This course follows an Outcome-Based Education (OBE) approach, focusing on clearly defined and measurable learning outcomes that align with state standards and early childhood digital literacy goals. OBE ensures that both academic coaches and preschool teachers walk away with practical skills, such as creating iPad rotation plans or integrating digital tools into literacy activities. In early childhood education, especially when introducing technology like iPads, it’s essential to ensure that educators not only understand the “why” behind digital integration but can also demonstrate specific skills and behaviors, such as designing tech-based learning centers or evaluating developmentally appropriate apps. OBE ensures accountability by focusing on what learners will be able to do by the end of the course. It provides clarity for both the instructor and participants, making it easier to track progress, adjust instruction, and ensure practical application. Since this course is intended to improve student academic outcomes through better use of technology, using OBE guarantees that each learning module is directly tied to a meaningful, observable impact in the classroom.

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Fink's Taxonomy for Significant Learning & ADDIE

To structure the learning experience, I also applied Fink’s Taxonomy for Significant Learning to promote deep understanding, reflection, and real-world application. The course is also guided by the ADDIE instructional design model—a widely used framework in professional learning. 

• Analysis: I began by identifying the needs of both teachers and academic coaches through informal feedback and experience in the classroom.

• Design: I mapped learning goals to activities and assessments using Fink’s 3 Column Table.

• Development: Course materials such as Google Classroom modules, app guides, video demos, and templates were created.

• Implementation: The course runs over 8 weeks through a blended format of self-paced modules and live Zoom sessions.

• Evaluation: Participant reflections, peer feedback, and final implementation plans are used to assess learning and guide revisions.

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Assessment Strategy

To balance assessment, I use a mix of:

• Assessment of learning through final projects and rubrics,

• Assessment for learning with peer and instructor feedback, and

• Assessment as learning through weekly self-reflections and progress check-ins.

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Who is in Control?

This course also follows the COVA model (Choice, Ownership, Voice, and Authenticity). Participants have the freedom to choose focus areas (e.g., literacy, math, or creativity), build authentic projects that fit their classrooms, and reflect on their journey. Learning is a shared responsibility—while I provide structure and resources, participants control their pace and personalize their experiences.