Disruptive Innovation in Technology EDLD-5305
This course focuses on understanding disruptive innovation and using it as a catalyst for meaningful change in educational organizations. Learners examine how emerging technologies reshape teaching and learning, analyze real-world case studies, and design strategic plans that move schools toward more active, student-centered learning environments. Through assignments such as the Innovation Proposal, Literature Review, Implementation Strategy Outline, and Digital Story, learners develop the skills to lead change, communicate effectively with stakeholders, and build a sustainable vision for technology-rich learning. The course emphasizes collaboration, reflective practice, and leadership, empowering learners to not only respond to innovation but to drive it within their own contexts.
01
My Innovation Proposal introduces Virtual Reality (VR) as a way to transform learning for students in DeSoto ISD by giving them access to immersive, hands-on experiences that increase engagement and deepen understanding. The plan outlines a three-year phased rollout beginning with a pilot in science and career exploration, expanding through structured professional development, and ultimately integrating VR districtwide. The proposal highlights benefits such as increased engagement, equitable access for underserved and special education students, and alignment with CCMR goals. It also identifies resources, measurable outcomes, and long-term sustainability considerations. Overall, this proposal positions VR as a disruptive, student-centered solution that enhances learning through meaningful, real-world connections.
02
The Literature Review provides a strong research foundation supporting VR as an effective tool for improving K–12 science learning and career exploration. Studies consistently show that immersive VR boosts engagement, conceptual understanding, and skill development while removing equity barriers for students who lack access to real-world experiences. Research supports VR as cost-effective compared to traditional field trips or lab activities, and emphasizes the need for high-quality teacher training for successful implementation. The review also identifies challenges—such as motion discomfort, tech management, and access—and offers evidence-based strategies to mitigate them. Ultimately, the literature confirms that a well-supported VR pilot can meaningfully expand opportunity, deepen learning, and support district-wide equity goals.
03
The Innovation Implementation Outline breaks the VR plan into actionable steps, timelines, and measurable outcomes for Years 1–3. It identifies the specific grade levels, classrooms, and instructional areas impacted each year, along with detailed professional development structures, funding sources, accessibility strategies, and curriculum pathways. The outline clarifies expectations for teacher adoption, student engagement goals, monitoring systems, and long-term sustainability, including refresh cycles and a districtwide repository of TEKS-aligned VR lessons. This implementation roadmap ensures that the innovation plan is realistic, scalable, and aligned with district priorities.
04
My Final Innovation Plan presents a comprehensive three-year strategy to introduce and scale Virtual Reality (VR) across DeSoto ISD as a tool for equitable, high-impact science and career exploration. Grounded in research and disruptive innovation theory, the plan outlines a phased rollout that begins with a secondary-level pilot, expands districtwide, and ultimately empowers students to create their own VR experiences. The proposal details teacher professional development, curriculum integration, equity and accessibility supports, funding strategies, stakeholder communication, and clear metrics for evaluating student engagement, achievement, and career readiness. This plan positions VR as a transformative instructional tool that aligns with DeSoto ISD’s mission to provide rich, authentic learning experiences for all students.
