Running head: GROWTH ASSESSMENT 1

Growth Assessment: My Journey Through the Ed Tech Program

Madoka Kitahara

Azusa Pacific University

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Growth Assessment

History of Coursework

Table 1

History of Coursework

Professor/

Course Term/Yr Instructor Key Learnings

• I learned how to use Adobe Acrobat and its
EDTC511
many features.
Foundations in Fall I, Dr. K.
• I learned about the different technology
Educational 2019 Bacer
implementation models (SAMR, TPak, etc.).
Technology
• I learned how to write a paper in APA style.
• I learned how to create a HyperDoc and the
EDTC527 key components of it.
Instructor
Special Topics: Fall I, • I learned about multiple technology tools that
K.
Integration of 2019 can refresh old lessons.
Effinger
Web Resources • I learned how to search online more effectively
and efficiently.
• I learned how to engage and participate in a
global learning project (GLP).
EDTC518
• I learned how to design a GLP to implement
Global Learning/ Fall II, Instructor
during the rest of the program.
Cross-Cultural 2019 M. Altizer
Classroom • I learned how to promote and model digital
citizenship and responsibility within a global
classroom.
• I explored different website building tools and
learned how to create a website with text,
images, and videos.
EDTC517 Instructor • I learned how to use Twitter for professional
Fall II,
Digital J. learning purposes.
2019
Communications Bruzzese • I learned how to use the different collaborative
tools on Google Suites.
• I explored different screencasting tools and
learned how to create a screencast.
• I learned about the different aspects of building
EDTC523
a website (information design, interface design,
Educational
and interaction design).
Applications of Spring I, Instructor
• I applied my knowledge of information
Information 2020 K. Price
architecture to build an educational website.
Design and
Hypermedia • I further developed my knowledge of APA by
learning how to correctly cite images and
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videos.
• I learned important copyright information and
what educators are allowed to do with
copyrighted material.
EDTC521 • I learned how to use Camtasia, a professional
Digital Imagery Spring I, Instructor video editing program.
for Learning 2020 M. Stroup • I learned many aspects on how to create a
Environments professional video (using a script, variety of
shots, music, etc.).
• I learned how to create a useful graphics
instruction document.
• I learned how to create a unit plan using
backwards design.
EDTC524
• I learned how to create transfer goals that
Instructional Spring II, Dr. T.
students would be able to apply autonomously
Design and 2020 Wilson
throughout their lives.
Development
• I learned how to effectively use collaboration
to reflect and improve my own work.
• I learned about the Triple E framework and
how to use the rubric when deciding to use
EDTC520 technology in a lesson.
Managing Tech- Spring II, Instructor • I learned about the different aspects that make
Supported 2020 E. Silver professional development successful.
Curricular Tools • I learned how to create a professional
development plan that I will implement in the
future.
• I improved my researching skills in order to
support my papers and presentations.
EDTC515
Summer Dr. J. • I learned about MOOCs and how they can add
Emerging Trends
I, 2020 Brown to my lifelong learning.
in Technology
• I learned about how to improve my personal
online privacy.
• I learned how to collaboratively create a
EDTC526
website.
Practicum in
Summer Dr. K. • I reflected on my personal, professional, and
Educational
I, 2020 Bacer technical growth throughout this program.
Applications in
Technology • I mapped out a lifelong learning plan.
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Personal Growth

The Master of Arts in Educational Technology (EDTC) program has helped me grow

personally in ways I did not expect (Bacer et al., 2019-2020). As people grow older, they tend to

become more set in their ways and resistant to change. However, through this program I have

grown cognitively and affectively.

A few ways in which I have grown cognitively is in my study habits and time

management skills. Going back to school as an adult learner with other responsibilities (full-time

teaching job, family obligations, etc.) presented challenges that I did not experience as an

undergraduate student. I learned that I had to intentionally set aside time to work on this program

instead of working on it when I had time. A weekly study appointment with a classmate helped

keep me accountable and weekends were dedicated to schoolwork. I had to learn how to say

“no” to casual invitations and limit my social engagements to more important occasions. When

the COVID-19 pandemic forced people to work from home and stay inside, I thought I would

have so much time to focus on this program since I would not be able to see anyone. However,

the transition to teaching my students online proved to be especially time consuming, and the

loss of my weekly study appointment threw me off track. Setting up Zoom study sessions and

setting up a separate space to do schoolwork (since I could no longer work at Starbucks) helped

me get back on the path to success.

Another way in which I have grown personally is in my relationships with people. Due to

my limited social engagements, I learned to enjoy those moments more and cherished the time

spent together. In addition, I could not believe the wonderful friendships I have made in this

program. As I got older, my social circle grew smaller as I kept the friendships that really

mattered to me and let others go. During my undergraduate course work I commuted to school,
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and so I did not spend much time interacting with other students. I worked and studied by myself

and rarely reached out to classmates for help. However, in this program I have met some

wonderful people who are supportive, collaborative, and whom I am proud to call friends. I have

also learned to appreciate teamwork through the EDTC524: Instructional Design and

Development course (Wilson, 2020). In the past I have disliked teamwork due to people not

pulling their weight or meeting deadlines. However, the way that the team assignments were

structured alleviated those concerns and led to offering feedback and input without it feeling

forced. This helped me see how effective teamwork could be when it is structured well.

As I continue my lifelong learning journey, I know what measures to take to be

successful, especially if I decide to obtain another degree in higher education. I have learned that

I am never too old to make new friends and that teamwork can be an effective and enlightening

way to further my own knowledge.

Professional Growth

The EDTC program has helped me grow professionally much more than I would have on

my own (Bacer et al., 2019-2020). As an educator, it is important that I continue to develop my

craft as the world my students are living in is very different from the world I grew up in. I

learned how to approach unit planning in a completely different manner, how to implement

technology using a framework, and how to create a professional development (PD) plan.

In Dr. Wilson’s EDTC524 course, I learned about Backwards Design (BWD) which was

vastly different from the way I had planned lessons and units previously (2020). Content

standards were the starting point from where the rest of my unit was developed, but through

BWD, I learned that I need to start with the end in mind and determine transfer goals that will

allow students to take their learning and apply it autonomously and in new situations (Wilson,
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2018). It is important to make sure content standards are addressed, but I learned that for students

to really demonstrate understanding, they should be able to explain the why of what they are

learning (Wilson, 2018). Planning units in this manner will develop students that can think

critically and develop skills that are necessary in the real world.

One of my main goals when I enrolled in this program was to learn how to implement

technology more effectively into my lessons. Through the EDTC520: Managing Tech-Supported

Curricular Tools course, I learned about the Triple E framework that measures how well

technology is engaging, enhancing, and extending the learning (Silver, 2020). This forced me to

analyze how I am currently using technology in my classroom right now. I realized that a lot of

my technology usage was meeting the engage aspect and slightly touching on the enhance

portion. This has led me to look at my lessons with a critical eye and either get rid of using

technology or revamp the lesson so that I am meeting all three aspects of the framework.

The EDTC520 course also helped me develop confidence as a leader in PD at my site

(Silver, 2020). In this course I learned that PD that is teacher-led and content specific tends to be

more effective that generic sessions that are run by an outside group, and that teacher feedback is

important as PD progresses. This led to the development of my own PD implementation plan that

I hope to carry out next year. Prior to this course, I would not have felt comfortable leading a PD

session with my colleagues, but the knowledge I have gained has given me the confidence to do

so. Having a solid plan with incremented steps has helped me see that I can be a leader even if I

am not a department chair.

As an educator, it is expected that I would continue to grow as a professional, but I do not

believe I would have grown so much in a year without this program. I would not have sought out

articles on my own nor would I have an idea of which books were good sources of information
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about unit planning or technology frameworks. I am proud of the professional growth I have

made in a year and I hope to continue this path in the future.

Technical Growth

Since this program is focused on educational technology, I expected to learn and develop

skills in technology. When schools were closed due to the COVID-19 pandemic, the skills I had

developed were extremely helpful. In particular, the most valuable skills I learned were how to

create an effective HyperDoc and how to produce a professional video.

I had heard of HyperDocs prior to this program, but in the EDTC527: Special Topics:

Integration of Web Resources course, I really learned about all the details that go into creating an

effective HyperDoc (Effinger, 2019). I learned that HyperDocs should generally follow the 5E

model (Engage, Explore, Explain, Extend, and Evaluate) which allows for more student-driven

learning. Although creating one was very time-consuming and required a lot of front-loading for

my students to understand what they were supposed to do, I was able to reap the benefits once

students began working. HyperDocs allow students to move at their own pace and gives them

options of completing different tasks (Effinger, 2019). This provided opportunities for

differentiation and more importantly, I was able to have more individual face-to-face time with

students who needed extra support. Another benefit to using HyperDocs is that all the

assignments and components were embedded in the document itself—there was no confusion

from students about where to find things. A small but powerful technique I learned was to embed

videos onto a Google Slide instead of providing hyperlinks. This ensures that visitors stay on my

assignment and eliminates the potential to be distracted by YouTube sidebars (Effinger, 2019).

This has been a technique I have employed throughout distance learning with my students.
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Arguably the most important skill I have learned is how to create a professional video, as

the COVID-19 pandemic forced all schools to move to distance learning and I had to create

numerous instructional videos for my students. In the EDTC521: Digital Imagery for Learning

Environments course I learned about the three phases of video production and how important it

is to have a good script (Stroup, 2020). A good script eliminates potential distractions (ums, uhs,

and likes) and led to my videos being clear and concise. Learning to use the video editing

program Camtasia was so valuable as I could easily edit out mistakes if I did not record my video

right the first time. I was also able to put in smooth transitions and even add music which all

contributed to my videos looking polished and professional. When comparing my older videos to

my current ones, there is a world of a difference in quality.

The technical skills and knowledge I have gained in this program have become even

more valuable as we face an uncertain future in education. I cannot imagine schools going back

to what they once were, and I feel that the new normal will include some online learning. Armed

with the tools I have gained from this program, I am confident that I will be able to use my skills

for the benefit of my students as we transition to whatever schools will look like in the future.

Lifelong Learning Plan

As an educator, it is important to continue to grow and develop your craft. One of my

colleagues once told me that if you are done learning as an educator, then you should probably

retire or find a different career. It is also important to continue learning as the world and the field

of education is continuously changing. To continue my lifelong learning, my plan is as follows:

• Attend the CUE conference and present my findings to my colleagues

• Become a part of the technology team at my site

• Expand my PLN and participate in more Twitter chats

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• Initiate and develop a PLN with other science teachers in the district

• Attend more NGSS training conferences

• Attend more AP Chemistry conferences and become an AP reader

• Attend other AP conferences in order to teach AP Biology and AP Environmental Science

• Obtain a Master of Science degree in Biology or Chemistry

Conclusion

As my time in the EDTC program comes to a close, I look back in amazement at all I

have learned. I did not expect to grow so much personally, professionally, and technically in a

little less than a year. The friendships I have made and the knowledge and skills I have gained are

invaluable. I am excited to implement technology more effectively into my classroom and to

share all I have learned with my colleagues. This program was an incredible step in my lifelong

learning journey.
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References

Bacer, K., Altizer, M., Brown, J., Bruzzese, J., Effinger, K., Price, K., . . . Wilson, T. (2019 -

2020). Master of Arts in Educational Technology. School of Education, Azusa Pacific

University. Azusa, CA. Retrieved from http://canvas.apu.edu

DesignNPrint. (2014). [Photograph of green road]. Retrieved from

https://pixabay.com/photos/green-road-taiwan-landscape-654402/

Effinger, K. (2019). EDTC527: Special Topics: Integration of Web Resources. Master of Arts in

Educational Technology. School of Education, Azusa Pacific University. Azusa,

CA. Retrieved from http://canvas.apu.edu

Silver, E. (2020). EDTC520: Managing Tech-Supported Curricular Tools. Master of Arts in

Educational Technology. School of Education, Azusa Pacific University. Azusa, CA.

Retrieved from http://canvas.apu.edu.

Stroup, M. (2020). EDTC521: Digital Imagery for Learning Environments. Master of Arts in

Educational Technology. School of Education, Azusa Pacific University. Azusa,

CA. Retrieved from http://canvas.apu.edu

Wilson, T. (2018). The busy teacher’s guide to backward instructional design (Study guide for

EDTC 524). Unpublished manuscript. Retrieved from

https://docs.google.com/document/d/176vvw9d3eP78QETRBY3jSJ1_pbAW3ljGDksxV

uyOQSQ/edit#heading=h.dk40ka92yhib

Wilson, T. (2020). EDTC524: Instructional Design and Development. Master of Arts in

Educational Technology. School of Education, Azusa Pacific University. Azusa, CA.

Retrieved from http://canvas.apu.edu.