Multimedia Instructional Materials Staying current on technology is an essential aspect of being an educator. Today’s students are digital natives, and they often respond better to media than to traditional methods of teaching. Having a strong technology repertoire is important. Create a matrix detailing a variety of multimedia, technology, games, apps, and other technological tools for teaching reading and writing to struggling readers and writers. Include five tools/media/apps and address the following, in 100-200 words per tool: · App/technology tool description, app/technology location (online, offline through software, through a game console, etc.), and the cost. · Age level or academic level for which the technology is appropriate. · Advantages of using the technology. · Drawbacks to using the technology. · Rationalize why struggling students may benefit from the app/technology tool. Additionally, write a 250-500 word overview of the contents of the matrix, describing how you will implement technology in your ELA classroom. Justify which of these technologies you think will be most beneficial and describe how you might convince an administrator to help you acquire the technology. Support the matrix and summary with 3-5 resources. Course Paper Assignment: 30% of course grade, Final Paper due in Week 11 Proposal Due: April 22, (1 page) – Description of proposed project (abstract), Proposed Case Studies (3 to start), Bibliography with at least 3 sources Final Paper Due: May 19, Week 11 Course Analytical Paper – Assignment In this paper you will provide a rigorous and thoughtful analysis on your chosen theme, to include an analysis of one case study project or several projects, as a comparative analysis. The paper must include a clear and concise Thesis Statement, shown in “bold” at the end of the introductory paragraph. Please use proper paragraph form, beginning each paragraph with a Topic Sentence and ending with a Concluding Sentence. Keep your paragraphs approximately the same length, throughout. Use our course readings, along with 10 or more sources, to help you construct arguments. Cite using proper APA form, when using text from sources. The goal of your paper is to prove (or disprove) the Thesis Statement. Writing a detailed outline is highly recommended. Include the following: 1. Title Page – Include a unique title for your paper topic, your name, my name, course name/number, and the quarter: “Spring 2020” You may also include an image or multiple images on the cover. 2. Final Paper (at least 8-10 pages of double-spaced text, images not included) – Font size: 11 or 12; Margins: ½ inch or 3/4 inch max on sides. 3. Bibliography (include at least 10 sources, 6 of which must be books or articles. The remaining 4 sources, or more, can include video lectures and other multimedia). Use APA format. You may use more than 10 total. 4. Include illustrations and project documents. Analytical sketches a.

1. Multimedia Instructional Materials
Staying current on technology is an essential aspect of being an
educator. Today’s students are digital natives, and they often
respond better to media than to traditional methods of teaching.
Having a strong technology repertoire is important.
Create a matrix detailing a variety of multimedia, technology,
games, apps, and other technological tools for teaching reading
and writing to struggling readers and writers. Include five
tools/media/apps and address the following, in 100-200 words
per tool:
· App/technology tool description, app/technology location
(online, offline through software, through a game console, etc.),
and the cost.
· Age level or academic level for which the technology is
appropriate.
· Advantages of using the technology.
· Drawbacks to using the technology.
· Rationalize why struggling students may benefit from the
app/technology tool.
Additionally, write a 250-500 word overview of the contents of
the matrix, describing how you will implement technology in
your ELA classroom. Justify which of these technologies you
think will be most beneficial and describe how you might
convince an administrator to help you acquire the technology.
Support the matrix and summary with 3-5 resources.
Course Paper Assignment: 30% of course grade, Final Paper
due in Week 11
Proposal Due: April 22, (1 page) – Description of proposed
project (abstract), Proposed Case Studies (3 to start),

2. Bibliography with at least 3 sources
Final Paper Due: May 19, Week 11
Course Analytical Paper – Assignment
In this paper you will provide a rigorous and thoughtful analysis
on your chosen theme, to include an analysis of one case study
project or several projects, as a comparative analysis. The paper
must include a clear and concise Thesis Statement, shown in
“bold” at the end of the introductory paragraph. Please use
proper paragraph form, beginning each paragraph with a Topic
Sentence and ending with a Concluding Sentence. Keep your
paragraphs approximately the same length, throughout. Use our
course readings, along with 10 or more sources, to help you
construct arguments. Cite using proper APA
form, when using text from sources. The goal of your paper is
to prove (or disprove) the Thesis Statement. Writing a detailed
outline is highly recommended. Include the following:
1. Title Page – Include a unique title for your paper topic, your
name, my name, course name/number, and the quarter: “Spring
2020” You may also include an image or multiple images on
the cover.
2. Final Paper (at least 8-10 pages of double-spaced text,
images not included) – Font size: 11 or 12; Margins: ½ inch or
3/4 inch max on sides.
3. Bibliography (include at least 10 sources, 6 of which must be
books or articles. The remaining 4 sources, or more, can include
video lectures and other multimedia). Use APA format. You
may use more than 10 total.
4. Include illustrations and project documents. Analytical

3. sketches and/or diagrams created by you are optional. You may
wish to include sketches and/or diagrams which relate to your
concept and Thesis
Statement. These elements may be used to help you to prove the
Thesis Statement. Do not provide “random” sketches that do not
relate to your concept or analysis. Illustrations may be placed
throughout the text or at the end. Include APA citations and
captions. Include all project documents which you have
gathered, and present these in the Appendix of the Paper.
Evaluation Rubric:
From our Course Syllabus:
Evaluation is based on the course learning outcomes as well as
these four standard School criteria:
· Completeness and timeliness – all work submitted on time; all
submitted requirements met.
· Craft and communication – all work meets established
academic standards for the program.
· Process and development – submittals evolve to a higher level
of complexity, correctness and refinement. (Note: take special
care to see that your paper develops to a higher level of
complexity, correctness, and refinement from the midterm
draft).
· Critical Thinking – is evident in critical observation, use of
relevant criteria and contexts for making judgments, appropriate
application of source materials, use of methods and techniques
for forming judgments and in application of theoretical
constructs.
Course Learning Outcomes
Student learning aspirations for this realm include:
PLO 1: Develop and Employ Critical Thinking Skills

4. PLO 2: Graphic Communication Skills
ILO 1: Utilize critical thinking skills in the formation, analysis,
and evaluation of ideas
ILO 3: Demonstrate knowledge of diverse cultures and
environments
ILO 4: Communicate effectively through written, oral, and
visual media
Grading Criteria for the Final Paper:
Completeness and timeliness: 25% (all deliverables, including
title page, full 8-10 pages of text, bibliography, and illustrations
are included; paper is submitted on time in Wk.7 and 11)
Grammar, spelling, writing technique and correct use of
paragraph structure: 25%
Evidence of critical thinking skills throughout the paper;
Quality of writing (effective written communication); Strength
of Thesis Statement and Evidence: 25%
Evidence of research and correct use of APA format: 25%
Paper Proposal
Architectural studies
How Can We Develop Architectural Language?
Abstract
In contrast with conventional languages that deal with letters
and words, architectural language comprises proportions, scale,
rhythm, patterns of shapes, spatial tectonics, concepts, forms
and relations of functions, etc. As information technology
develops and cultures mix up and new forms become popular
worldwide, architectural languages also enter new dimensions
of local and global expressions which are both novel and
understandable for large groups of international audiences. We
as architects need not worry about the language itself but should
focus more on our spatial, cultural and architectural messages in
this era that sustainability and especially its environmental
sphere is of great concern for current and future generations.

5. Two major approaches can be a Rationalist (Futurist) and
Empiricist (Contextual). Both have been successful in their own
ways. Under these two major paradigms, I can think a lot has
already developed and continue to do so from the Pyramids to
modern contemporary buildings. The attempt to develop various
styles is essentially the architectural vocabulary or language
development. While I agree that we need to conserve various
styles that had been copied, analyze, critique, deconstructed and
became part of architectural curriculum in various countries
around the world there's a need to bring in new spirits or renew
spirits in architectural profession and pedagogy. The houses and
public buildings should try to reflect more of the current praxis
and needs of the society. For instances, the idea of climate
responsiveness in response to global warming or the need to
conserve water especially in cities that are drying up. The
vernacular houses people live in the 19th or 20th century were a
manifestation of the era's material and other resources
availability, skills of the people, socio-culture and lifestyles,
etc. In these thatch houses, the owners used to collect rain water
and store it for future use, even when they had plenty of
portable water from the streams. Today, connectivity by travel
or internet media and subsequent spread of information data,
and these should enriched the vocabulary of architecture
significantly to address pertinent issues of the social, economic,
and environment. In other words, we should not limit
architectural languages and its practice should not be limited to
classicism, modernism, post-modernism, vernacularism,
revivalism, neo-modernism, and so on.
Case Studies
The pyramids of Giza and related buildings, EgyptWooden
Vernacular Architecture - Turkish Houses in Western
AnatoliaWind and Water Bar by Vo Trong Nghia, Vietnam Vale
De Poldros, Portugal
Bibliography
Al-Hammadi, M. I. (2020). National Museum of Qatar: New
Architectural language, New Vision. Journal of History, Culture

6. & Art Research / Tarih Kültür ve Sanat Arastirmalari
Dergisi, 9(1), 195–208.
https://doi.org/10.7596/taksad.v9i1.2544
Martynenko, A. (2017). Vernacular Values in Architectural
Heritage. The Case of Vale de Poldros. Architecture & Urban
Planning, 13(1), 15–23. https://doi.org/10.1515/aup-2017-0002
Gregory, R. (2007). Bamboo bar: Wind and Water Café, Binh
Duong, Vietnam. Architectural Review, 222(1330), 81.