Running head: EDUCATION ABROAD 1

Education Abroad

Ransome Nfor

Masters of Arts in Educational Technology

Azusa Pacific University

EDUCATION ABROAD 2

Growth Assessment

History of Coursework

Table 1

History of Coursework

Professor/

Course Term/Yr Instructor Key Learnings

• APA (Title page, Intext citation, Abstract
EDTC511
Reference page)
Foundations in Spring I Kathleen
• Adobe Acrobat (Editing, External and Internal
Educational 2019 Bacer
links, Comments, Bookmarks, and Combining
Technology
PDFs)
EDTC527
• Importance of PLN and PLC
Special Topics: Spring I Kristen
• Creating a HyperDoc
Integration of 2019 Effinger
Web Resources • Participating in PLN and PLC
EDTC518
• Digital citizenship
Global Learning/ Spring II Barbara
• Collaboration in the classroom
Cross-Cultural 2019 McMillan
Classroom • Global collaboration among classrooms
• Digital communication tools (Emphasis on
EDTC517 Google Hangout)
Spring II Joseph
Digital • Google suite
2019 Bruzzese
Communications • Website building

EDTC523
Educational • Principles of Web design (Interaction and
Applications of Summer Katie Interface design)
Information 2019 Price • APA (citing images)
Design and
Hypermedia
EDTC521
• Principle of Multimedia creation
Digital Imagery Summer Thomas
• Video editing tools (emphasis on CAMTASIA)
for Learning 2019 Wilson
Environments
EDTC524
• Designing lessons with goals that extend
Instructional Fall I Thomas
beyond the classroom
Design and 2019 Wilson
Development • Teaching for Higher goals
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EDTC520 • Designing Professional Development to

Managing Tech- Fall I Elisabeth support teaching
Supported 2019 Silver • Leadership (Educational technology in our
Curricular Tools schools)
EDTC515 • MOOC as an instrument of Lifelong learning.
Fall II James
Emerging Trends • Making Presentations and Paper writing
2019 Brown
in Technology
EDTC526
• Integrating the Word of God as an integral part
Practicum in
Fall II Kathleen of my lifestyle.
Educational
2019 Bacer • Building and defending my E-portfolio
Applications in
Technology

Personal Growth

In December 2018, I decided to enroll in the Master of Arts in Educational

Technology (EDTC) program at Azusa Pacific University (APU), and this journey has

proven to be fruitful. This EDTC program (Bacer et al., 2019) boosted my spiritual life

through the Faith discussions we had as a cadre and personal scripture readings, we had

enriching conversations, and I walk away with valuable lessons. Also, I came into this

program with a low level of confidence with regard to using technology in the classroom.

With patience, endurance, and self-determination, I recorded a significant amount of

growth in this area. This EDTC program (Bacer et al., 2019) exposed me to a plethora of

resources relevant to my classroom setting. I gradually learned how to integrate many of

them into the teaching and learning process. Learning how to multi-task effectively has

been a valuable lesson learned from this EDTC program (Bacer et al., 2019). I used to-do

lists, for example, to help me plan well to better manage my work, family needs, and this

EDTC program.
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Throughout this EDTC program (Bacer et al., 2019), we had Faith discussions

and scripture readings, and this played a significant role in strengthening my spiritual life.

Some of these discussions stood out; the “Foundation” discussions of EDTC511 on

Encouragement (Bacer, 2019). In the scripture reading from Thessalonians 5:11 (New

International Version), the Bible urges us to keep encouraging each other and to be there

for one another. Standing in the gap for one another is such a neat way of putting it

(Bacer, January 28, 2019). We encouraged each other throughout the program, though

separated by distance, we prayed for each other, and we built a robust support system that

helped me to scale through.

Before this EDTC program (Bacer et al., 2019), I had never attended school

outside of my country Cameroon before, and in my mind, I was wondering if I would be

up to the task. I taught in a system with little technology integration and coming to the

USA; I needed a rigorous program to be able to match up with standards of my new

environment. APU proved to be the perfect match for me. I wanted to continue teaching,

and I was looking for a program that will boost my confidence level. I wanted to

experience what teaching abroad looked like. My first classes played a critical role in my

success as a teacher because I started learning about using some tools in the classroom

right at the time when I got my first job in a public school, and I had the opportunity to

learn and try many resources offered (Bacer, 2019 & Effinger, 2019). The learning curves

were not always smooth, but with persistence and inquiry, I was able to scale through,

and today, I feel very comfortable in a classroom outside Cameroon.

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Life placed some demands on me when I embarked in this program, my wife and

I were expecting a baby (Praise God he came!), I had to drive an hour to work and back,

and I had to do school work. Succeeding has always been the only option for me, and so,

I learned to organize myself to meet all these needs. In this EDTC program (Bacer et al.,

2019), I learned to make a to-do list for myself, which I carefully followed. It was a new

experience for me, but today, I am proud of how well I was able to handle it.

From a personal perspective, this EDTC program (Bacer et al., 2019) has been

value-added. Today, I feel very confident using any form of technology in the Classroom.

Coming together as a cadre to discuss the word of God has been enriching, and I pray to

keep the flame burning. Multi-tasking effectively is an invaluable skill this EDTC

program (Bacer et al., 2019) has taught me, and I have been transferring it to other

aspects of my life.

Professional Growth

I am walking away from this program as a better educator who has learned to

design lessons starting with the goals I want my students to attain. I have learned to break

down the wall of classrooms to connect with other teachers worldwide. Also, this EDTC

program taught me copyright laws, fair use, and digital citizenship. I pictured this EDTC

program before enrolling as one that will mainly teach me how to use technology in the

classroom, but I was wrong, I grew professionally.

Without any doubt, planning lessons by backward design has been one of my

biggest takeaways in this EDTC program. I learned to teach with a purpose, I learned to

teach content in a meaningful way, and I learned to not teach for the sake of covering the
EDUCATION ABROAD 6

syllabus. According to Wiggins & McTighe, teaching should lead to an understanding

that will enable practical application and or explanation in a performance task (2011).

“Teaching is a means to an end” (Wiggins & McTighe, 2011, p.7). This statement has

been a guide for me through the teaching and learning process. In as much as students are

still required to use what Dr. Wilson calls "caterpillar goals," this EDTC524 class has

taught me to focus on the "butterfly goals," those that students will enable the students to

fly on their own (Wilson, 2019, Week 1 Multimedia).

"The aim of global collaboration in education is to improve learning, breaking

down classroom walls, and develop authentic audience" (Lindsay & Davis, 2013, p.4).

This EDTC program paved the way for me to collaborate with teachers outside my

school. I created a Global Learning Project in my EDTC518 class (McMillan, 2019) and

built a website for its implementation in the EDTC523 class (Price, 2019). Even though I

have not had global participants yet, I feel proud of the accomplishment. I participated in

projects offered by the International Education and Resource Network (i-EARN). My

students and I connected with other classrooms in India and Africa, which enabled

participation and collaboration with other teachers around the world.

“Then Jesus said to them, “Give back to Caesar what is Caesar’s and to God what

is God’s.” And they were amazed at him” (Mark 12:17, New International Version). This

statement represents, in all honesty, my understanding of citing sources in writing. Before

enrolling in the EDTC program, I did not know about the implications of photocopying

copyrighted documents or writing without citing the source of information used. I quite

vividly remember the encouragement of Dr. KB at the beginning of the EDTC program.
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The learning curve was steep, but she gave me the assurance I could do it, and today, I

am proud of the progress I have made.

I feel valuable and useful amid my colleagues today as a result of this professional

growth, and I hope to keep getting better.

Technical Growth

Throughout this EDTC program, I acquired the technical skills necessary to teach

21st-century classrooms. I went from an average technology person to a resourceful

person in my school. Examples of the skills I learned are using Adobe Acrobat, creating

multimedia such as videos, websites, HyperDoc, and how to use them in the classroom.

Among others, these skills have been a game-changer for me.

In EDTC511, I learned how to use Adobe Acrobat for a variety of purposes. It all

started with creating a PDF, and then I used it to absorb most of the features of Adobe

Acrobat (Bacer, 2019). I learned features such as commenting, combining PDFs, creating

fillable documents, creating internal and external links, etc. I use Adobe Acrobat daily to

develop worksheets and or comment on my students’ sheets. The feature I am most proud

of learning is preparing forms. Before enrolling in this program, I saw some of these

skills as something for others and not for me. I gradually unravel the myth behind using

some tools, and Adobe Acrobat was one of them.

EDTC521 introduced me to the concept of video production and editing (Wilson,

2019). Before this class, I would use educational videos from Edpuzzle, Khan Academy,

and YouTube, but today, I can proudly say I have created many videos for my classroom

using CAMTASIA and Screencastify. Video production skills have helped me to

EDUCATION ABROAD 8

individualize assignments for my students and prepare video explanations of the

problems they faced at home when doing homework. Another landmark skill I acquired

was learning how to build a website in EDTC 517 (Bruzzese, 2019). It was a fascinating

experience for me to explore the many online website building tools available. I

experimented with Weebly, Wix, WordPress, and Google site in a variety of ways, and I

found Weebly to be the most user-friendly. I created my first HyperDoc in EDTC527

(Effinger, 2019), and since then, I have been able to create engaging and innovating

lessons suited for 21st-century learners and classrooms.

With the technical skills acquired in this program, I feel equipped to face the

challenges of the ever-evolving technology. Thanks to this EDTC program, I am solidly

grounded in modern classroom technologies, and I hope to keep applying and transferring

it to the teaching and learning process and my career in general.

Life-Long Learning Plan

This EDTC program (Bacer et al., 2019) has taught me a lot in the domain of

technology, spiritual, and professional life. I have no intention to stop here but to keeping

getting better. To remain updated and seek to become wiser through the Word, I intend to

use the following media:

• Faith in Action Study Bible, BibleGateway, and other platforms to keep

studying the Word.

• Google+, Twitter, i-EARN as my Professional Learning Networks

• Edmodo for expanding my network and meeting new teachers

• Professional Developments, Training, and Conferences.

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Conclusion

The clock is ticking, and I can feel that my time to walk the stage is near. When I

look back on January 7, 2019, I have no regret but a sense of immense accomplishment. This

EDTC program (Bacer et al., 2019) has given an ideal shape to the husband, father, and educator

that I have become. I walk away with better intellectual baggage and much to offer at my school

and as a person. Without any doubt, the foundation is solid, and I hope to continue the building

as I seek to pursue my career and goals.

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References

Bacer, K., Brown, J., Bruzzese, J., Effinger, K., McMillan, B., Price, K., Silver, E., & Wilson, T.

(2019). Online Master of Arts in Educational Technology. School of Education, Azusa

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

Bacer, K. (2019). EDTC511: Foundation in Educational Technology. Online Master of Arts in

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

CA. Retrieved from https://sakai.apu.edu/

Bacer, K. (2019). EDTC517: Digital Communication. Online Master of Arts in

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

CA. Retrieved from https://sakai.apu.edu/

Effinger, K. (2019). EDTC527: Special topics: Integration of Web Resources. Online Master of

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

CA. Retrieved from https://sakai.apu.edu/

Lindsay, J. & Davis, V. (2013). Flattening classrooms, engaging minds. New Jersey: Pearson.

McMillan, B. (2019). EDTC518: Global Learning/Cross-Cultural Classroom. Online Master of

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

CA. Retrieved from https://sakai.apu.edu/

Price, K. (2019). EDTC523: Educational Applications of Information Design and Hypermedia.

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

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

Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality

units. Alexandria, VA: ASCD.

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Wilson, T. (2019). EDTC524: Instructional Design and Development. Online Master of Arts in

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

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