{"id":10066,"date":"2026-06-15T08:00:02","date_gmt":"2026-06-15T13:00:02","guid":{"rendered":"https:\/\/www.everylearnereverywhere.org\/?p=10066"},"modified":"2026-06-15T09:44:26","modified_gmt":"2026-06-15T14:44:26","slug":"how-a-community-of-practice-for-digital-learning-changed-this-instructors-teaching","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/how-a-community-of-practice-for-digital-learning-changed-this-instructors-teaching\/","title":{"rendered":"How a Community of Practice for Digital Learning Changed This Instructor\u2019s Teaching"},"content":{"rendered":"

Recently, Fox Williams, a math and electrical theory instructor at the nonprofit organization Nontraditional Employment for Women in New York City, was reviewing final exam results with the director of training. \u201cShe was shocked,\u201d Williams says, because students had done dramatically better than in previous terms. \u201cShe asked if the scores included extra credit. But they were the raw scores.\u201d<\/p>\n

Williams credits the improved student performance in that course to her rapid enactment of what she was learning about through her participation in the Transform Learning Community of Practice<\/a> (CoP). In the eight-week CoP, instructors shared their experiences implementing technology for more effective teaching and learning. The readings, activities, and discussions of the CoP particularly featured eight digitally enabled, evidence-based teaching practices (DE-EBTs) that evidence shows improve student learning<\/a>.<\/p>\n

As Williams learned more about these practices, she believed they could be especially helpful to the women in her courses pursuing trades historically dominated by men. Williams knew firsthand how using digital learning thoughtfully to make learning relatable and relevant can make a difference for students. She is currently a junior at Baruch College and has often been the only woman in the trade school courses, apprenticeship, and training programs she experienced when she worked in construction<\/a>.<\/p>\n

She was particularly drawn to instructional approaches that used technology to support practices such as:<\/p>\n