Educational Technology Leadership Portfolio

Professional Growth Plan (PGP)

The concept of education and technology being in harmony with each other is something that I believe will determine the quality of life for current and future generations. In an article from Frontiers in Digital Health, “education and empowerment are critical components of achieving better health outcomes” (Fitzpatrick, 2023). From mobile health apps providing tailored education, patient engagement, and self-management to using Kahoot to facilitate an interactive nutrition class for 3rd graders to navigating the validity of health tips on TikTok, health education and technology are at a critical juncture. I believe that when implemented thoughtfully and creatively, educational technology has the power to push public health into a new frontier that not only increases the relevance of health education but also increases accessibility, understanding, and retention that can directly improve the quality of lives.

Serving as the health educator for Union County Office of Health Management, the county’s health department, since March 2022, I see how people absorb (or fail to absorb) health information almost daily. The traditional modes of teaching that exist (presentations, worksheets, brochures, pre- and post-surveys, etc.) can be effective, but rapidly changing times call for dynamic ways of learning that are sensory, socially urgent, and culturally relevant. In my work, the best outcomes and feedback have come from instances where I have used educational technology, whether it be a Kahoot to gamify a session on STI & Pregnancy Prevention methods with high school and college students, a virtual Diabetes bingo board that reveals answers as seniors play along with physical printouts, or a YouTube video showing the real-life removal of a colon polyp. Using technology to disrupt people’s perception of what health education looks like inspired me to pursue New Jersey City University’s Ed.D in Educational Technology Leadership. Being in the program since Fall 2024, my understanding of what educational technology is has broadened and diversified. Theoretical frameworks such as Universal Learning Design, Freire’s critical pedagogy, and Lave and Wenger’s situated learning theory have solidified my approach in shaping the external learning environment itself to facilitate motivated learning. Also, honing in on the rules and structure of data analysis and research writing has become a priority for me, as health education depends on trained investigators.

The World Health Organization declares that “health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity” and that “informed opinion and active co-operation on the part of the public are of the utmost importance in the improvement of the health of the people” (WHO, n.d.).  My philosophy on “health education technology” is that we should consider how health education and information via digital tools and landscapes affect health itself - meaning the physical, mental, emotional, and social capacity of individuals and communities. As we see with social media, visual and written information and its presentation can directly affect a person’s relationship with their health through suggested ideas and beliefs. The mission of educational technology within public health should always be equipping people with the ability to make an informed opinion that empowers them to be active participants in their overall health.

My ultimate goal is to contribute to developing digital tools, platforms, and media for both formal and informal settings and improve health behaviors generationally, particularly for vulnerable populations such as young children, seniors, those with chronic illness, and those with limited access or aversion to healthcare due to discrimination.

Below is an outline of professional goals that I expect to complete between 2024 - 2027, with 2027 being the completion of the Ed.D in Educational Technology Leadership program:

1)  Be open and curious about educational technology and the many methods of learning that can apply to people being excited by, connected to, and willing to engage with health education by reading articles, attending one related conference, collaborating and learning with my cohort, and participating in research by the end of fall semester.

2)  Continue to practice and improve upon servant leadership that centers the people that will feel the impact of my work (as a health educator and a doctoral student in Educational Technology), constantly assessing and evaluating their needs and wants while being mindful of evidence-based information.

3)  Honing in on adaptive leadership that allows me to exercise problem-solving and being able to approach the ever-changing public health and technology landscapes with flexibility and attention to detail.

Sources

1.     Fitzpatrick, P. J. (2023). Improving health literacy using the power of digital communications to achieve better health outcomes for patients and practitioners. Frontiers in Digital Health, 5, 1264780. https://doi.org/10.3389/fdgth.2023.1264780

2. World Health Organization. (n.d.). Constitution. World Health Organization. Retrieved August 13, 2024, from https://www.who.int/about/governance/constitution