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Running Head: GROWTH ASSESSMENT-PRACTICING WHAT I TEACH

Growth Assessment: Practicing What I Teach
Violet Cain
Azusa Pacific University















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History of Coursework

Fall Session 1 2013
EDTC 511 Foundations of Educational
Technology - Bacer
EDTC 571 Curriculum Foundations - Suffern
APA & Copyright guidelines
Adobe Acrobat features
virus protection programs
Relationship between Social
Constructivism and Common Core
Embedding opportunities for students to
use technology in lessons
Fall Session 2 2013
EDTC 517 Telecommunications Bruzzese EDTC 527 Special Topics in Educational
Technology - Bettger
Evaluating web browsers
Website building & Developing
Online communication (Jing, Google
Drive &Hangouts, Twitter, Blogs, etc.).
Evaluating online resources
Personal Learning Networks (PLN)
Fair use and Creative Commons
Spring Session 1 2014
EDTC 518 Global Learning/ Cross-Cultural
Classroom- Bacer
EDTC 524 Instructional Design & Development
- Bacer
Nine elements of Digital Citizenship
The process of Global Learning
Correlation between standards and
assessments
Personal Learning Space (PLS)
Spring Session 2 2014
EDTC 521 Creating Digital Imagery for
Learning Environments -Potter
EDTC 523 Educational Applications of
Information Design Hypermedia- Silva
Utilizing layers to enhance photos
Completing the process of pre-
production, production, and post
production in relation to video
Develop a Trust and Monitor
Utilized Visual design principles to create
Global learning Project (GLP) website
Summer Session 2 2014
EDTC 515 Emerging Trends in Technology -
Brown
EDTC 520 Managing Tech-Supported Curricular
Tools - Silver
Developed presentations with the use
Popplet, Prezi, and Powtoons
Massive Open Online Communication
Online Presentations
Evaluate and strengthen Districts
Technology plan
The elements of a strong technology
leader
Developing a criteria for evaluating Apps.
Fall Session 1 2014
EDTC 526 Practicum in Educational
Application of Technology - Bacer
EDTC 572 Advance Educational Psychology -
Brown
Reflected on Personal, Professional
Growth
Displaying work developed through the
program in an E-Portfolio
Explored John Medinas Brain Rules
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Personal Growth

When introducing myself to my professors and my cadre members in the Masters in
Educational Technology program (EDTC) at Azusa Pacific University (APU), I described myself
as someone who puts Christ at the center of everything. However, through guided Bible-based
reflections embedded in the EDTC program, I have developed two key facets in my personal
development: First, I need to make it a priority to spend time with God through reading and
reflecting on His word. Secondly, I must not let fear get in the way of sharing God with those
that surround me.
One of the greatest gifts that Dr. Bacer gave me was the Faith in Action Study Bible
(Zondervan, 2005). Having Bible readings and faith reflections embedded in the program with
the Sakai forums, podcasts, professional learning space, etc., provided me the opportunity to
realize the importance of being spiritually fed by Gods word and the significance of being
involved in studies to support and be supported by other believers. When life and program
challenges arose, it was nice to know I have Gods word to cling to.
Early on in this program, I remember feeling challenged to put my faith and beliefs in
action at my place of work. However, I didnt quite know how to accomplish this working at a
public school. I John 4:18 in our Faith and action Study Bible (2005) says, There is no fear in
love but perfect love drives out fear... (p.2062). This verse made me realize sharing God means
to share His love and I can do this by acting in love. Now that I look back, I implemented
routines that were either shared or encouraged in EDTC forums. For example, in EDTC 511, Dr.
Bacer shared that when she was a teacher she would pray for her students while sitting in their
chairs (2013). I started this practice and also wrote my prayers in a journal. It was inspiring to
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see the impact it had on my students. This was one of the stepping stones towards being a teacher
that passes Gods love on to her students without fear.
APUs masters program, the professors, Bible readings, and forums primarily
strengthened my relationship with God by placing an importance on being in Gods word and
sharing His love in all aspects of my life.
Professional Growth

One of the reasons I decided to acquire my Masters in Educational Technology (EDTC)
was to gain knowledge in an area that would continue to strengthen me as a teacher and a
colleague. With the help of the professors, the EDTC courses really helped me accomplish my
goal. Not only do I feel that I am a viable resource in regards to technology, but I also learned
how to guide my own learning development through connecting with other teachers online.
A strength that developed throughout the program is the ability to be a resource to my
colleagues and show them how to embed technology in their classes. I recently joined the
technology team at my site and was also asked to be in charge of helping Advancement Via
Individual Determination (AVID) teachers meet AVIDs technology standards in their classes. I
feel quite confident sharing my knowledge of technology and how we can embed AVIDs focus:
writing, inquiry, collaboration, organization, and reading (WICOR) with a variety of online tools
and resources, such as podcasts, videos, Google Drive, Blogs, Popplet, Prezis, etc. In addition, I
have had various opportunities to help promote the use of online collaboration through Google
Docs and Calendar with my colleagues. For example, one of my teams now uses Google
Calendar to plan and share resources and I also use it to keep my job sharing partner up to date
while she is on maternity leave.
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A term I was introduced to in EDTC 527 taught by Barry Bettger (2013) that was
completely new to me, was Personal Learning Networks (PLN). Schock defines PLNs as, a
network of others whom you turn to for advice, to learn from, and to collaborate with and offer
your own ideas and thoughts. (Schock, 2011, para. 1). I learned I could use social media sites,
such as Facebook, Twitter, Edmodo, etc. to take charge of my own professional learning and
development. I was shocked to learn that so many educators were using Twitter to communicate
with each other. Now I use Twitter to connect with other professionals and gather information
that can strengthen me as a teacher.
EDTC classes have provided me with the ability to guide my own professional
development through personal learning networks and to confidently show others how to
effectively incorporate technology in the classroom. With the new Common Core Standards
upon us, I feel this new found knowledge and expertise will also support me in being an effective
teacher that has the ability to support 21st century students, Digital Natives, in using the
technology skills they have acquired for educational purposes.
Technology Growth
Before entering the program, I considered myself fairly knowledgeable in regards to the
use of technology in the classroom. I had several technology devices, including a document
camera, Smartboard, five classroom computers and access to a laptop cart. What I did not realize
was that I was just using computers and other technology to replace pens and paper.
One of the first projects I brought to my classroom was my EDTC 517 Curriculum
Project. Besides showing off my Adobe Acrobat skills this project allowed my students to
collaboratively work on a project utilizing computers. They were asked to analyze different
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resources and an opportunity to see information in multiple ways. It was the first time I took my
rightful role as a facilitator.
In EDTC classes that followed I learned the importance of teaching students how to
critique information they found on the web as reliable sources (EDTC 527) and the importance
of Digital Citizenship (EDTC 518). I realized the more knowledge I acquired and passed on to
my students, the more comfortable I was with having my students collaborate online through
Google Drive, Edmodo discussion forums, etc. I no longer feel the need to stand in the way of
my students utilizing technology in the classroom.
Another area of technology that I saw substantial growth in was my ability to create my
own website. I had no ideas there were sites like Weebly, Wix, and Wordpress that I could
utilize to get me started until I participated in EDTC 517 Digital Communications taught by
Bruzesse (2013). Once I determined my site of choice I learned how to visually design and
include videos, Web 2.0 tools, videos, links, and embed other resources into my site to promote
engagement, collaboration, and communication. I quickly passed my knowledge on to my
students and they created a website that advertised their school to attract potential incoming
students for the following school year.
The use of online communication tools was probably my biggest accomplishment. Email
and Facebook were my means of online communication, but now I have a variety of other tools,
Google Drive, Jing, Voicethread, Hangouts, Skype, etc. that I know how to utilize in order to get
my message heard. Communication and collaboration will never be the same in my classroom.
The best way to describe my technology growth is I started this program as a technology
utilizer and now I see myself as more of a technology maker. I do not let technology make things
happen; I make technology happen.
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Life Long Learning Plan
I was introduced to the term life long learner my first year of teaching and I have referred
myself as one ever since. Now that my learning experience in the Masters of Educational
Program at Azusa Pacific University is coming to an end, I plan to continue my technology
education through Personal Learning Networks (PLN). The last few months, I have not been
utilizing my PLN to its full capacity because I am busy gaining so much knowledge by
completing my masters and collaborating with cadre members, a PLN in itself. However, when
the program is over I plan to actively connect with others by using sites like Edmodo and Twitter
to stay informed and engage in conversations regarding emerging technology trends,
programs/software, controversies, and innovations.
I strive to continue being knowledgeable in incorporating technology in my classroom to
meet the needs of my students. I desire the ability to utilize technology to differentiate my
instruction in order to make information accessible to all students. My biggest obstacle that I will
face is convincing my district to provide resources and access to students in order for them to
develop the skills they must acquire to reach success. However, I am up for the challenge and
look forward to working with others that have the same goal in mind.
Conclusion
Participating in the Masters of Educational Technology program at Azusa Pacific
University has truly been a life changing experience. During all EDTC courses the presence of
spiritual/faith reflections reminded me of the importance of living a God-centered life. I was also
able to develop into the kind of teacher that can guide the 21
st
century student to meet his/her full
potential. The professors really pushed me to take charge of my own learning and reminded me
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to encourage my students to do the same. Overall, the biggest lesson I learned and will hold on to
is that with determination and faith you can accomplish anything.
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References
Bacer, K., Betteger, B., Brown, J., Bruzesse, J., Potter, D., Silva, L., Silver, F., Suffern, V.
(2013). Online Masters of Art in Educational Technology. Azusa Pacific University.
Azusa, CA.
Microsoft Office Images. (n.d.). Women Working in Computer Lab. [image]. Retrieved from
Shrock, K. (2011). Creating a Personal Learning Network. Retrieved from
http://www.schrockguide.net/creating-your-pln.html
Zondervan. (2005). Faith in Action Study Bible; Living Gods Word in a Changing World. Grand
Rapids, MI.
https://office.com/start/default.aspx