EDLD 5305 - Disruptive Innovation in Tech

EDLD 5305 was the course where my original innovation plan took shape through the lens of blended learning. At the time, I focused on redesigning instructional delivery to better serve healthcare students through technology-enhanced environments. Every assignment in this course pushed me to analyze how disruption could improve engagement, access, and learning outcomes.

However, as I continued reflecting throughout the program, I realized the deeper issue was not instructional delivery; it was educator preparation. The course planted the seeds of innovation, but my thinking evolved. What began as a blended learning initiative ultimately pivoted into the development of the Surgical Technology Educators Program (STEP).

EDLD 5305 did not just teach me about disruptive innovation; it helped me recognize when innovation needed to shift direction. That pivot represents growth, clarity, and a more authentic solution to the problem I truly wanted to solve.

Literature Review (In Revision)

This literature review examined the effectiveness of blended learning in allied health education, focusing on student engagement, instructional outcomes, and implementation challenges. Drawing on research related to active learning, technology integration, and learner-centered design, the review explored how blended models can enhance educational experiences in healthcare programs. Although originally developed to support a blended learning innovation plan, this work laid the scholarly foundation for later recognizing a deeper need for structured educator development within surgical technology education.

Implementation Outline

This implementation outline detailed the structured rollout of a blended learning model, addressing institutional readiness, faculty preparation, student support, and technology needs. While initially designed to support instructional innovation, this planning process ultimately informed the later transition to STEP by highlighting the deeper need for structured educator development and leadership support.

Innovation Proposal

This innovation proposal outlines the development of the Surgical Technology Educators Program (STEP), a structured professional development and onboarding initiative designed to address educator turnover and the lack of formal training for surgical technology faculty. Recognizing that many Certified Surgical Technologists transition directly from clinical practice into academic leadership roles, this proposal presents a modular training framework focused on leadership, accreditation literacy, instructional design, and role-specific competencies. STEP aims to strengthen program stability, enhance student outcomes, and improve the overall quality of surgical technology education through intentional educator preparation and support.