SECTION ONE:

Introduction:
I chose the Masters in Educational Technology and Learning because I wanted to learn cutting edge techniques to bring my teaching to the 21st century. I was impressed with content and skills I would learn via the Masters program coursework and saw this program as a way to create exciting new curriculum that appealed to Digital Native learners. I also was drawn to APU for its emphasis on spirituality and wanted to be part of a private Christian College that promotes the beliefs of Christian Learners. When I started APU graduate program I had already been a High School Mathematics teacher for 15 years. I taught Algebra 1, Geometry, Algebra 2, AP Statistics and AVID. I had always used a computer for creating word documents, creating tests and worksheets and maintaining of an electronic grading program. With the emergence of internet based learning, educational videos, social networking, educational apps and gaming theory I set goals for myself to take my professional and technical growth to the next level to create digital content to address the needs of the 21st Century learners in my classroom. Over the past 3 years I found that I am a learner that thrives on creating engaging, technology driven curriculum. I am not opposed to exploring current educational philosophies but am more focused on their classroom implementation. I am driven to create projects that I can actually use in my classroom and knowing that my students will be using them immediately propels me to complete coursework and meet project deadlines. I have truly enjoyed coming back to school at this point in my career and found technology based learning to be a vehicle for my creative expression. After 3 years of going to school 1 night a week I now know that continuing education is what inspires me to excellence and it is now my personal goal to keep learning and teaching outside of my regular job day. My personal goal is teach adults at the undergrad and graduate level at APU and or other institutions of higher learning. I have grown personally and spiritually and have seen Gods presence grow in my family. My spiritual timeline has added the first communion sacraments for my two eldest children, the sacrament of first reconciliation for my son and attendance at Sunday mass and Faith Formation at St. Marthas Catholic church.

Personal Growth:

Professional Growth:

I have grown tremendously as an educator through my study at APU. My educational vision has evolved to include teaching 21st Century skills in the Mathematics classroom. I evolved from teaching using mostly pencil and paper activities to now including online, web-based resources for my students. I have built curriculum-based websites for my students to access all the classroom resources and included computer based learning into their daily routine. I was chosen to represent Chaparral High School in the ARRA EETT-C Algebra Technology Grant. This grant brought 20 netbooks, a doc cam, a projector, student response clickers, ALEKS online Algebra subscriptions and a teacher laptop to my classroom. This opportunity allowed me to fundamentally change the way I teach by infusing technology into my lessons and putting technology to access the curriculum into the students hands. It also provided me a year of professional development with Math teachers district wide to collaborate and discuss best practices for integrating technology into the classroom. I became recognized as a leader in technology in the district and was recently chosen by the Riverside County office of Education to be part of a CTAP cohort of teachers to complete a Leading Edge Online Certification Program. Once I complete the online certification course the goal is for our cohort to meet this summer for a week in the county office of Ed to create Common Core Curriculum for Algebra 1 to be used by virtual schools in the county. I am also a member of the TVUSD Technology committee charged with the responsibility to discuss ideas for implementing technology throughout the district. I am an ISTE general volunteer and will be a published contributor for Leading and Learning Magazine in the August 2013 edition.

Technical Growth:
My technical prowess at the beginning of the Masters program was limited to creating word documents and using an computerized grading program. As I progressed through the Masters program I have incorporated online math tutorials programs like ALEKS, IXL math, Khan Academy videos, web quests, interactive powerpoints, instructional videos I personally created using Screenflow screencasting program. I have my students connecting and communicating outside of the classroom using a social network on Edmodo and am instructing students to design their own websites using Weebly as a way to house

their final projects and share ideas with their peers. I also have students submit work electronically through the use of Google forms. I deliver instruction now primarily through my interactive Interwrite Tablet and or Smartboard. I am able to create and save lessons electronically and teach directly from curriculum resources I house in the Algebra 1 website I created from scratch. The way I deliver instruction has changed so dramatically since I started the Masters program in Ed Tech that I could never go back to teaching without technology.

Life Long Learning Plan:

One important thing I gleaned from Jennifer Courdouffs class is setting up and maintaining your Professional Learning Network. I realized the importance of setting up a plan for staying current and connected with leaders and advancements in Technology and Education. I saw Twitter and Facebook as a way to follow and friend professional organizations and stay connected with cutting edge Educators. I was also inspired to attend the 2012 ISTE conference in San Diego and CUE conference in Palm Springs in 2013. I highly recommend attending at least one conference during the course of your Masters in Ed Tech program and think in fact that it should be a program requirement for all students to attend a conference and report back and share what they have learned in the form of a Google spreadsheet they can share with links and resources with their classmates. I learned so much at these two conferences but more importantly, once you become an ISTE or CUE member you stay connected through emails and updates that get sent to you on a regular basis. Since attending the ISTE conference I have be a ISTE general volunteer and am a contributor for Leading and Learning with Technology Magazine to be published in the August 2013 edition. I also get updates on jobs and events from San Diego CUE and am eager to attend the San Diego CUE conference and possibly the Napa Valley Cue conference. I am also inspired to be a conference presenter and have applied to present at CUE and the National Math Council Annual Conference in Palm Springs using my Pirates and the Linear Equations Edcanvas project I created in EDUC 519 class. APU graduate students leave the program highly skilled and create projects that are conference worthy. By going through the presenter application I was forced to revisit Common Core Standards and NETS standards and connect my work to current teaching practices. If chosen to present, it would not only build my resume, but could also open doors for leadership positions in the Educational Technology Industry. I will know by June 1st if I have been selected to be a

presenter at the CA Math Council conference and in fact have already been contacted regarding which type of computer lab I will need for my presentation indicating that the selection team is seriously considering my application. In 5 years I aspire to be teaching at the graduate level. I know many of the professors at APU have graduated from the Ed Tech program and it is my goal to become an adjunct professor at APU. I love learning and am willing to shadow and observe APU professors and intern until I am ready to teach a class on my own. Throughout my 3 years in the Masters of Ed Tech program I have extended myself to other teachers in my school and district to incorporate technology into their curriculum. I have been chosen to be part of a cohort of teachers in Riverside County to get Leading Edge online teaching Certification and to create Common Core Lessons for use in Riverside County Virtual Schools. I hope this experience opens door for me to teach online classes at both the High School and College level. It is another goal of mine to teach online. I am a lover of learning and expect to keep learning and growing in my profession. I have already continued to develop my technical skills by attending Tory Temples Dream Academy workshops and have done projects outside APU such as green screening myself inside the Angry Birds Game to teach Quadratic Equations in a gaming setting. I plan to take more workshops with Tory and take advantage of the discounts for continuing education classes offered to graduates at APU. I hope APU continues to send out invites for new course descriptions and stays connected to its graduates via Alumni correspondence.

SECTION TWO:
Introduction:
I chose the Masters in Educational Technology and Learning because I wanted to learn cutting edge techniques to bring my teaching to the 21st century. In this section I describe the content and skills I learned from my Masters program coursework.

History of Coursework and Course Evaluation:

EDUC 512 Productivity Software-Prof. Sullivan Fall 2010

Key Learning & Commentary:

Students take the functional knowledge of productivity software and learn how to implement its use in instruction and projects including a final thematic project into their own classroom. The projects are designed to match the California State Content Standards and ISTE NETS standards of their own grade, and are appropriate for the technology environment in which the project will be implemented.

This was the first class in my Masters program. As can be expected from an initial course, I was exposed to introductory ideas that helped lay a foundation for future classes. Reading and Responding to Marc Presnskys Digital Natives, Digital Immigrants opened my eyes to what I needed to do as an educator to effective address the needs of 21st Century learners. I wrote My Educational Vision response paper listing my personal and technical goals for the future. I was also exposed to the history of computer hardware and asked a lot of questions regarding what kind of computer I should purchase. After a semester with Prof Sullivan and a field trip to the Apple store, I was convinced and I bought a macbook pro. The technical tool I learned and applied was how to create a webquest. I used quest garden and made http://questgarden.com/polygonproject/ and turned a paper and pencil geometry project to an online webquest. It was amazing how much better my students did when they had online instructions, examples of built polygons and links to geometry websites to look at when they were at school and home working on their project. Quest garden took my traditional geometry project into the 21st century.

EDUC 522 Learning in the 21st Century-Prof. Malone Fall 2010

Key Learning & Commentary:

Working with digital natives requires an understanding of how they acquire and process information. This course assists educators in bridging the gap between static curriculum and multi-model instruction. A key component of this course is designing unit plans that embed technology and differentiated instruction with a focus on multiple intelligences and learning styles to meet the needs of todays learners.

This class focused on meeting the needs of todays learners through Gardners Theory of Multiple Intelligences and Blooms Taxonomy. It was in this class that I found direction for the entire Masters program through the creation of a unit plan that should be encompassing enough to incorporate more projects as you progress through the program. Everyone told me to

pick a unit plan that you could build off of and ultimately create a cohesive capstone project. I am so glad I listened because in most of my subsequent classes I created digital curriculum that I could integrate into the topics found in my unit plan. I designed a unit plan for Solving Systems of Linear Equations and Inequalities that included components to for verbal/linguistic, interpersonal, bodily-kinesthetic, intrapersonal, naturalist, visual-spatial, musical-rythmic and logical-mathematical learners. I came to realize that if you dont vary the modalities of how you deliver instruction you fail in engaging all of your different types of learners. To complete my unit plan I made a final project called Pirate and the Linear Equation Treasure Hunt to incorporate multiple intelligences and added in technology by creating another webquest http://questgarden.com/piratetreasure/ that included opportunities for all the different kinds of learners to connect with the curriculum. I also learned how to use http://rubistar.4teachers.org rubistar to create rubrics for project based learning activities. Lastly I made my first vodcast using movie maker. I was still using a pc at that time and did not buy my mac unit the next class. It was quite and undertaking at the time to learn that technology. Looking back I can see how much more advanced I became at video production as I progressed through the program.

EDUC 517 Digital Imaging-Prof. Holder Spring 2011

Key Learning & Commentary:

This course covers the basic operating concepts of digital imaging software, an essential component for creating quality video and Web-based products. Working through several projects, students learn how to create, design, manipulate, and alter images that can be integrated into digital products. Supporting hardware used in digital imaging such as cameras, scanners, and printers are also explored.

This course focused on how to use Photoshop to create classroom documents that are visually appealing and attractive to digital native learners that are accustomed to seeing digital images on the internet that are colorful, dynamic and represent logos that convey messages to the users of the document. I got most of my learning by watching Justin Seeley podcasts that showed how to use Photoshop in a step-by-step process. I also benefitted most from class when Tim Holder walked us through the intricate steps of a Photoshop project. I must admit, learning Photoshop was strenuous and at times frustrating. It is a powerful tool to create visually

impressive documents, that requires technical expertise to master. My best project was the revamping my course syllabus. I still use it today and it is now the first thing my students see when they visit my school website. One thing I would recommend is asking other APU instructors to continue using Photoshop to some degree in other classes because since Tims 517 class I have not used it and I do believe I have forgotten some of the fine details of how to edit images in Photoshop.

EDUC 514: Digital Video in the Classroom-Prof Holder Spring 2011

Key Learning & Commentary:

Students are exposed to basics in video project composition. Activities include learning how to build visually effective shots, how to use music to enhance the feel of the presentation, and how to create a movie project that is designed to keep a student's attention in the context of teaching standards-based material.

This was the class that truly convinced me I needed to purchase a macbook pro. I needed the capabilities of Imovie to produce the video projects in the course. I also purchased a digital video camera and learned to use it. I learned the basics of video production including the rule of thirds and scene analysis. I created a musical still photo montage first which introduced my to uploading digital media into Imovie, transitions, title screens and using Itunes to incorporate music. My second project was A day in the life of a calculator where I shot video myself and used it to create an Imovie. I still use that video today in my classroom, kids love it because it was filmed mostly at Chaparral High School and includes a song to help remember the quadratic formula. My culminating project was a video I could use to teach curriculum from my unit plan. I created Pirates and the Linear Equations http://youtu.be/b2rip4VKSbI I included video from Pirates of the Caribbean with Johnny Depp and made my video have a movie trailer feel using Imovie templates. I also green screened myself in pirate hat on a beach using photo booth and used Imovie voice changer to make me sound like a pirate. Kids love this movie and it fits perfectly into my unit plan to how a system of linear equations can be solved 3 ways: graphing, substitution and elimination. During this course I spent almost every weekend in the Apple store learning how to use Imovie. I dont think I would have been able to master the skills of video production without the help of the folks at Apple and their one-on-one classes in Imovie.

EDUC 515 Evolving Educational Technologies-Prof. Martin Fall 2011

Key Learning & Commentary:

This course looks at the evolution of educational technologies in their present and historical contexts. Students explore how and why some technologies endure while others do not. Attention is given to current technologies and how they can be successfully implemented into the classrooms in order to enhance both teaching and learning strategies.

It was interesting to be exposed to many different technologies. Each week Lance would show us many different technologies we could incorporate into our classroom. Some of the ones I enjoyed the most were Gradecam, a program that allows students to grade their papers immediately throught the use of a grade cam. Quizlet flashcard maker, Wordle, Animoto and Prezi. I made my first Prezi in this class and saw it as a powerful and engaging presentation tool. I shared it with my AVID students and many of them used it to create presentations for their final projects. Lance also introduced us to the power of creating a classroom blog.

EDUC 524 Curriculum Design and Delivery-Prof. Gilbreath Fall 2011

This course engages students in the instructional design process for developing and delivering effective learning experiences in the classroom. In collaboration with classmates, students create technology-enhanced curricula with written justification of design decisions.

Key Learning & Commentary:

Joanne Gilbreaths taught me how to engage students through technology based curriculum projects. I created my first interactive Powerpoint project on Solving Systems of Linear Equations. I took over 200 Algebra 1 students from my classes and other teacher classes to the computer lab to try it out. What I observed was self-directed learners working their way through the interactive Powerpoint that allowed them to navigate through the steps of the lesson. I embedded video and support slides for kids who needed more direct instruction and provided reward slides as you got each problem right. Kids could complete the lesson in any order they chose which gave them a sense of empowerment and responsibility for their own learning. I watched students follow along and learn the 3 methods of solving systems of equations. When they were done they submitted 6 completed problems and work to me. I can see the usefulness of projects like this to be used in online programs as well as in the traditional classrooms. I might couple it with a

Google form to collect the student work electronically or pair up with an Ipad or tablet and use Notability note-taking app to have students fill out a PDF form I create to accompany the Powerpoint and submit their work electronically via email or Dropbox.

EDUC 525 Web Design for the Classroom-Prof. Mulhauser Spring 2012

Key Learning & Commentary:

Students learn and apply the educational uses of Web design. Emphasis is placed on making website design a teaching and learning tool. Effective design is accentuated in the course and is assessed by usability tests.

Linda Mulhausers class was one of my favorite classes because it taught me so much about website design and Google. It was in this class that I revamped my school webpage to organize resources more inefficiently for my users. I mastered Weebly website creation program and learned how to take Google embed codes to embed items into my website. I created the course component portion of my capstone website on Weebly. I was also inspired to have AVID students create their own websites. Now I am teaching 21st Century skill of website creation in my classrooms and using websites as a end of term portfolio project for my students. I take my students to the computer labs frequently to work on their Weebly website and have students present their final websites at the end of the term. Here are the links to my AVID class and Algebra 1 classes final projects: AVID final projects websitesg Algebra 1 final project websitesg . One of the single most important things Linda taught me was how to use a Google form to collect student work. I set up a Weebly website and used the Google form embed code to set up forms for my students to submit projects and surveys to me. The really nice part for you as a teacher is the ability to collect each assignment in a single Google spreadsheet and that is exactly what a Google form does. I also learned the ins and outs of sharing Google documents, creating folders in Google drive and uploading documents to your Google drive. From that point forward I started to use Google drive almost exclusively for my coursework. The part I love about it so much is it is now all my documents are available to me on any computer and will never be lost in a stagnant stand alone computer. I cant thank Linda enough-her class was one of the very best classes of this Masters program.

EDUC 513 Digital Age Literacy-Prof. Courdouff Spring 2012

Key Learning & Commentary:

Information, communication, and technological (ICT) literacies provide the foundation for effective classroom technology integration. The knowledge, skills and applications explored in this course prepare student to access, organize, and communicate beyond traditional classroom practices through the use of Web 2.0 technologies for more engaging instructional experiences.

Jennifer Courdouffs class collected all assignments through the use of a Livebinder. KMorales EDUC 513 livebinders8 I really liked learning how to use Livebinder as link holder for documents, video and digital media to create Electronic Binders. I found Livebinders as a way to promote sharing and collaboration between teachers on curriculum development. Teachers work together to create lesson plans and assessments and house all the resources needed to teach the course in a Livebinder. Best part is the Livebinder is that it is internet based so that all contributors have access to it from any computer while at home or school. This seemed truly innovative to me since most teachers at my school rely on a shared q drive that is only accessible while at school on the school network. As we move forward with Common Core lessons and curriculum development I hope to create a Livebinder for each course I teach. Last year I started an Algebra 1 Livebinder to house the new curriculum my team was creating: Livebinder for Algebra1 I also found out that the Masters of Ed Tech program was now asking new enrollees to set up a Livebinder at the start of the program so they would have a place to put each assignment for each class they take throughout the program. What a fabulous idea! I thought to myself: get all your resources in one place so that when it comes to making your Capstone project you would have complete documentation of all of your course work in one place-COOL! So I took it upon myself to volunteer to make a Master of Ed Tech & Learning Livebinder for my course work and am submitting it as part of my final project. My hope is that new enrollees might use my Livebinder as an example of what a completed APU Ed Tech Masters Program coursework binder should contain. KMorales EDUC 526 Capstonelivebinder8

EDUC 520 Creating Web Media-Prof. Temple Fall 2012

This course explores the use of Web-based technologies in an educational context. The class focuses on the implementation of these technologies successfully in the classroom. Attention is in the areas of audio and video

 Key Learning & Commentary:

podcasting as well as developing strong collaboration between students using Web 2.0 technologies. Open to Educational Technology and Learning students only.

I loved Professor Temples style of teaming neuro-brain-cognitive theories of learning with Technologys ability to harness that power. His class was informative and engaging. I learned Adobe Acrobat Video Embedded documents, Ibook author and gaming and simulation applications for educational purposes. I purchased Screenflow and created screencasting projects that were longer than I could previously make using Jing free program I had used in the past. Torys personal pizazz and expertise made this class one I looked forward to attending each week.

EDUC 523 Hyper-Enhanced Learning Environment-Prof Temple Fall 2012

Key Learning & Commentary:

The basics of information design and hypermedia are studied. Topics include the definition and application of information design and hypermedia, the development of hypermedia, the impact of information design on hypermedia, and the impact of hypermedia on society. Students incorporate principles of information design into their hypermedia/Global Learning Projects.

In this class I investigated USTREAM to make your own live broadcast and Quia online testing program but the main focus of my second class with Prof. focused on my creation of a website: http://moralesmathematics.weebly.com I created this website to house and deliver Algebra 1 content for my students. I built it from scratch to match the content worksheets and formative and summative assessment being created by my schools Algebra team. Website creation is the one instructional strategy that had the most impact on my instructional delivery. Please read more about it in my Evaluation of the impact of the Ed Tech and Learning Program section below.

EDUC 519 Document Design for the Classroom-Prof. Hixson Spring 2013

Students learn how to use the power and flexibility of document design software to enhance their teaching environment. To accomplish this,

 Key Learning & Commentary:

students familiarize themselves with document design terminology and learn how to use document design software in classroom-based scenarios. Students also develop methods to use document design tools to facilitate classroom teaching and learning.

In EDUC 519 I learned to use Adobe to create pdf files with embedded forms and video. I explored Edcanvas as a platform to present digital media and used it to pull together all the pieces needed for my Pirates and the linear equations project. What I really liked about Edcanvas was the tiling aspect of the site that allow you to piece together, word and pdf documents, video links and website links into one project. When you present the lesson or project with your class or share with other teachers all that is needed is the Edcanvas link to access all the parts of the project. Along side of each tile is a comment box that allows users to interact with the lesson and give feedback and collaborate on ideas. My Edcanvas project is http://edcvs.co/10VdkFa

EDUC 526 Capstone Experience in Educational Technology & Learning-Prof Hixson Spring 2013

Key Learning & Commentary:

The primary focus of this capstone experience is a research-designed interactive portfolio that showcases skills and concepts the student has acquired in the Educational Technology and Learning program. This programculminating course incorporates each student's research, use of applied software and educational technology, a growth assessment, comprehensive portfolio, and an oral defense. This course must be taken at the end of the program, and passed in order to meet the final requirements for the master's degree.

EDUC 526 is my culminating course where I get to showcase what I have learned through out the Ed Tech program. Documenting what I have learned through my Ed Tech journey as made me realize that I have become a 21st Century Educator. Many of my colleagues got their Masters Degree directly after getting their BA and or Teaching Credential. I envied them at first thinking that I could have had this degree accomplished about 15 years ago but now I am so glad that I waited. By having 15 years of teaching experience under my belt before I started this program, I viewed technology integration in curriculum delivery through a lens of practical experience. I appreciated and could see the value in using technology to bring traditional classroom environments and lessons to the next level. The way I address the needs of my varied students and the way in which my students have access

to the curriculum via digital content had permanently changed. I have become a 21st Century Teacher ready and willing to address the needs of Digital Native learners.

Evaluation of the Impact of the Ed Tech and Learning Program:

http://moralesmathematics.weebly.com One instructional strategy I have implemented as a result of my Ed Tech course is the creation of a website designed specifically for the class I teach. I created this website to house and deliver Algebra 1 content for my students. I built it from scratch to match the content worksheets and formative and summative assessment being created by my schools Algebra team. For each unit of study I included PDF versions of the same worksheets we completed together in class and links to all of the topic by topic instructional videos that correspond to our textbook. I created screencast videos of me teaching concepts and how to get started on the in class worksheet problems. I also embedded digital media such as Powerpoints, Prezis, video and website links. For each unit of learning I hand selected Khan Academy videos to accompany each topic for the entire year of Algebra Homework. Also I have included Common Core style Concept Questions for each topic learned. Concept questions are intended for class discussion and students are expected to respond to their learning in written form describing concepts they have learned including applications of mechanics and example problems for each topic. The website also incorporates the concept questions into a website creation project that students work on writing throughout the year. The students present their final project websites at the end of the year. As part of the final exam review I have students present their websites to the class and be the teacher for problems from their favorite unit. The website project combines Common Core standards using 21st century skills. After teaching using this website I can no longer teach a course without having a website like the one I created for Algebra 1. I love having quick access to course content and delivery for myself and for my students anywhere there is an internet connection. I firmly intend to create a website like this one for any new class I teach.

Program Evaluation:
I enjoyed every minute of every class at APU. APUs Masters Program in Educational Technology and Learning was the perfect blend of face-toface and online instruction. I looked forward to meeting with my Professors and classmates at the Murrieta Regional Center each week and our close-knit

group of instructors and students made me feel like family. I loved the flexibility of being able to work at home on my projects and submit my work electronically. Professors were also eager to help both in class and outside of class via email or text. On nights we met on Google Hangouts it still felt like we were coming together as a unified live class. I also saw how using Google hangout could be used in a class I teach to bring online students into an interactive learning environment. One recommendation I would make for the program is to require students attend at least one conference during the course of their Masters in Ed Tech program. After the conference students should be required report back and share what they have learned in the form of a Google spreadsheet. If all students did this APU Masters in Ed Tech students could work on a collaborative list of resources they glean from the conferences and share the links and resources with their classmates. I learned so much by attending the ISTE and CUE conferences but more importantly, by becoming a ISTE and CUE member I am staying connected through emails and updates that are sent to me on a regular basis. Since attending the ISTE conference I have become a ISTE general volunteer and am now a contributor for Leading and Learning with Technology Magazine to be published in the August 2013 edition. I also get updates on jobs and events from San Diego CUE and am eager to attend the San Diego CUE conference and possibly the Napa Valley Cue conference. I am also inspired to be a conference presenter and have applied to present at CUE and the National Math Council Annual Conference in Palm Springs using my Pirates and the Linear Equations Edcanvas project I created in EDUC 519 class. APU graduate students leave the program highly skilled and create projects that are conference worthy. Additionally, by going through the presenter application students are forced to revisit Common Core Standards and NETS standards and connect their work to current teaching practices. APU students should be required to attend conferences and apply to be a conference presenter. If chosen it would not only build their resumes, but could also open doors for leadership positions in the Educational Technology Industry. The other thing I recommend gets incorporated into the APU Masters of Educational Technology Program is grant writing and exploration of ways to find funding for classroom technology. I was fortunate enough to be chosen by my school district for the ARRA EETT-C Algebra Technology Grant which brought 20 netbooks, a doc cam, a projector, student response

clickers, ALEKS online Algebra subscriptions and a teacher laptop to my classroom. This opportunity allowed me to fundamentally change the way I teach by infusing technology into my lessons and putting technology to access the curriculum into the students hands. I was able to implement many of the projects I created in the Masters Program because I had the technology to deliver it. Not all teachers are as fortunate as I and I therefore believe grant writing should be incorporated into what we learn and all graduate students should be required to apply for at least one monetary opportunity while they are enrolled in APU. This skill would serve them well in the future and encourage them to keep seeking ways to fund projects for their classroom. Thank you to everyone at APU for making my Masters program in Educational Technology and Learning meaningful, exceptional and personally fulfilling.