Redefining Teaching and Learning 

The first time I saw a student’s eyes light up with understanding, it was in that moment that everything clicked. I knew teaching was where I was meant to be, it wasn't just a job but my calling. That core feeling hasn’t changed.
What has changed is the world we’re preparing our students for. AI and adaptive learning platforms now give us powerful ways to tailor learning, respond in real-time, and support each learner more personally than ever before.  I’ll share how using these technologies has helped me reignite a learner’s mindset in my third-grade classroom and invites other educators to consider how these tools can personalize instruction, foster deeper engagement, and fuel a passion for lifelong learning.

In my video, I walk through my journey of embracing AI and adaptive learning platforms to enhance—not replace—good teaching.
In the video, I explore:

  • How AI supports, not replaces, the teacher’s role by freeing up time for more meaningful interactions

  • How adaptive platforms personalize learning in ways that traditional instruction often can't (Pane et al., 2017)

  • How a growth mindset, for both teachers and students, is essential to navigating digital innovation (Dweck, 2016)

  • Real-world examples from my classroom that show how AI tools led to more engagement, faster feedback, and deeper learning outcomes

At the heart of this work is a simple truth: AI is not about doing less — it’s about doing what matters more.

Supporting Resources: Tools to Teach Smarter, Not Harder

Along with the video, I created resources designed specifically for teachers who want to integrate AI and adaptive platforms into their practice thoughtfully:

Research shows that when digital tools are paired with strong instructional strategies, student engagement increases, learning becomes more personalized, and teachers are able to focus more deeply on relationship-driven instruction (Horn & Staker, 2015; McCarthy, 2021).

Final Publication Draft: Sharing the Vision

I began by creating my  Publication Outline. This served as the foundation for my publication-ready article, Meeting Learners Where They Are: The Impact of Adaptive Mathematics Platforms on Student Readiness and Achievement, available here: Final Publication Draft. 

The article focuses on how adaptive learning platforms enhance foundational math skills while cultivating critical thinking, resilience, and collaboration — key skills emphasized in both the Texas Essential Knowledge and Skills (TEKS) standards and the State of Texas Assessments of Academic Readiness (STAAR) (Texas Education Agency, 2023).

If my article is accepted for publication, I will share the final link here! 

Connecting Back to My Innovation Plan: Learning Reimagined

This work is directly linked to my Innovation Plan, which envisions adaptive learning platforms as catalysts for significant learning environments (Harapnuik, 2018).
I believe technology shouldn’t just be an extra tool. Instead, teaching should combine personalized learning, flexible instruction, and the irreplaceable human connection.

Platforms like DreamBox, i-Ready, and IXL are powerful because they let students learn at their own pace while giving teachers real-time data to adjust instruction (Khosravi, Kitto, & Lamb, 2020). AI doesn’t replace the teacher’s expertise — it amplifies it.

Lessons for Educators: A Call to Action

Here’s what I want every teacher to know:

  • You don’t have to master every tool at once. Start with one AI platform or resource and explore how it can help meet a real need in your classroom.

  • View AI as an ally. Let it handle the logistics, so you can focus on creativity, connection, and critical thinking.

  • Model a learner’s mindset. When we take risks with new tools, admit mistakes, and keep growing, our students learn to do the same (Thomas & Brown, 2011).

  • Focus on relationships. Technology is at its best when it frees us to spend more time mentoring, inspiring, and supporting every learner.

Innovation isn’t about adding more; it’s about making space for what matters most.

 

References

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association.

Dweck, C. S. (2016). Mindset: The new psychology of success. Ballantine Books.

Harapnuik, D. (2018). COVA: Choice, ownership, and voice through authentic learning opportunities. Retrieved from https://www.harapnuik.org/?page_id=7645

Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass.

Khosravi, H., Kitto, K., & Lamb, K. N. (2020). Personalized learning analytics: A proposal and research agenda. Computers & Education, 151, 103000. https://doi.org/10.1016/j.compedu.2020.103000

McCarthy, J. (2021, December 13). Blended learning models: Choosing the best one for your classroom. Edutopia. https://www.edutopia.org/article/blended-learning-models-choosing-best-one-your-classroom

Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2017). Informing progress: Insights on personalized learning implementation and effects. RAND Corporation.

Texas Education Agency. (2023, October 26). Texas Essential Knowledge and Skills (TEKS). Retrieved from https://tea.texas.gov/academics/curriculum-standards/teks-review/texas-essential-knowledge-and-skills

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