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Growth Assessment

Esther Duran

Department of Advanced Studies, Azusa Pacific University

EDUC549: Capstone Experience in Learning and Technology

Dr. Kathleen Bacer

October, 2021
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Growth Assessment

History of Coursework

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History of Coursework

Course Course Name Term/Yr Prof/Instructor Key Learnings

EDUC 540 Essentials of Fall 2018 Elisabeth Silver ● how to take an online course
Learning and ● how to communicate with
Technology classmates online
● UDL practices

EDUC 546 Digital Spring 2019 Kristi Hernandez ● how to manage a class using
Communications Google
● how to screencast
● how to create a website

EDUC 548 Emerging Trends in Spring 2019 Tim Holder ● ransomware

Technology ● thinking outside traditional
teaching
● apps for teaching

EDUC 547 Educational Fall 2019 Dr. Jennifer ● the QIAT community
Technology Courduff ● using technology to assist
students
● mentoring for emerging
teachers

EDUC 549 Capstone in Learning Fall 2021 Dr. Kathleen In Progress

& Technology Bacer

Personal Growth

Thinking about where I began when I embarked on this educational journey, I remember

having no connection to the spiritual aspect of what Azusa Pacific University (APU) represents. I

thought that religion had no relevance with my studies, having graduated from San Diego State
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University. Today I can praise God for the work He is doing in my life through my pursuit of

higher education at APU. My faith in God has been renewed, my faith in my ability to achieve

my goals has grown, and awareness of my strengths and talents has given me clarity for the path

ahead.

Initially, I did not find value in taking time to reflect on faith during class time. I did it

anyway and God did the rest. As time went on, I began recalling bits of Bible verses from my

childhood and found myself spending time outside of class seeking wisdom in His word. This

renewed my faith and strengthened my relationship with God. I even signed up to receive daily

Bible verses through text. Today, my favorite part of APU classes are the faith integration pieces.

I never thought that is where I would be today. I praise God for His grace and love in my life.

There were times during my studies at APU when I asked myself why graduate school

was so difficult. I wondered whether I was meant to be here. When I asked God to help me

balance the load, that is when I worked the hardest and fought through the mental and emotional

drain. With encouragement from my professors who believed in me and provoked me to think

deeply about my place and purpose at APU, I conquered over and over again. Having faith in my

ability to accomplish greatness is one of the most significant blessings that aided my growth

through my education at APU.

I remember the day in class when I completed a spiritual survey and the results confirmed

that God had blessed me with the gift of discernment. My awareness of this gift allowed me to

trust the path that God has for me, and to protect my spirit from outside influences. I realized that

this gift removed people from my life, or at least they distanced themselves from me when all I
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could ever speak is truth. In this way, I experienced personal growth because God separated me

from darkness.

To reflect on my personal growth as a direct connection to God through my education at

APU is a testament to God’s promise to never forsake his children, “For I know the thoughts that

I think toward you, saith the Lord, thoughts of peace, and not of evil, to give you an expected

end” (King James Version, 2021, Jeremiah 29:11). Today, I trust the process of growth and feel

proud to be near the finish line of this stage of my educational pursuits.

Professional Growth

APU’s Master of Arts in Education: Learning and Technology (LRNT) program (Bacer.

K., et.al., 2018-2021) has affected my career positively in many ways. These include my growth

through knowledge of different teaching methods and philosophies, my acquisition of a deeper

understanding of my role as a teacher, and my growth in the development of my professional

relationships. Through the completion of the LRNT program, I feel stronger and more confident

in my ability to carry out my professional responsibilities with greater knowledge.

The LRNT program has given me the opportunity to explore many methods of teaching

and learning, including philosophies like Gardner’s Multiple Intelligence Theory, Positive

Behavioral Interventions and Supports (PBIS), and the Universal Design for Learning (UDL).

The courses at APU challenged me to research methods such as these to gain understanding of

how to build dynamic learning environments founded on inclusiveness to reach the most

students. I was also challenged to think about how these methods and philosophies address the

needs of students from diverse backgrounds and with various needs to provide equity of learning.

“Equity recognizes each person has different circumstances and needs, and therefore different
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groups of people need different resources and opportunities allocated to them in order to thrive”

(Martinez, 2021, para. 5). With this knowledge, I am acutely aware of how I plan lessons and

take full inventory of my students’ strengths and needs.

My idea of the responsibility of a teacher used to be limited to the classroom and the

lessons. That has changed in the process of attending APU and through my clinical practice

experience. Professors at APU taught me that teaching is not just about connecting students to

the curriculum in meaningful ways, but it is also about remaining aware of the circumstances of

students that could affect their learning. This became evident in clinical practice when issues of

death in the family, personal struggle, and emotional blocks led me to research my role as a

teacher. I learned to balance professionalism with compassion. I learned to offer support, while

meeting their educational needs without crossing boundaries. I also learned to know when it was

my place to extend grace and when I needed to consult other staff for extended support.

Through my studies, I have learned that great teaching is not conducted in isolation. For

me, this became crucial to my success while conducting my clinical practice. I have built strong

relationships with staff through working in collaboration to intervene in crisis situations

regarding students battling depression and suicide. Additionally, I attended staff meetings on

Monday mornings and contributed my thoughts and experience about what is best for the

students. Although at times, the situations being handled were heavy, the load was lightened by

working in collaboration and supporting each other to find solutions. For all this hard work, I

witnessed teachers being publicly praised and rewarded by the administration, staff, the

community of Latter-Day Saints, and grateful students. My growth as a professional taught me

that teaching comes from the heart and that it will not go unnoticed.
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Technical Growth

My technical expertise in this field has increased through knowledge of resources

available for instruction, the ability to give students more accessibility to content through

technology, and the possibility of differentiation for students with specialized needs. Because of

my studies in this field, I feel more prepared than when I began, to use technology in the

classroom to enhance learning.

Through courses taken in the LRNT program, I learned of many resources available to

me for incorporating technology in the classroom. Beginning with smart boards, which can

project content from the internet, such as video and online educational games as well as serve as

a blackboard for lectures. Another useful resource I learned about were screencasting tools,

which allow me to record my computer screen and impose my image on top as I voice over the

content. This tool is useful in cases when it makes sense to prepare lessons ahead of time and

play the recorded lecture in class, such as when there is a need for a substitute teacher or to

provide students with announcements online. All students benefit from the ability to watch a

demonstration of online content and an explanation simultaneously.

With the current COVID-19 pandemic, the acceleration of online learning became

imperative.  Because of the LRNT program, I feel prepared to conduct classes in a way that

makes all material accessible to my students. The use of Zoom for virtual classes, Canvas to

provide students with current assignments and information, and Google to create documents,

surveys, and presentations, I have been able to give students access to everything they need

outside of class time. My use of these online tools allows students to collaborate on group

projects, access past recorded lessons to review difficult material, and archived resources for
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studying. The accessibility of content reinforces teaching and learning in new ways that were not

previously available.

As we adjust our methods of teaching to meet the needs of all our students, we have come

to understand that traditional methods of teaching that worked in the past can reach more

students with specialized needs when applying technology. I became aware of Quality Indicators

for Assistive Technology (QIAT). “The mission of QIAT is to guide the provision of quality

assistive technology services to improve the educational achievement of students with

disabilities” (“About Us”, 2020, para. 1). This source of information allows me to collaborate

with other educators and gather ideas and information about assistive technology that meets

Individualized Educational Plans (IEP) standards. Help from the community comes in the form

of simple suggestions, such as differentiation of writing tools or light dimmers for students with

autism with sensory overload, to more complicated and individualized technology tools, like

word processors with braille display for students with blindness. The resources available through

the QIAT community are endless.

Today’s schools are moving in a paperless direction, and it is evident that students are

naturally adjusting to a more technological environment, where attending class with electronic

devices and access to the internet is expected. The LRNT program has given me the opportunity

to explore new technologies and apply the best of what is available to meet my students’ needs.

Lifelong Learning Plan

It is important to me that I continue to stay current in my knowledge in the field of

education as it is constantly changing and evolving. My plan for lifelong learning is to attend

seminars and workshops to keep up with the latest developments in education. One such program

is Seminars on Theory, Activities, Resources and Strategies (STARS), which focuses on

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methods of teaching language with innovation. I took the PLN quiz and scored a 22, which tells

me that I need to be more active online and expand my online community. I plan to contribute

online as I acquire more experience in my field. I also plan to be actively involved in the school I

teach.

Overall Conclusion

My student teaching experience taught me that other professionals in the field are a

wealth of information. I am grateful for the opportunity to join the field and inspire students,

while always seeking to be inspired to greater professional achievements.

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References

Bacer, K., Courduff, J., Hernandez, K., Holder, T. & Silver, E. (2018-2021). Master of

Arts in Education: Learning and Technology. School of Education, Azusa

Pacific University. http://canvas.apu.edu.

Quality Indicators for Assistive Technology Services. (2020, April 17). About Us.

https://qiat.org/about-us/.

Martinez, Holly. (2021, June 22). “Equity vs. Equality: What’s the Difference -

Examples & Definitions.” United Way NCA.

https://unitedwaynca.org/stories/equity-vs-equality/.