in our classrooms. Students weren’t just using technology they were creating, reflecting, and sharing. Teachers began to comment on how much more engaged their students were and how technology no longer felt intimidating but empowering.

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Evolving the Vision

As I moved through the ADL program, I created my Action Research Plan, Measurement Strategy, and a second Literature Review, and all the data pointed to one central theme: authentic technology integration thrives when teachers have sustained modeling, feedback, and community.

That realization shifted my focus again. While my big dream was district-wide technology equity, I understood that I first needed to strengthen my campus's professional learning model. This was my new building block one, which would ensure teachers felt supported, long before expecting large-scale change.  I used Fink’s 3-Column Table and Understanding by Design (UbD) to align outcomes, activities, and reflection. I also drafted an Article for Publication to share what I’d learned about early childhood digital learning and teacher empowerment.

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Taking Root in Practice

So, where am I in all of this? I’m right in the middle, deep in implementation and reflection.

The groundwork has been laid. Teachers are using Seesaw weekly, students are building digital portfolios, and coaching cycles are now part of our professional learning rhythm. My next steps include collecting mid-year data, expanding the model to first and second grade, and presenting findings at the district level.  Is my innovation plan complete? Not yet, and that’s okay. I’ve learned that innovation isn’t a straight path; it’s an evolving cycle of learning, applying, reflecting, and refining.

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Reflections on Strengths and Opportunities

Several aspects of my innovation project proved highly effective. Modeling lessons and co-teaching alongside teachers helped build confidence and encouraged them to take risks with technology integration. Embedding Seesaw reflection into PLCs fostered collaboration and created a sense of shared accountability among grade-level teams. Additionally, setting a clear Goal through the 4DX framework kept the work focused and measurable, allowing teachers to see progress in real time.  While these strategies worked well, there are also areas I could strengthen moving forward. I plan to begin data collection earlier in the process to capture more comprehensive evidence of teacher growth and student engagement over time. I also recognize the importance of communicating progress and purpose more frequently to maintain alignment and transparency. Finally, I want to continue refining my coaching approach by offering differentiated support that meets teachers where they are in their comfort and readiness with digital tools. These adjustments will help sustain momentum and deepen the impact of Dalton Tech-Savvy Tots across the campus.

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Looking Ahead

Looking ahead, I plan to continue promoting Dalton Tech-Savvy Tots through professional learning presentations, family showcases, and district collaboration. I also want to mentor other instructional coaches who wish to replicate this model on their campuses.  The next phase will focus on sustainability, building a system where digital learning, reflection, and coaching become part of our school culture. I’ll also explore new opportunities, including how AI tools can support creativity and early literacy development in Pre-K–2 classrooms.

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References 

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Thomas, D. & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Printed by CreateSpace.

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