This document provides instructions for an assignment assessing students' analysis of a state's campus technology assessment tool. Students are asked to analyze the Texas Campus STaR Chart, which evaluates schools' progress in four technology domains. Students must access the online STaR Chart, analyze data for their selected campus over three years, and answer questions about strengths, weaknesses, and areas for discussion. They are also instructed to create an educational blog and make posts on technology assessment and their campus STaR Chart findings. The assignment will be evaluated based on criteria such as thoroughness, use of evidence, and writing mechanics.
Assignment cover sheet course name promoting physicalaman341480
This document provides guidelines for a course assignment on promoting physical activity. The assignment requires students to:
1) Describe key stages of the evaluation process in promoting physical activity.
2) Pick one evaluation measurement instrument, address its purpose and how it can be applied.
The assignment guidelines specify using a 12 point Times New Roman font, bold headings, black text, 1.5 line spacing, and citing references using APA style. Students must submit the filled cover sheet with their 1.5 page response and references by March 28th, 2021.
Part 1 create an argument outline….example is belowtopicis eamit657720
This document provides guidance for writing an argumentative essay on the topic of whether extreme parenting is effective. It includes an outline example arguing that extreme parenting is not effective due to lack of work-life balance and psychological damage to children. The document instructs the student to write a 650+ word essay using at least three cited sources, and includes rubric criteria such as describing curriculum models, identifying appropriate nursing education levels, and outlining advantages and disadvantages for learners and educators.
Introduction and administrative information (MS Word 97 format)butest
This document provides the syllabus for a graduate level course on machine learning and intelligent systems. The 3-credit course will cover fundamental concepts and algorithms in machine learning through lectures, assignments, and a potential project. Topics include concept learning, decision trees, neural networks, Bayesian learning, and reinforcement learning. Students will complete 5 homework assignments and have the option to do an additional project for a 4th credit. They will also write short reviews and commentaries on 13 academic papers over the course of the semester. The course aims to give students both theoretical understanding and practical experience with machine learning.
This document outlines assessment guidelines for a business communications project consisting of a written research report and PowerPoint presentation with oral presentation. It provides scoring criteria for evaluating students on the layout, content, and delivery of their projects. Areas that will be assessed for the written report include report structure and formatting, use of visuals/graphics, grammar and structure, organization of information, depth of research, and conclusion/analysis. For the PowerPoint and oral presentation, students will be evaluated on the formatting and content of their PowerPoint, as well as their group preparation, organization, teamwork and delivery during the oral presentation. Scores are allocated on a 100-point scale for each part, with higher scores going to projects that demonstrate better structure
Assignment 1 rubric name -__________________________sodhi3
The document provides a rubric for evaluating a memo assignment. It outlines criteria for content, format/organization, language, and tone. For each criterion, descriptors are given for performance levels ranging from exceptional to very unsatisfactory. The assignment asks students to write a one-page memo to employees requesting volunteers to contribute posts to a new company blog. It provides details about the purpose and audience for the memo.
This document outlines an agenda for a two-day training on adapting curriculum using the T.H.E. P.A.C.T. (Talk, Help, Explore, Practice, Apply, Cooperate, Transfer) framework. Day 1 focuses on reviewing the framework and developing writing activities. Day 2 focuses on developing talking activities, using assistive technologies, and planning implementation of the framework. The goal is for participants to create multi-sensory activities and lessons within each module to adapt curriculum for special needs students using low-tech, computer, and mobile supports.
The paper is a book review & must include all of the followingBHANU281672
This book review summarizes the main points of the book "SQueezed: Why Our Families Can’t Afford America" by Alissa Quart. It discusses how the author conducted research for the book by interviewing individuals and experts. The review provides an analysis of the book's strengths in highlighting the financial difficulties facing many families today. It also suggests potential ways the book could be improved, such as providing more data and solutions. The review conveys an understanding of why the author wrote the book and what arguments are presented regarding the challenges of living affordably in America.
This document outlines the assignments and assessments for an early childhood education course on evaluation and assessment of young children. It includes discussion questions, article reviews, comparison charts, essays, and presentations focused on topics like formative and summative evaluations, technology in assessment, standardized tests, informal measures, progress monitoring, portfolios, and communicating with parents. The assignments require analyzing readings, conducting research, interviewing educators, and designing assessment tools to demonstrate understanding of assessing child development and progress.
Assignment cover sheet course name promoting physicalaman341480
This document provides guidelines for a course assignment on promoting physical activity. The assignment requires students to:
1) Describe key stages of the evaluation process in promoting physical activity.
2) Pick one evaluation measurement instrument, address its purpose and how it can be applied.
The assignment guidelines specify using a 12 point Times New Roman font, bold headings, black text, 1.5 line spacing, and citing references using APA style. Students must submit the filled cover sheet with their 1.5 page response and references by March 28th, 2021.
Part 1 create an argument outline….example is belowtopicis eamit657720
This document provides guidance for writing an argumentative essay on the topic of whether extreme parenting is effective. It includes an outline example arguing that extreme parenting is not effective due to lack of work-life balance and psychological damage to children. The document instructs the student to write a 650+ word essay using at least three cited sources, and includes rubric criteria such as describing curriculum models, identifying appropriate nursing education levels, and outlining advantages and disadvantages for learners and educators.
Introduction and administrative information (MS Word 97 format)butest
This document provides the syllabus for a graduate level course on machine learning and intelligent systems. The 3-credit course will cover fundamental concepts and algorithms in machine learning through lectures, assignments, and a potential project. Topics include concept learning, decision trees, neural networks, Bayesian learning, and reinforcement learning. Students will complete 5 homework assignments and have the option to do an additional project for a 4th credit. They will also write short reviews and commentaries on 13 academic papers over the course of the semester. The course aims to give students both theoretical understanding and practical experience with machine learning.
This document outlines assessment guidelines for a business communications project consisting of a written research report and PowerPoint presentation with oral presentation. It provides scoring criteria for evaluating students on the layout, content, and delivery of their projects. Areas that will be assessed for the written report include report structure and formatting, use of visuals/graphics, grammar and structure, organization of information, depth of research, and conclusion/analysis. For the PowerPoint and oral presentation, students will be evaluated on the formatting and content of their PowerPoint, as well as their group preparation, organization, teamwork and delivery during the oral presentation. Scores are allocated on a 100-point scale for each part, with higher scores going to projects that demonstrate better structure
Assignment 1 rubric name -__________________________sodhi3
The document provides a rubric for evaluating a memo assignment. It outlines criteria for content, format/organization, language, and tone. For each criterion, descriptors are given for performance levels ranging from exceptional to very unsatisfactory. The assignment asks students to write a one-page memo to employees requesting volunteers to contribute posts to a new company blog. It provides details about the purpose and audience for the memo.
This document outlines an agenda for a two-day training on adapting curriculum using the T.H.E. P.A.C.T. (Talk, Help, Explore, Practice, Apply, Cooperate, Transfer) framework. Day 1 focuses on reviewing the framework and developing writing activities. Day 2 focuses on developing talking activities, using assistive technologies, and planning implementation of the framework. The goal is for participants to create multi-sensory activities and lessons within each module to adapt curriculum for special needs students using low-tech, computer, and mobile supports.
The paper is a book review & must include all of the followingBHANU281672
This book review summarizes the main points of the book "SQueezed: Why Our Families Can’t Afford America" by Alissa Quart. It discusses how the author conducted research for the book by interviewing individuals and experts. The review provides an analysis of the book's strengths in highlighting the financial difficulties facing many families today. It also suggests potential ways the book could be improved, such as providing more data and solutions. The review conveys an understanding of why the author wrote the book and what arguments are presented regarding the challenges of living affordably in America.
This document outlines the assignments and assessments for an early childhood education course on evaluation and assessment of young children. It includes discussion questions, article reviews, comparison charts, essays, and presentations focused on topics like formative and summative evaluations, technology in assessment, standardized tests, informal measures, progress monitoring, portfolios, and communicating with parents. The assignments require analyzing readings, conducting research, interviewing educators, and designing assessment tools to demonstrate understanding of assessing child development and progress.
Questions 1 9 (all answers must be placed on separate answYASHU40
This document contains questions and unlabeled diagrams related to anatomy and physiology. It directs the user to identify various structures by arrow on diagrams. It also contains sample questions about cardiac anatomy and physiology. There are sections related to identifying cells, tissues, blood vessels, the heart, and electrocardiogram components. The document provides a template for a nursing student to create an academic and professional success plan, including identifying a network, resources, maintaining integrity, researching a topic, developing a CV, and justifying a specialty area.
College of administrative and financial sciences assignment 1RAJU852744
This document provides instructions for an assignment in a Knowledge Management course, including the deadline, submission guidelines, and 3 questions related to concepts from weeks 2-4 of the course material. Students are asked to explain knowledge management and its role, describe knowledge transformations in the Nonaka model and factors influencing it, and compare the Nonaka and Choo models of knowledge management.
Article review.odt article reviewcomplete this assignment usodhi3
The document provides instructions for two assignments in a computer ethics course: an article review and an oral presentation. For the article review, students must choose a computer or business ethics article no older than 2 years and summarize the ethical issue, stakeholders, and more in 1 paragraph. For the oral presentation, students will present an ethics topic to the class between 5-10 minutes and include a related question, as well as a works cited page with at least 6 sources no older than 3 years. Rubrics are provided to evaluate students on elements of the oral presentation like organization, reasoning, use of visual aids, and answering audience questions.
This document is an application for ethics approval of a proposed research project. It includes sections for the student's details, supervisor's details, proposed research topic and methodology, participant selection methods, and plans for ensuring privacy, confidentiality and secure data storage. The student must address ethics around obtaining informed consent from participants, minimizing any risks of harm, and obtaining approval before conducting the research.
The document provides details of an instructional design project for a training workshop on using social networking tools for teachers. It includes an analysis of the learning context and learners, goals and objectives, task analysis, and assessment plan. The learner analysis found that most teachers are experienced computer users but novice social media users who prefer hands-on learning. The goal is for teachers to learn how to use social networking sites for educational purposes. A series of assessments include partner, group, and individual activities using Facebook over several weeks following the training.
The document contains instructions for submitting a thesis or project report, including:
- Leaving blank pages at the beginning and end of the report
- Binding the printed report as a thesis book
- Ensuring your signature is on the candidate declaration page
- Not changing the template format, font size, or line spacing
- Not copying text, figures, or tables without citation
- Citing any images from other sources
- Drawing figures in MS Word if not experimental results
- Maintaining figure quality and readability
- Using consistent figure legend and title sizes and centering captions
- Submitting the report to the department head 3 weeks before the defense.
This document outlines a statistical methods course project on analyzing the gender pay gap. Students will generate random sample data on gender, age, education, occupation, experience, salary, marital status, and number of children. They will organize, describe, analyze, and interpret the data using statistical techniques like frequency tables, graphs, measures of center and spread, probability distributions, confidence intervals, hypothesis testing, correlation, and linear regression. The project involves multiple parts where students apply their learning and reflect on their work through metacognitive evaluations. The goal is to determine if the sample data shows evidence of a gender pay gap.
Assessment brief – component 1 academic year 2021 2022semestesodhi3
This document provides the assessment brief for an assignment on sustainable development. Students must critically review two academic articles on a similar sustainable development issue, addressing how they relate to UN Sustainable Development Goals and an Islamic perspective on development. The review should compare the articles' perspectives, findings, and recommendations; assess them from an Islamic lens; and be 3,000 words maximum. It is worth 60% and is due on October 13th, 2021. The learning outcomes are developing critical understanding of sustainable development principles and debates, and interpreting sustainable development through Islamic and ethical lenses. Students will be evaluated on independent and critical thinking, research and referencing, and the structure, argument, and writing of their report.
Sheet1695 grading rubric assignment 7 note all topics must be relrock73
This document provides guidance for a literature review assignment on project management research. It includes a rubric for evaluating the assignment and instructions on selecting literature reviews related to the research topic of impacts of project misalignment with business objectives on overall program performance. The document outlines steps to find 4 relevant literature reviews, summarize each, identify gaps, and discuss how the research can be incorporated. The goal is to conduct a comprehensive literature review to refine the research topic and identify opportunities to contribute new insights.
This document provides materials for the EDU 620 Entire Course, including assignments, discussion questions, and projects for each of the 6 weeks. It lists files for responses, evaluations, lesson plans, and analyses on topics like universal design for learning, response to intervention, assistive technology assessments, high-incidence disabilities, and assistive technologies for specific learning needs. Students can access and download these materials to complete the coursework over the 6 weeks.
ACC30205 New Course Outline - September 2015 SemesterChengFern
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts like balance sheets, income statements, and financial ratio analysis. It will be taught through lectures, tutorials, and self-directed study. Assessment includes a class test, group assignment, individual final exam, and e-portfolio. The module schedule outlines weekly topics covering introduction to accounting, bookkeeping, balance adjustments, and business forms over the semester.
This document provides instructions for a group research assignment comparing two similar businesses in different locations. Students must form groups of up to 7 members, select two businesses in the same industry, conduct primary and secondary research, and write a 2,500-3,000 word report. The report must include background on the businesses and industry, a comparative analysis, and recommendations. Students will also present their findings in a 20-25 minute presentation. The assignment aims to help students improve their research, writing, and presentation skills.
This document outlines an assignment for an English class to write a compare and contrast essay about two movie genres. Students must choose between disaster/adventure films or science fiction films, research the genre, watch examples, and write a 6 paragraph essay comparing or contrasting two movies. The essay must be 600-1000 words and follow APA style for citations and references. A draft is due for feedback before the final December 4th deadline. Students will be graded on organization, structure, content, style, and overall presentation.
Students’ Perception about Fundamental Programming Course Teaching and Learningrahulmonikasharma
Programming learning has unique characteristics as it is a subject that requires skill and higher order thinking. Students come to class with a perception about the subject mostly obtained from their seniors including fear or perceived difficulty. Senior students have a perception about programming learning that was supported by their experience during the subject learning. Students’ views (+ / -) about the course could affect their performance. A qualitative survey was conducted with 93 third year students to obtain their views about the students’ point of views while learning programming and the recommendation for modifying the course. Obstacles identified by students could be tackled with the aid of technology enhanced learning (TEL) including tutoring system. This survey is done as a preliminary step in developing and incorporating technical solution to students’ problems. The findings were: Mostly, students are satisfied with the amount of time and effort they dedicated to the subject. While some mentioned that they would practice coding more and perform some projects beyond the course level. Majority of the students pointed out that they got useful advice from seniors about the subject learning. Less feedback was discouraging to students. About their suggested modification about the way the course setup, their overall responses approved the course design. There were minor comments about the proportions of the theoretical to practical components and the suitable amount of assignments.
This presentation discusses using technology to support reading instruction. It begins by establishing essential questions about how the Lexile Framework and technology can enhance reading skills. The presentation then outlines goals of explaining the Lexile Framework, identifying technology tools to build reading skills, and how these tools benefit students. Several tools for measuring reading proficiency are introduced, including Coh-Metrix and Lexile scores. Computer programs like iSTART and A2i are provided as examples of interventions that can be used for reading instruction. The presentation concludes by emphasizing the importance of reading skills and the role of technology and proper support in helping students become skilled readers.
This document outlines the course details and expectations for AK/ADMS 3620M 3.0 Elements of Law: Part II, taught in winter 2017. The course focuses on advanced topics in corporate and securities law, with emphasis on securities law. It will be taught through lectures, class discussions, guest speakers and case analyses. Students will be evaluated based on class participation, weekly case summaries, a midterm exam, group case analysis, and a final exam. The instructor is Jack J. Bensimon and the course aims to equip students with legal and analytical skills relevant to business.
This document provides an overview of the entire course content for an assistive technology course. It outlines 4 weeks of content that includes topics such as universal design for learning, response to intervention, assessment of assistive technology needs, and creating assistive technology plans. It also provides 4 case studies as examples for a final project assessing a student's assistive technology needs. The case studies include students with visual impairments, learning disabilities, autism, and cerebral palsy.
The document provides an overview and instructions for a Week 4 assignment in an educational leadership course. The assignment involves developing an action plan focused on integrating technology, instructional leadership, professional development, and organizational leadership. Specifically, students are asked to:
1) Develop an organizational chart identifying stakeholders responsible for integrating technology from the district to campus level.
2) Design comprehensive professional development activities to achieve the action plan goals.
3) Include an evaluation plan to assess the progress and success of the action plan.
The document provides a rubric to guide students' work and breaks the assignment into four parts to help students complete all elements, which include posting their action plan for comments from others.
- The professional development plan focuses on using data like the STaR Chart to identify weaknesses and enhance curriculum with technology.
- It includes training to increase teachers' computer skills and support for technology integration, with separate groups for novice, beginner, and advanced users.
- Sessions will cover basic hardware/software usage, online safety, and integrating new technologies like wikis and educational games into instruction. Administrative training is also included to improve technology skills.
The document provides guidance for a Week 4 assignment in an educational leadership course. Students are asked to develop an action plan for integrating technology into instructional and organizational leadership. The action plan must include: an organizational chart identifying stakeholders; a professional development plan; and an evaluation plan using data analysis. Students will post their action plan online and review at least one other plan, providing comments and feedback. The document outlines the assignment requirements and provides examples and templates to help students complete the various components of the required action plan.
This document provides instructions for a Week 4 assignment in an educational leadership course. Students are asked to develop an action plan for gathering, analyzing, and using data to inform campus decision-making regarding the integration of technology, instructional leadership, and professional development. The action plan must include an organizational chart, professional development plan, and evaluation plan. Students will post their action plans online and review/comment on at least one other student's plan. The goal is for students to develop procedures for using data to guide campus improvements related to integrating technology and leadership.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) An organizational chart of technology decision-making; 3) A professional development plan; and 4) An evaluation plan. The action plan aims to improve use of data and technology for campus decision-making. Students will post their plan online and review one other student's plan.
Questions 1 9 (all answers must be placed on separate answYASHU40
This document contains questions and unlabeled diagrams related to anatomy and physiology. It directs the user to identify various structures by arrow on diagrams. It also contains sample questions about cardiac anatomy and physiology. There are sections related to identifying cells, tissues, blood vessels, the heart, and electrocardiogram components. The document provides a template for a nursing student to create an academic and professional success plan, including identifying a network, resources, maintaining integrity, researching a topic, developing a CV, and justifying a specialty area.
College of administrative and financial sciences assignment 1RAJU852744
This document provides instructions for an assignment in a Knowledge Management course, including the deadline, submission guidelines, and 3 questions related to concepts from weeks 2-4 of the course material. Students are asked to explain knowledge management and its role, describe knowledge transformations in the Nonaka model and factors influencing it, and compare the Nonaka and Choo models of knowledge management.
Article review.odt article reviewcomplete this assignment usodhi3
The document provides instructions for two assignments in a computer ethics course: an article review and an oral presentation. For the article review, students must choose a computer or business ethics article no older than 2 years and summarize the ethical issue, stakeholders, and more in 1 paragraph. For the oral presentation, students will present an ethics topic to the class between 5-10 minutes and include a related question, as well as a works cited page with at least 6 sources no older than 3 years. Rubrics are provided to evaluate students on elements of the oral presentation like organization, reasoning, use of visual aids, and answering audience questions.
This document is an application for ethics approval of a proposed research project. It includes sections for the student's details, supervisor's details, proposed research topic and methodology, participant selection methods, and plans for ensuring privacy, confidentiality and secure data storage. The student must address ethics around obtaining informed consent from participants, minimizing any risks of harm, and obtaining approval before conducting the research.
The document provides details of an instructional design project for a training workshop on using social networking tools for teachers. It includes an analysis of the learning context and learners, goals and objectives, task analysis, and assessment plan. The learner analysis found that most teachers are experienced computer users but novice social media users who prefer hands-on learning. The goal is for teachers to learn how to use social networking sites for educational purposes. A series of assessments include partner, group, and individual activities using Facebook over several weeks following the training.
The document contains instructions for submitting a thesis or project report, including:
- Leaving blank pages at the beginning and end of the report
- Binding the printed report as a thesis book
- Ensuring your signature is on the candidate declaration page
- Not changing the template format, font size, or line spacing
- Not copying text, figures, or tables without citation
- Citing any images from other sources
- Drawing figures in MS Word if not experimental results
- Maintaining figure quality and readability
- Using consistent figure legend and title sizes and centering captions
- Submitting the report to the department head 3 weeks before the defense.
This document outlines a statistical methods course project on analyzing the gender pay gap. Students will generate random sample data on gender, age, education, occupation, experience, salary, marital status, and number of children. They will organize, describe, analyze, and interpret the data using statistical techniques like frequency tables, graphs, measures of center and spread, probability distributions, confidence intervals, hypothesis testing, correlation, and linear regression. The project involves multiple parts where students apply their learning and reflect on their work through metacognitive evaluations. The goal is to determine if the sample data shows evidence of a gender pay gap.
Assessment brief – component 1 academic year 2021 2022semestesodhi3
This document provides the assessment brief for an assignment on sustainable development. Students must critically review two academic articles on a similar sustainable development issue, addressing how they relate to UN Sustainable Development Goals and an Islamic perspective on development. The review should compare the articles' perspectives, findings, and recommendations; assess them from an Islamic lens; and be 3,000 words maximum. It is worth 60% and is due on October 13th, 2021. The learning outcomes are developing critical understanding of sustainable development principles and debates, and interpreting sustainable development through Islamic and ethical lenses. Students will be evaluated on independent and critical thinking, research and referencing, and the structure, argument, and writing of their report.
Sheet1695 grading rubric assignment 7 note all topics must be relrock73
This document provides guidance for a literature review assignment on project management research. It includes a rubric for evaluating the assignment and instructions on selecting literature reviews related to the research topic of impacts of project misalignment with business objectives on overall program performance. The document outlines steps to find 4 relevant literature reviews, summarize each, identify gaps, and discuss how the research can be incorporated. The goal is to conduct a comprehensive literature review to refine the research topic and identify opportunities to contribute new insights.
This document provides materials for the EDU 620 Entire Course, including assignments, discussion questions, and projects for each of the 6 weeks. It lists files for responses, evaluations, lesson plans, and analyses on topics like universal design for learning, response to intervention, assistive technology assessments, high-incidence disabilities, and assistive technologies for specific learning needs. Students can access and download these materials to complete the coursework over the 6 weeks.
ACC30205 New Course Outline - September 2015 SemesterChengFern
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts like balance sheets, income statements, and financial ratio analysis. It will be taught through lectures, tutorials, and self-directed study. Assessment includes a class test, group assignment, individual final exam, and e-portfolio. The module schedule outlines weekly topics covering introduction to accounting, bookkeeping, balance adjustments, and business forms over the semester.
This document provides instructions for a group research assignment comparing two similar businesses in different locations. Students must form groups of up to 7 members, select two businesses in the same industry, conduct primary and secondary research, and write a 2,500-3,000 word report. The report must include background on the businesses and industry, a comparative analysis, and recommendations. Students will also present their findings in a 20-25 minute presentation. The assignment aims to help students improve their research, writing, and presentation skills.
This document outlines an assignment for an English class to write a compare and contrast essay about two movie genres. Students must choose between disaster/adventure films or science fiction films, research the genre, watch examples, and write a 6 paragraph essay comparing or contrasting two movies. The essay must be 600-1000 words and follow APA style for citations and references. A draft is due for feedback before the final December 4th deadline. Students will be graded on organization, structure, content, style, and overall presentation.
Students’ Perception about Fundamental Programming Course Teaching and Learningrahulmonikasharma
Programming learning has unique characteristics as it is a subject that requires skill and higher order thinking. Students come to class with a perception about the subject mostly obtained from their seniors including fear or perceived difficulty. Senior students have a perception about programming learning that was supported by their experience during the subject learning. Students’ views (+ / -) about the course could affect their performance. A qualitative survey was conducted with 93 third year students to obtain their views about the students’ point of views while learning programming and the recommendation for modifying the course. Obstacles identified by students could be tackled with the aid of technology enhanced learning (TEL) including tutoring system. This survey is done as a preliminary step in developing and incorporating technical solution to students’ problems. The findings were: Mostly, students are satisfied with the amount of time and effort they dedicated to the subject. While some mentioned that they would practice coding more and perform some projects beyond the course level. Majority of the students pointed out that they got useful advice from seniors about the subject learning. Less feedback was discouraging to students. About their suggested modification about the way the course setup, their overall responses approved the course design. There were minor comments about the proportions of the theoretical to practical components and the suitable amount of assignments.
This presentation discusses using technology to support reading instruction. It begins by establishing essential questions about how the Lexile Framework and technology can enhance reading skills. The presentation then outlines goals of explaining the Lexile Framework, identifying technology tools to build reading skills, and how these tools benefit students. Several tools for measuring reading proficiency are introduced, including Coh-Metrix and Lexile scores. Computer programs like iSTART and A2i are provided as examples of interventions that can be used for reading instruction. The presentation concludes by emphasizing the importance of reading skills and the role of technology and proper support in helping students become skilled readers.
This document outlines the course details and expectations for AK/ADMS 3620M 3.0 Elements of Law: Part II, taught in winter 2017. The course focuses on advanced topics in corporate and securities law, with emphasis on securities law. It will be taught through lectures, class discussions, guest speakers and case analyses. Students will be evaluated based on class participation, weekly case summaries, a midterm exam, group case analysis, and a final exam. The instructor is Jack J. Bensimon and the course aims to equip students with legal and analytical skills relevant to business.
This document provides an overview of the entire course content for an assistive technology course. It outlines 4 weeks of content that includes topics such as universal design for learning, response to intervention, assessment of assistive technology needs, and creating assistive technology plans. It also provides 4 case studies as examples for a final project assessing a student's assistive technology needs. The case studies include students with visual impairments, learning disabilities, autism, and cerebral palsy.
The document provides an overview and instructions for a Week 4 assignment in an educational leadership course. The assignment involves developing an action plan focused on integrating technology, instructional leadership, professional development, and organizational leadership. Specifically, students are asked to:
1) Develop an organizational chart identifying stakeholders responsible for integrating technology from the district to campus level.
2) Design comprehensive professional development activities to achieve the action plan goals.
3) Include an evaluation plan to assess the progress and success of the action plan.
The document provides a rubric to guide students' work and breaks the assignment into four parts to help students complete all elements, which include posting their action plan for comments from others.
- The professional development plan focuses on using data like the STaR Chart to identify weaknesses and enhance curriculum with technology.
- It includes training to increase teachers' computer skills and support for technology integration, with separate groups for novice, beginner, and advanced users.
- Sessions will cover basic hardware/software usage, online safety, and integrating new technologies like wikis and educational games into instruction. Administrative training is also included to improve technology skills.
The document provides guidance for a Week 4 assignment in an educational leadership course. Students are asked to develop an action plan for integrating technology into instructional and organizational leadership. The action plan must include: an organizational chart identifying stakeholders; a professional development plan; and an evaluation plan using data analysis. Students will post their action plan online and review at least one other plan, providing comments and feedback. The document outlines the assignment requirements and provides examples and templates to help students complete the various components of the required action plan.
This document provides instructions for a Week 4 assignment in an educational leadership course. Students are asked to develop an action plan for gathering, analyzing, and using data to inform campus decision-making regarding the integration of technology, instructional leadership, and professional development. The action plan must include an organizational chart, professional development plan, and evaluation plan. Students will post their action plans online and review/comment on at least one other student's plan. The goal is for students to develop procedures for using data to guide campus improvements related to integrating technology and leadership.
This document provides an overview and instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and technology integration. Students are asked to develop an action plan with four components: 1) Identifying data sources; 2) An organizational chart of technology decision-making; 3) A professional development plan; and 4) An evaluation plan. The action plan aims to improve use of data and technology for campus decision-making. Students will post their plan online and review one other student's plan.
This document discusses instructional leadership and related topics from the perspective of a school's instructional leader. It covers the importance of instructional leadership development, having students think at high cognitive levels, addressing varied student needs, professional development, and community partnerships. The document emphasizes that instructional leaders must have a strong vision for curriculum and instruction, and provide clear guidance to teachers to help all students succeed. Effective instructional leaders also focus intently on instructional quality, hire and retain top teachers, and make good use of faculty expertise.
This document provides an overview of the Week 1 assignment for an instructional leadership course focusing on technology. The assignment requires students to complete several self-assessments evaluating their technology skills, leadership skills, and understanding of learning styles. Students must also summarize the key ideas of their state's technology plan and research the technology curriculum standards for their state. Additionally, students are instructed to begin reviewing reading materials for a future assignment on a technology/leadership book. Guidance is provided on assessment criteria and mechanics for completing the assignment.
The professional development plan outlines a session to motivate teachers to incorporate technology into their math lesson plans through a puzzle activity, storytelling exercise using props and timers, prezi presentation on STAAR scores, and group discussion on integrating everyday technology into math lessons, with an evaluation through an online blog. The plan addresses improving data analysis and decision making around technology integration and includes activities centered on contextual and intrinsic learning.
This document provides instructions for a Week 4 assignment in an educational leadership course focusing on instructional leadership and the integration of technology. Students are asked to develop an action plan that:
1) Identifies sources of data gathering;
2) Includes an organizational chart of technology integration responsibilities; and
3) Describes comprehensive professional development activities to achieve the action plan goals.
Students will post their action plans online and review at least one other student's plan focusing on organizational leadership and maximizing technology use for data-driven decision making.
Cst analysis overview sdusd princ 11-16-10cesperez1
The document introduces a multi-step process for teachers to better understand academic standards. The process involves analyzing released items from state standardized tests and local benchmark assessments, identifying student strengths and weaknesses, and examining student work. Breakout groups were given examples to analyze items, assess student performance data, compare item rigor, and determine next steps for instruction. The goal is to help teachers unpack standards through the lens of assessment and apply insights to guide student learning.
This document summarizes the findings of a STaR Chart assessment of a school campus. The STaR Chart is used to rate how well schools implement technology. The campus was strongest in leadership support and infrastructure but weakest in teaching and learning. Suggestions for improving teaching and learning include increasing professional development for staff, holding department meetings to implement technology-related TEKS, and ensuring 8th graders learn applicable technology lessons. Links are provided to view full STaR Chart data and the long-range technology plan progress report.
- PSUs like BHEL, SAIL, IOCL, ONGC, NTPC etc.
- Research organizations like DRDO, BARC, CSIR labs etc.
Junior Research Fellow (JRF):
- CSIR, UGC, ICMR, DBT, DST etc.
Lecturer:
- State government engineering colleges
Faculty:
- Private engineering colleges
What’s next after GATE?
The document provides an overview of the STAAR Chart, which is a tool used in Texas to assess teacher proficiency in using technology based on four key areas: teaching and learning, educator preparation, leadership and infrastructure. It explains what the STAAR Chart measures, how it relates to technology standards, and how teachers can complete their own STAAR Chart profile to provide data for assessing progress towards technology goals. Campus administrators can also view teacher and campus data reports on the online STAAR Chart website.
This professional development focused on improving technology use at Bay City Junior High School. Over two days, teachers learned about developing an action research plan, policies around acceptable technology use, tools for gathering student data, and how to use programs like Microsoft Word, PowerPoint, and Excel. The development aimed to help teachers enhance technology-supported learning and better utilize existing campus infrastructure and resources. Progress would be assessed using surveys, student achievement data, and the state's STaR technology evaluation rubric.
This document discusses using the STaR Chart to evaluate Ennis Junior High's technology readiness and develop a plan for improvement. The STaR Chart measures four areas of technology across Texas schools. Faculty rank the school in these areas to generate a rating. The document notes target areas of weakness, like student mastery of technology applications and staff access to professional development. It proposes breaking into departments to identify weaknesses, compile a master plan, and set campus goals for the upcoming school year to improve the school's STaR Chart scores.
5/25/2020 Rubric Detail – 31228.202030
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Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item
and made it available to you. Select Grid View or List View to change the rubric's layout.
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Name: ITS836 (8 Week) Research Paper Rubric
Description: Please use this rubric for grading research papers
Exit
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No requirements are met
Includes a few of the required components as speci�ed in the assignment.
Includes some of the required components as speci�ed in the assignment.
Includes most of the required components as speci�ed in the assignment.
Includes all of the required components as speci�ed in the assignment.
Requirements
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
Fails to provide enough content to show a demonstration of knowledge
Major errors or omissions in demonstration of knowledge.
Some signi�cant but not major errors or omissions in demonstration of knowledge.
A few errors or omissions in demonstration of knowledge.
Demonstrates strong or adequate knowledge of the materials; correctly represents knowledge
from the readings and sources.
Content
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
5/25/2020 Rubric Detail – 31228.202030
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g
Fails to provide a critical thinking analysis and interpretation
Major errors or omissions in analysis and interpretation.
Some signi�cant but not major errors or omissions in analysis and interpretation.
A few errors or omissions in analysis and interpretation.
Provides a strong critical analysis and interpretation of the information given.
Critical Analysis
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Fails to demonstrate problem solving.
Major errors or omissions in problem solving.
Some signi�cant but not major errors or omissions in problem solving.
A few errors or omissions in problem solving.
Demonstrates strong or adequate thought and insight in problem solving.
Problem Solving
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Source or example selection and integration of knowledge.
The Texas STaR Chart is a tool that assesses school campuses' progression in technological ability based on four key areas: teaching and learning, educator preparation and development, leadership/administration/instructional support, and infrastructure/technology. It designates four classifications - Early Tech, Developing Tech, Advanced Tech, and Target Tech - based on a campus's use of technology in these areas. The document provides details on Kahn Elementary's 2006-2010 results, including technology training offered to staff and students, and its campus technology plan goals.
The document discusses a STaR Chart that teachers complete annually to self-assess the school's technology integration efforts. It indicates the school is currently at an Advanced Tech level based on prior survey results. While infrastructure receives high marks, educator preparation and development is an area for improvement. Teachers are asked to thoughtfully complete next year's STaR Chart and provide suggestions to administration on strengthening professional development opportunities for integrating technology.
The document provides information about the STAAR Chart, which is used to assess teacher proficiency in using technology based on four key areas from the Long-Range Plan for Technology. It outlines the four areas and their standards, describes how to complete the STAAR Chart by having teachers self-assess their proficiency levels, and provides a website for viewing campus data reports.
The document discusses the STaR Chart, which measures a school's technology readiness and progress each year. It addresses questions in four categories related to teaching and learning, educator preparation, administration, and infrastructure. Schools use their STaR Chart data to determine funding priorities and demonstrate technology integration for grants and accountability reporting. The school discussed achieved advanced or target levels in all categories, showing steady improvement and commitment to educational technology.
This document summarizes a presentation given by David Nguyen on the Texas STaR Chart for Long Middle School. The Texas STaR Chart evaluates four key areas of technology use and readiness in schools based on data from the campus, district, and state. An analysis of Long Middle School's data from 2006-2007 to 2008-2009 showed the school was at the early technology stage for teaching and learning and educator preparation, and at the developing technology stage for leadership and infrastructure. The presentation concluded that while the school is still at the early stages of technology overall, the goal is to reach the target technology stage by 2020 with improvements across all areas.
This document provides an overview and instructions for completing the Texas School Technology and Readiness (STaR) Chart. The STaR Chart is an online self-assessment tool that measures a school's technology integration in four areas: teaching and learning, educator preparation, leadership/support, and infrastructure. The document reviews how to rate a school in each area and presents the results of Ryan Elementary's 2008-2009 STaR Chart. It identifies strengths in leadership/support and areas for growth in educator training and infrastructure to help guide technology-related goal setting.
This document provides an overview and instructions for completing the Texas School Technology and Readiness (STaR) Chart. The STaR Chart is an online self-assessment tool that allows schools to evaluate their technology integration efforts. It addresses four key areas: Teaching and Learning, Educator Preparation, Leadership/Support, and Infrastructure. The document guides users through accessing, rating their school in each area, and discussing goals based on results. It includes an example where Ryan Elementary rates itself as Advanced in Teaching/Learning and Leadership, but Developing in Educator Preparation and Infrastructure.
Writers Workshop RubricPeer Conference Form for Persuasive Essa.docxannetnash8266
Writer's Workshop Rubric
Peer Conference Form for Persuasive Essays
Your name: Author’s Name _________________
Title of paper/type (genre) of paper:
1. How many ideas are presented for the brainstorming portion of this assignment. The writer should have at least 20 different ideas. If the writer does not, give suggestions. (How will you help the writer?? Think about that which we did in class.)
2. Which way(s) did the writer choose to persuade the reader? (See the book and speak to this way as per the information in the book.)
3. Draw a diagram that helps the reader to follow the author’s argument. (See the page with a sample diagram in the chapter.)
4. To what extent did the writer use a clear, broad TS in every paragraph? Does this sentence set up the reader to understand the main idea of the paragraph?
5. To what extent did the author use supporting details sentences (at least three) in EVERY paragraph to support her/his argument? IF the writer did not, or did not do enough to make a convincing argument (that speaks to the argument) ADD ideas to help him/her revise here.
6. To what extend did the author present the opposing views on the topic in an organized way? To what extent did the author use supporting details that she the opposing ideas on the topic? IF the writer did not, or did not do enough to make a convincing argument (that speaks to the argument) ADD ideas to help him/her revise here.
7. What is the conclusion? Restate it in your own words.
8. OR, does the conclusion summarize? If so, what is wrong with this? If so, provide suggestions for deleting the summary and adding a conclusion
2
Final Reflective Exam (6/17-20/19)
Learning and Reflecting about IT Cyber Security (25 pts)
“Critical Reflection” is the process of analyzing, reconsidering, and questioning one’s experience within a broad context of issues and content knowledge.” [Barbara Jacoby, 2012]
Background Summary
During the past five weeks, we studied an overview of information security for IT managers. The goal of the course was to prepare you, as an IT professional, to become aware of the cyber security challenges in a world where continuously emerging threats, ever-present attacks, and the success of criminals illustrate weaknesses in current information technologies. This should also help you become aware of the role of an information security management practitioner who secures the systems and networks. The important lesson, however, is that EVERY IT PROFESSIONAL has a responsibility to be aware, to secure, and to protect the employees and data / information of a company of all potential security threats.
Purpose of the Assignment
Rather than take a traditional true false / multiple-choice test covering topics about specific security threats, this exam is designed to have you review and use critical thinking to answer three short essay questions.
Learning to write a “reflective” sh.
The document discusses the Texas School Technology and Readiness (STaR) Chart, a self-assessment tool for evaluating how effectively schools integrate technology. It encourages teachers to use the STaR Chart to reflect on areas to improve their technology integration, establish individual technology goals, and develop campus-wide technology goals. The STaR Chart is intended to help schools identify current technology profiles, establish goals, monitor progress, and measure student and teacher proficiencies in order to better meet state technology plans and standards.
Texas Star Chart Information For Clark High Schoolskassees
The document discusses the Texas STAR Chart, which assesses schools' technology integration in four key areas. It is used to determine professional development needs, provide data for funding and grants, and help conceptualize technology visions. Schools receive classifications from Early Tech to Target Tech based on scores in areas like teaching and learning, educator preparation, and infrastructure. The document shows how to access campus data on the STAR Chart website and provides an example of 2008-2009 data summary and 3-year comparison for one school. It concludes by recommending short and long-term improvements based on a score drop that year.
The document discusses a STaR chart review for Northside Alternative Middle School for the years 2006-2009. It summarizes the school's scores in key areas like teaching and learning, educator preparation, leadership, and infrastructure. Scores decreased in some areas like student mastery, online learning, and access to professional development. The document calls for discussion of how to improve educator preparation and development through more convenient and engaging professional development opportunities. The conclusion is that the school needs to address deficiencies identified while continuing its strengths, and plan for the future based on the collaborative discussion.
Similar to Edld 5352 week_2_assignment_jan_2012 (20)
1. EDLD 5352 Instructional Leadership: Technology Component
Week 2 Assignment
Overview
The United States Department of Education requires all states to submit an annual assessment of educators’
technology competencies. In Week 2, you will look at one state’s example of a campus technology assessment
tool.
This week you will analyze one example of a teacher technology assessment, the Texas Campus STaR Chart.
This tool was developed around the four key domains of the Texas Long-Range Plan for Technology,
2006-2020: Teaching and Learning; Educator Preparation and Development; Leadership, Administration, and
Instructional Support; and Infrastructure for Technology. The STaR Chart is designed to help campuses
determine their progress toward meeting both Long-Range Plan and district goals.
Rubric
Use the following Rubric to guide your work on the Week 2 Assignment.
Tasks
Accomplished
The evidence suggests
that the educator is
ready to mentor others
in this area.
Proficient
The evidence
suggests that
performance on
this work matches
that of a strong
educator.
Needs
Improvement
The evidence
suggests that the
educator needs
improvement in
this area.
Not Meeting
Expectations
The evidence does not
yet make the case for
the educator being
proficient at this task.
Campus STaR Chart
Analysis
Student uses relevant
STaR Chart
information to
thoroughly complete
the chart provided.
Student
comprehensively
responds to all
questions.
(Maximum 18 points)
Student uses
relevant STaR
chart to respond to
questions or
complete the chart
provided.
Student provides a
brief analysis of
campus
technology
strengths and
weaknesses.
(Maximum 16
points)
Incorrect data
pulled from STaR
Chart. Building
Survey or STaR
data summary
chart is not
completed.
Student does not
respond to all
questions.
(Maximum 14
points)
Student does not
complete the chart
provided.
Student does not
respond to the
questions.
(0 points)
Creating a Blog Student successfully
sets up a blog and
provides appropriate
information related to
Student
successfully sets
up a blog and
provides
Student
successfully sets
up a blog and/or
does not provide
Student does not create
a blog and/or student
does not provide
appropriate information
2. EDLD 5352 Instructional Leadership: Technology Component
the blog’s creation or
to previously-created
blog; including
completion of the
profile.
Student
comprehensively
responds to all
questions.
(Maximum 10 points)
appropriate
information related
to the blog’s
creation or to
previously-created
blog; including
completion of the
profile.
Student provides a
brief response to
all questions.
(Maximum 9
points)
appropriate
information related
to the blog’s
creation or to
previously-created
blog and/or does
not respond to all
questions.
(Maximum 8
points)
related to the blog’s
creation.
(0 points)
Blog Postings #1 –
Opinion Piece: Is there
value in assessing
educators’ technology
leadership knowledge
and skills? What are
pros and cons of
technology assessment?
Student posts a
thoughtful and
thorough opinion piece
on the value in
assessing educators’
technology leadership
knowledge and skills?
What are pros and cons
of technology
assessment? The
summary includes
supporting details and/
or examples.
(Maximum 36 points)
Student posts an
opinion piece on
one of the four
areas of the Texas
Long Range Plan
for Technology,
2006-2020. The
opinion piece
includes three
components in the
“accomplished”
category.
(Maximum 10
points)
Student posts a
less than 250 word
opinion piece and/
or opinion piece
includes less than
three components
in the
“accomplished”
category.
(Maximum 8
points)
Student does not write
an opinion piece and/or
does not post the
opinion piece to their
blog.
(0 points)
Create a slide
presentation to share
the campus STaR
Chart findings with
faculty.
Student successfully
creates a slide
presentation to share
the campus STaR
Chart findings with the
faculty and posts the
presentation on their
blog. The presentation
includes (1) an
introduction/agenda,(2)
content relevant to the
topic, (3)
Successfully
creates a slide
presentation to
share campus
STaR Chart
findings with
faculty and posts
the presentation on
their blog. The
presentation
includes at least
six of the eight
Successfully
creates a slide
presentation to
share campus
STaR Chart
findings with
faculty and posts
the presentation on
their blog. The
presentation
includes less than
six of the eight
Slide presentation not
created and/or slide
presentation not posted
on the students’ blog.
(0 points)
3. EDLD 5352 Instructional Leadership: Technology Component
summary/conclusion
(4) at least one student-
created chart of the
STaR chart data, (5) at
least one working
hyperlink, (6)
navigational icons, (7)
talking points only
with six or less lines of
text per slide, (8) up to
three digital photos to
personalize the
campus.
(Maximum 18 points)
components in the
“accomplished”
category.
(Maximum 13
points)
components in the
“accomplished”
category.
(Maximum 11
points)
Assignment Mechanics Responses are relevant
to course content.
Student adheres to
APA stylistic
guidelines. Writing is
clear, concise, and well
organized. Excellent
sentence/paragraph
construction. Thoughts
are expressed in a
coherent and logical
manner. There are no
errors in grammar,
spelling, or
punctuation.
(Maximum 8 points)
Responses are
relevant to course
content. Student
adheres mostly to
APA stylistic
guidelines. Writing
is mostly clear,
concise, and well
organized. Good
sentence/paragraph
construction.
Thoughts are
expressed in a
coherent and
logical manner.
There are three or
fewer errors in
grammar, spelling,
or punctuation.
(Maximum 6
points)
Responses do not
reflect knowledge
of course content.
Student adheres
loosely to APA
stylistic
guidelines. Writing
is unclear and/or
disorganized.
Weak
sentence/paragraph
construction.
Thoughts are not
expressed in a
coherent and
logical manner.
There are four or
more errors in
grammar, spelling,
or punctuation.
(Maximum 4
points)
Responses do not
reflect knowledge of
course content, lack
clarity and depth,
and/or include multiple
errors in grammar,
spelling, and
punctuation, including
APA errors.
(0 points)
4. EDLD 5352 Instructional Leadership: Technology Component
Week 2 Assignment, Part 1: Campus STaR Chart Analysis
Federal and state law mandates that states report progress toward technology excellence. The Texas Campus
STaR Chart can be used to evaluate a campus’ progress toward meeting the goals of the Long-Range Plan for
Technology. The chart can also be used for technology planning, budgeting for resources, and evaluation of
progress in local technology projects.
To complete this assignment:
• Access the Texas Campus StaR Chart by entering the following address in your web address bar:
http://starchart.esc12.net/
• Click on “Texas Campus STaR Chart,” and read the article to review STaR Chart scoring.
• Click on “Statewide Summary Data.” Click on 2007-2008 Summary Statistics. Print out the Statewide
Data Summary.
• Click “Campus Data Search.” Choose the year from the drop-down box. Then type in the name of your
selected district (without “ISD”). For example, for Beaumont ISD, you would only type in Beaumont.
Do not type in a campus. Click “Simple Search.” A list of campuses in your district will appear.
• Click on your selected campus, and the STaR chart will appear.
• Print out the most current three years of STaR Charts for your selected campus.
• Analyze the data, fill out the chart below, and answer the questions provided.
5. EDLD 5352 Instructional Leadership: Technology Component
School District:
Campus:
Summary Area Key Area Totals
Key Area STaR
Classifications
Trends
Teaching &
Learning
2010-11:13
2009-10:13
2008-09:15
2010-11:2
2009-10:2
2008-09:3
We have gone down
in the past 3 years so
we need to work on
this area more.
Educator
Preparation &
Development
2010-11:14
2009-10:12
2008-09:15
2010-11:2
2009-10:2
2008-09:3
We were really good
in this area 2 years
ago and dropped off a
lot but we are back up
again.
Leadership,
Administration,
& Instructional
Support
2010-11:18
2009-10:16
2008-09:18
2010-11:3
2009-10:3
2008-09:3
We graded out as
Advanced Tech for
each of the 3 years so
that is good.
Infrastructure for
Technology
2010-11:15
2009-10:13
2008-09:15
2010-11:3
2009-10:2
2008-09:3
We graded out as
Advanced Tech for 2
of the 3 years.
1) What did the STaR Chart show as your campus’ greatest strength? Do you agree with that assessment?
Explain.
It was mixed from year to year but I would say it is by far Leadership, Administration, &
Instructional Support. I agree because we have been encouraged a lot to implement technology
into the class room experience as much as possible and we have several professional
development sessions that allow us to improve the instructional support aspect.
2) What did the STaR Chart show as your campus’ greatest weakness? Do you agree with that assessment?
Explain.
The lowest average was in Teaching and Learning. I would probably disagree because
I feel we have ample chances to do what this summary area includes. All of the things
encompassed in this category can be done at our school. I just feel that some of our
teachers don’t realize the amount of technology we have.
6. EDLD 5352 Instructional Leadership: Technology Component
3) In an online learning community interaction, which STaR Chart area would you choose to introduce to the
other members? What data supports your choice?
I guess it would be area #1, Teaching and Learning. I feel this way because I have
used most of these while being a teacher. I have and know how to use content area
connections, use technology to implement TEKS and use online learning.
7. EDLD 5352 Instructional Leadership: Technology Component
Week 2 Assignment, Part 2: Creating a Blog
For the next part of this week’s assignment, you will create your own blog. If you already have your own blog,
you may complete this assignment on your blog. If you don’t have your own blog, use the directions below to
create one.
To complete this assignment:
• To create a blog:
• Access the video, “Blogs in Plain English” by entering the following address in your web address
bar: http://www.youtube.com/watch?v=NN2I1pWXjXI
• View “Blogs in Plain English” as preparation for this assignment.
• Enter the following address in your web address bar: www.blogger.com (if you do not have a blog),
or use a blog you already have set up. (Note: You must have a Google email account to use
blogger.com. If you do not have a gmail.com account you will need to create an account. Go to
http://mail.google.com/mail/ to set up your account.)
• Read the information about the site.
• Click “Create a Blog.” Complete the information required to use the site, including the selection of a
username and password. (If you already have a Google account, you can enter your username and
password at the top of the home page.) Check the box to accept the terms of service, and click
“Continue” to move to the next step.
• After creating your blog account, click “Name Blog.”
• Select a title for the blog and a blog address URL (example: http://yourname.blogspot.com). Click
“Continue” to move to the next step, “Choose a Template.”
• Choose a template for your blog, then click “Continue.”
• When the “Your Blog Has Been Created” screen appears, click “Start Blogging.”
• Create your blog profile
• Record your blog information in the chart below. If you have a blog and did not need to create one for
the assignment, enter that information. Then answer the questions below.
1) What is the educational value of blogs and blogging to the 21st
century learner?
I feel that blogs would be great places for students to get on and maybe discuss readings,
assignments or even problems they are facing in their studies. As an instructional leader
blogging has endless use whether it be getting information from other teachers, relaying
information to students or parents.
Your Blog’s Name Your Blog’s URL
Online Learning http://brandonwashington.blogspot.co
m/
8. EDLD 5352 Instructional Leadership: Technology Component
2) What are the concerns of blogs and blogging in education?
The only concerns I would stress to my staff is making sure we allow our blogs to stay
professional at all times. The 21st
century learners have so many resources that are very valuable,
but at the same time, there are several ethical issues and dangers when it comes to our teachers
posting for everyone to see. I think we should get together as a staff and create a template for
blogging that we all must stick to that would allow us to not stray away from the learning process
and being consistent with a professional environment.
3) How can you use blogging to communicate with school stakeholders?
I think blogging would be a great tool to contact with stakeholders. I think simple weekly post
would be great to keep everyone involved and in touch with what is going on in our district. I
think blogging would paint a good picture of what is going on in the classroom and our hallways
each day. Some of the stakeholders that are older may be out of touch with what students are
capable of doing in the classroom since teaching methods and learning instruments have changed
dramatically since their school days.
Week 2 Assignment, Part 3: Blog Posts
For the next part of this week’s assignment, you will complete three postings to your blog.
Blog Posting #1
• Compose a 250-word opinion piece on one of the four areas of the Texas Long Range Plan for
Technology, 2006-2020: Teaching and Learning; Educator Preparation and Development;
Leadership, Administration and Instructional Support; or Infrastructure for Technology. You may
discuss the area as it relates to your campus or the area in general. Include:
• a description of the area.
• progress in the area (include local, state and national progress).
• trends in the area (include local, state and national progress).
• your recommendations for improvement in the area.
• Post your opinion piece to your blog.
Week 2 Assignment, Part 4: Creating and Posting a Slide Presentation
As an instructional leader, you must be able to effectively share information with the faculty. You must also be
able to talk confidently to those you lead. Throughout this Application Assignment, you will expand your
knowledge and practice using technology tools. Presentation software, such as Microsoft PowerPoint and
Google Presentation, is used to communicate ideas or information through text, images, animations, audio and
video.
9. EDLD 5352 Instructional Leadership: Technology Component
In Part 3 of the Application assignment, you will create a slide presentation to introduce the Texas STaR Chart
and share your campus STaR Chart findings with the faculty. After you create your slide presentation you will
post your presentation to your blog.
Resources for Effective Presentations:
• http://www.slideshare.net/vinhha25580/designing-effective-power-point-presentations
• www.shkaminski.com/Classes/Handouts/powerpoint.htm#strengths
• www.iasted.org/conferences/formatting/Presentations-Tips.ppt
• http://mason.gmu.edu/~montecin/powerpoint.html
• http://it.chass.ncsu.edu/training/MSPowerPoint/Tips/tips.html
Directions:
1. Create a slide presentation using Microsoft PowerPoint, Google Presentation, or other Web 2.0 tool to
introduce the Texas STaR Chart and share your campus STaR Chart findings with the faculty.
1) Include an introduction/agenda
2) Include content relevant to the topic
3) Include a summary/conclusion
4) Include at least one student-created chart of the STaR chart data
5) Include at least one working hyperlink
6) Use talking points only with six or less lines of text
7) Use up to three digital photos to personalize the campus
2. Upload/Embed your presentation to your Blog.
Microsoft PowerPoint Instructions:
To share a Microsoft PowerPoint presentation in your blog, you must first upload the presentation to a
Web-based service, such as SlideShare.net, authorSTREAM.com, or Scribd.com, that will convert the
file to a format that can be embedded into your blog.
Directions for SlideShare:
1. Go to www.slideshare.net and click “SIGNUP” (at the top of the page) to set up a FREE
SlideShare account.
2. Click “UPLOAD”
3. Click “Browse and select files” and select your saved Powerpoint presentation.
4. After your file is uploaded, you will be asked to choose settings for your file. You have the
option to share publicly or privately (viewable only to you).Once you have selected your
settings, click “Publish All”.
5. After a while your file will be converted. The conversion may take a few minutes depending on
the size of your file. Click “here” to view status of the file conversion.
6. When conversion is complete, click on your presentation.
10. EDLD 5352 Instructional Leadership: Technology Component
7. Select “Blogger” from menubar below your presentation.
8. When the Google Accounts Access Request Screen appears, click “Grant Access”.
9. On the next screen:
a. Select a title for the blog post (example: Texas STaR Chart Presentation or something a
bit more creative.)
b. Then, enter the text for the post, i. e. the executive summary of your presentation.
c. Confirm the “Post To” information is correct. This should be the Name and URL of
your blog.
10. Finally, click “Blog this!”.
(Note: You may need to change the Zoom Level to be able to click “Blog this”)
Directions for authorSTREAM:
1. Go to www.authorSTREAM and click “JOIN NOW” from the menu at the top of the page to set
up a FREE SlideShare account.
2. Select “Upload PowerPoint” (from menu across top of screen).
3. From the drop-down menu, select “Single File Upload”.
4. Click “Browse…” to select your saved PowerPoint file.
5. Complete the “Title information” and select “Private”
6. Next select “Upload PowerPoint”
7. After you receive the message your file has uploaded, select “Your Stuff” from the menu across
the top of the screen.
8. From the drop-down menu, select “Your Presentations”
9. Select “Send to Blogs & Networks” (from menu on righthand side of screen)
10. Select “Blogger”
11. Enter your Blog’s Username and Password (Note: The Blog field is your blog’s URL. This
should populate by default; if not, enter your blog’s URL.
12. Select “Post”
Google Presentation Instructions:
11. EDLD 5352 Instructional Leadership: Technology Component
1. After you have completed and saved your presentation, select “Share” from the menubar (at the
top of the page). From the drop down menu, select “Publish/embed”.
2. On the next screen, select “Publish document”.
3. Once the document is published on the web on the next screen, you will need to select the
presentation size (small or medium is adequate) and copy the code in the box (make sure you
highlight ALL the code, then press <CTRL C”>.
4. Open your blog, sign in, and select “New Post”.
5. On the next screen:
a. Select a title for the blog post (example: Texas STaR Chart Presentation or something a
bit more creative.)
b. Then, enter the text for the post, i. e. the executive summary of your presentation. Press
<Enter>.
c. Next, select the “Edit HTML” tab across the top of the text box.
d. Paste the code you copy in step 3 in the text box. Press <CTRL V>.
e. Select “Preview” to preview your post.
6. Finally, click “Publish Post”.