...Individual Analyzing Internet Sources Week 2 What did you learn? I learned more than I expected from the Pearson student lab activities. In the first activity I knew most of the information presented, but in the second activity I learned quite a bit about researching a topic. I did not know that the URL .org is no longer limited to a non-profit or research organization; which makes it harder to use that as a reliable resource but it can still be useful. I learned it is important to look for non-bias opinions, information with publish dates are resourceful, research based, and the best domains to find good information on are .org, .gov, .mil, and .edu. Although just because the site has one of these domains it does not mean the resource is accurate or correct necessarily. What did you not learn? Well as I said in the previous paragraph in the first activity most of the information that was present I acquired before. The comparison between the library and the internet are basic knowledge to most people. The Library is based for research purposes, with trained staff to help you, but closes at certain times. The internet has multiple reasons for use, with no trained assistance, but it never closes. They each have great traits that can be used for study. I also knew it is not safe to purchase items online you must be careful when doing this. You need to do research and make sure the site is reliable. Some people think because a paper has a title and author that it is true but...
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...EDU 695 Week 3 DQ 2 Creativity and Innovation NEW To Buy This material Click below link http://www.uoptutors.com/edu-695-ash/edu-695-week-3-dq-2-creativity-and-innovation-new Creativity and Innovation Educators strive to create a classroom that instills creativity and innovation. In this discussion, you will think about the creative and innovative instructional approach known as the the flipped classroom while making direct connections to the Common Core State Standards and teacher decision making based on student assessments. Reflecting on your previous discussion on CCSS in Week Two as well as your previous discussions from EDU671: Fundamentals of Educational Research about the flipped classroom, you will complete the three parts of this discussion’s initial post. There are three parts to this discussion, which are described below. Part 1 • Discuss how the flipped classroom idea can be used in conjunction with CCSS (Math or English Language Arts) • Describe ways you could incorporate technology used in the flipped classroom idea to support the Framework for 21st century learning in the classroom as it relates to decision making based on student assessments. Part 2 Now, think about assessments you have created or used in the past to address the following: • Discuss if a school or teacher should use a multimedia resource that is absolutely amazing in delivering both content and assessment, but is not accessible. • Evaluate whether the resource must be excluded...
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...EDU 695 Week 6 Assignment Final Paper and ePortfolio NEW To Buy This material Click below link http://www.uoptutors.com/edu-695-ash/edu-695-week-6-assignment-final-paper-and-eportfolio-new Final Paper and ePortfolio You will create an ePortfolio that includes redesigned activities from prior coursework in the Masters of Arts in Education (MAED) Program that demonstrate your competency with the nine Program Learning Outcomes, which are also the Course Learning Outcomes for EDU 695. Additionally, you will write a narrative reflection of your experience with the program and the ePortfolio construction. The overarching goal of this Final Paper and ePortfolio assignment is to showcase learning from the MAED Program in a consolidated, web-based format that can easily be shared with anyone: colleagues, potential or current employers, friends, family members, and others. For the ePortfolio, you use a system called Pathbrite. Within this ePortfolio, you will tell the story of your educational journey and value of your personal MAED experience as it applies to the labor market. Remember, the ePortfolio is your chance to show what you know and are able to do in the practice of teaching and learning with technology. You will submit a link to your ePortfolio and attach your paper portion of the assignment in a Week Six discussion for preliminary feedback by peers and the instructor before the final submission. The earlier you submit in the Week Six discussion the more opportunity you have...
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...EDU 675 Week 1 Assignment Action Research Consent NEW To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-1-assignment-action-research-consent-new Obtaining Informed Consent Mills (2014) states, “The role of ethics in action research can be considered in terms of how each of us treats the individuals with whom we interact at our school setting…” (p. 38). As such, the participants must be informed of the nature of the research that is to involve them. Additional and important components of ethical considerations of action research are freedom from harm, anonymity, and confidentiality. Typically, the process of obtaining Institutional Review Board (IRB) approval is required for action research as well as other types of research in the field of education for the purpose of protecting human research participants (Brydon-Miller & Greenwood, 2006). However, IRB approval for your action research project conducted in this class only will not be required since the consent form will be used. The process of obtaining permission by the participant and submitting a completed Consent Form is pivotal to the continuation of this research project and in the successful completion of this course. Some students received approval for the Informed Consent process from your EDU671 Instructor. If this is the case, please submit the approved Informed Consent document only. If you have had a change to your organization, research, or parties, you are required...
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...EDU 675 Week 1 Assignment Action Research Consent NEW To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-1-assignment-action-research-consent-new Obtaining Informed Consent Mills (2014) states, “The role of ethics in action research can be considered in terms of how each of us treats the individuals with whom we interact at our school setting…” (p. 38). As such, the participants must be informed of the nature of the research that is to involve them. Additional and important components of ethical considerations of action research are freedom from harm, anonymity, and confidentiality. Typically, the process of obtaining Institutional Review Board (IRB) approval is required for action research as well as other types of research in the field of education for the purpose of protecting human research participants (Brydon-Miller & Greenwood, 2006). However, IRB approval for your action research project conducted in this class only will not be required since the consent form will be used. The process of obtaining permission by the participant and submitting a completed Consent Form is pivotal to the continuation of this research project and in the successful completion of this course. Some students received approval for the Informed Consent process from your EDU671 Instructor. If this is the case, please submit the approved Informed Consent document only. If you have had a change to your organization, research, or parties, you are required...
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...EDU 675 Week 3 Assignment Ongoing Analysis and Reflection NEW To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-3-assignment-ongoing-analysis-and-reflection-new Ongoing Analysis and Reflection Action research methodology can provide valuable assessment information regarding the outcome of your research. The major purpose of this assignment is to begin to identify significant themes that are becoming evident in the implementation of your action research project and your data collection. The key is to begin to discover trends in your data without making premature decisions; however minor adjustments can be made next week. Action research provides correlative and data driven information that can be used to make positive changes in the teaching and learning environment (Buczynski & Hansen, 2014); Mills, 2014). Additionally, thinking about the key stakeholders and their role in your research is important as well. In summary, this assignment is a preliminary interpretation of the various data obtained thus far. Without committing to initial assumptions, you are to begin to identify the key patterns that are emerging. To prepare for this assignment, view the Silva (2011) video, Action Research @ a Glance. Next, construct your written assignment to meet the content and written communication expectations stated below. Content Expectations • Video Reflection (2 Points): In at least one paragraph, reflect on the knowledge you gained or...
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...EDU 675 Week 5 DQ 1 School Leaders – Engage NEW To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-5-dq-1-school-leaders-engage-new School Leaders – Engage! Action research has long been the research method used in education and in many organizations for the purpose improving the art of teaching and leading. However, there are those that strongly criticize this research method. Proponents of traditional research methods argue that the data that is collected in action research is not reliable and does not yield valid results in part, because of possible research bias (Mckay & Marshall, 2001). Initial Post: Read the articles from Fitchman-Dana (n.d) and Eikeland (2003) and explain in your post how action research will benefit your setting/organization by granting teachers and other leaders the ability to identify and solve their own problems. Consider, too, the arguments opposing the use of action research as a validated research methodology. The second article is a controversial narrative where the author responds to a previous writing which has highlighted the reasons that action research is not a viable research method. Post your summary of the importance of action research as depicted in these articles and what points resonate during the implementation of your research. • Eikeland, O. (2003). Unmet challenges and unfulfilled promises in action research. Concepts & Transformation, 8(3), 265-273. Retrieved from EBSCOhost database...
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...EDU 695 Week 2 DQ 2 Common Core Presentation NEW To Buy This material Click below link http://www.uoptutors.com/edu-695-ash/edu-695-week-2-dq-2-common-core-presentation-new Common Core Presentation In the Common Core State Standards discussion for Week Two, you describe the foundation of CCSS and discuss how CCSS can be used to influence the use of technology-enhanced instructional strategies to support the needs of all learners. Here, you continue the discussion on CCSS, but from the perspective of linking report cards to the CCSS. It is common to think about how creating report cards that are linked to CCSS will define expectations for student learning, communicate student progress to parents, provides a consistent approach to assessment evaluations, and focuses on academic achievement. As needed, review the Hunt Institute video below (click this link to view the video transcript), which covers the history and development of the CCSS. For this discussion, you will adopt the role of a school leader and create a digital presentation using the software of your choice (e.g., PowerPoint, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program). Your audience for this presentation can be either a school board or a stakeholder directly in the school setting, such as teachers, other staff, or students. If you use software other than PowerPoint, submit notes for each slide as part of your post. If you use PowerPoint, be sure to include notes for each talking point on...
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...EDU 695 Week 6 DQ 1 Reflecting on Your Coursework NEW To Buy This material Click below link http://www.uoptutors.com/edu-695-ash/edu-695-week-6-dq-1-reflecting-on-your-coursework-new Reflecting on Your Coursework This discussion is your opportunity to receive feedback on the Week Six Final Paper and ePortfolio Assignment. Remember, submitting this information earlier in the week is advised to allow peers and the instructor ample time to offer feedback to you that you can use to revise your final assignment before submission. Initial Post – In your initial post, submit a link to your ePortfolio (Pathbrite) from the Week Six Assignment and attach your draft document of the final assignment to the message. In the message of your initial post: • In at least one paragraph, discuss your takeaways from this course. What new learning transpired for you in this course? What will you carry with you to your current or future classroom? • In at least one paragraph, discuss how action research can influence educational change within the classroom, district, and nationwide. Guided Response: Respond to at least two peers. Consider reviewing the Grading Rubric for the Week Six Assignment and using language from the rubric in your feedback to peers about their projects. For optimal engagement with your learning peers, you are encouraged to re-engage in the discussion by replying to posts made in response to you by the instructor and peers. Timely feedback to peers will be most helpful...
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...EDU 695 Week 5 DQ 3 Link Your ePortfolio NEW To Buy This material Click below link http://www.uoptutors.com/edu-695-ash/edu-695-week-5-dq-3-link-your-eportfolio-new Link Your ePortfolio In this discussion, you will attach a link to your ePortfolio and reflect on your redesign activity from the Week Four Assignment. Your instructor will not post individual replies to all learners. Instead, the instructor will post a synthesis of the redesign activity on Day 7 (Monday). The instructor will find common themes and challenges associated with the assignment from Week Four to provide feedback to the class as a whole. Although your instructor will not provide individual feedback, you will be graded on whether or not you attached the link to your ePortfolio (Pathbrite), your reflection of the assignment, and your responses to peers. Initial Post: Attach a link to your electronic portfolio. Next, in one page,reflect on the major result of your study and why the outcome is interesting, describe the relevance of your findings to the field of education and/or beyond, describe other directions this study could lead to, and summarize the changes you would make to the study in retrospect. Guided Response: Respond to at least one peer. In your reply, ask questions about their responses to encourage further conversation. Though one reply is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you...
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...EDU 675 Week 5 DQ 1 School Leaders – Engage NEW To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-5-dq-1-school-leaders-engage-new School Leaders – Engage! Action research has long been the research method used in education and in many organizations for the purpose improving the art of teaching and leading. However, there are those that strongly criticize this research method. Proponents of traditional research methods argue that the data that is collected in action research is not reliable and does not yield valid results in part, because of possible research bias (Mckay & Marshall, 2001). Initial Post: Read the articles from Fitchman-Dana (n.d) and Eikeland (2003) and explain in your post how action research will benefit your setting/organization by granting teachers and other leaders the ability to identify and solve their own problems. Consider, too, the arguments opposing the use of action research as a validated research methodology. The second article is a controversial narrative where the author responds to a previous writing which has highlighted the reasons that action research is not a viable research method. Post your summary of the importance of action research as depicted in these articles and what points resonate during the implementation of your research. • Eikeland, O. (2003). Unmet challenges and unfulfilled promises in action research. Concepts & Transformation, 8(3), 265-273. Retrieved from EBSCOhost database...
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...EDU 695 Week 2 Assignment 21st Century Skills and Standards NEW To Buy This material Click below link http://www.uoptutors.com/edu-695-ash/edu-695-week-2-assignment-21st-century-skills-and-standards 21st-Century Skills and Standards In this assignment, you need to think about 21st century support systems, the Common Core State Standards (CCSS), and International Society for Technology in Education Student (ISTE-S) standards and their relationship with quality instructional planning, delivery, and learner achievement. Using the Framework for 21st century learning as a resource, you will redesign or modify a prior activity, such as a lesson plan or curriculum project, that you created in a prior course. The redesigned coursework need to be a representation of your mastery of the MAED program learning outcomes 5 and 7. This assignment will be uploaded to the course for evaluation and to your ePortfolio (Pathbrite). If you do not have previous projects to use in this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to the MAED program learning outcomes (PLOs) list. Create your assignment to meet the content and written communication expectations below. Content Expectations The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment. • Redesign – ISTE-S Standard (1 Point): Redesign a lesson plan...
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...EDU 695 Week 5 DQ 2 Professional Learning Communities NEW To Buy This material Click below link http://www.uoptutors.com/edu-695-ash/edu-695-week-5-dq-2-professional-learning-communities-new Professional Learning Communities One component of the 21st Century Professional Development framework encourages sharing knowledge with fellow faculty, using face-to-face, virtual and blended communications. When we think of sharing knowledge, we often think of using professional learning communities. In several of your courses, the concept of a professional learning community (PLC) is presented and elaborated on. A professional learning community consists of individuals with an interest in eduction. The focus of a professional learning community can be taking measures to ensure students learn, creating a culture of collaboration in the school, for school improvement and more (DuFour, 2004). In this discussion, you will deliberate about the use of professional learning communities as they relate to the 21st Century Professional Development framework with an emphasis on technology. Initial Post: Think about the 21st Century Professional Development framework and technology when working in your mock professional learning community. Next, imagine your state legislatures have asked the non-partisan Legislative Analyst’s Office to advise them regarding the creation of a blended professional learning community across the districts within the state. As an educator who is well versed in employing...
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...EDU 695 Week 1 Assignment 21st Century Framework Revision NEW To Buy This material Click below link http://www.uoptutors.com/edu-695-ash/edu-695-week-1-assignment-21st-century-framework-revision-new This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your ePortfolio (Pathbrite). Specifically, after reviewing the Framework for 21st century learning, you will redesign or modify a prior assignment from one of your courses in the MAED program that represents your mastery of the MAED program learning outcomes 1, 2, and 3. An assignment you may want to redesign could be in the form of a lesson plan or teaching unit you previously created for a course. Your redesign of the assignment must show a representation of 21st-century learning through incorporation of student outcomes and support systems, which are defined as follows: • Student Outcomes: Learning and Innovations Skills (critical thinking, communication, collaboration, and creativity), Core Subjects 3Rs and 21st Century Themes, Information, Media, and Technology Skills, Life and Career Skills. • Support Systems: Standards and assessments, curriculum and instruction, professional development, learning environments. When selecting an assignment to redesign...
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...EDU 695 Week 2 DQ 1 Common Core State Standards NEW To Buy This material Click below link http://www.uoptutors.com/edu-695-ash/edu-695-week-2-dq-1-common-core-state-standards-new Common Core State Standards Common Core State Standards (CCSS) establish clear expectations for student learning and are the standards for a set of learning for all students in the United States regardless of geographic location. This discussion is focused on CCSS and the role these standards take in the school setting. There are two parts to this discussion as explained below. • Part One: First, in one paragraph, summarize your understanding of the foundation of the CCSS for Math and English Arts. Next, adopting the perspective of a teacher leader, in at least two paragraphs, evaluate how CCSS (Math and English Language Arts) can be used to influence the use of technology-enhanced differentiated instructional strategies to support the needs of all learners. Finally, in one paragraph, justify why it is important to have purposeful planning of differentiated instructional strategies to promote student learning and provide at least one specific example to support your justification. • Part Two: Include a link to your ePortfolio (Pathbrite) in your initial post along with a one-paragraph reflection about your experience with the redesign for the Week One Assignment in terms of challenges you encountered and how you overcame those challenges. Be sure to include any difficulties you experienced...
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