Category: Education

Use a digital tool of your choice to create two types of educational materials: student-facing, and adult stakeholder-facing (ie. your administrator, other teachers, parents, etc.) Write a commentary to accompany your artifacts.
Instructions: 
Select a topic from any of the course modules. 
Decide on the type of artifacts that you’d like to create and choose the digital tools that you will use to create them. 
Create the artifacts. 
Write a 2-3 page commentary.
Artifacts: 
The purpose of the artifacts is to be educational or informational. You will create two different artifacts about the same topic for different audiences. The artifacts should be inclusive and accessible and should consider design principles from the Triple E framework. You should incorporate at least one computational concept or approach into the artifacts.
Example topics: 
A video for students about using decomposition in everyday tasks and a tip sheet for colleagues on how to incorporate computational thinking concepts into daily classroom routines.
A poster for students about expectations for digital citizenship and a guide for parents about how to reinforce digital citizenship at home.
A lesson plan marked up with inclusive practices and accessibility considerations for a Deaf student and an instructional screencast for her other teachers about how to add captions to videos and presentations.
Examples of possible artifact types are:
A slide deck for mini-lessons or for presenting at a staff meeting (Google Slides, PowerPoint)
A screencast, (Screencast-o-matic, Screencastify)
A self-paced module, (Nearpod, Peardeck)
A poster or handout, (Google Slides, Canva)
An infographic, (Canva)
A video or animation (Flipgrid, Powtoon, Scratch)
A study guide or game (Quizziz, Kahoot, Quizlet)
Commentary:
The purpose of the commentary is to explicitly connect your artifacts to the concepts that you have learned throughout this course. The commentary should be 2-3 pages or a 4-6 minute recording. It should include the following: 
A summary of your topic and why it is important for students, how the two artifacts are related
A description of the tool that you used to create the artifact and why you chose it
A description of each artifact including the audience/stakeholder, the tool that you used to create it, and an explanation of when and how you would use the artifact
Description of how you integrated one or more computational thinking concepts and approaches into the artifacts 
Explanation of how the artifacts are inclusive and accessible, including connections to the UDL Framework
Explanation of the instructional design of the artifact, including connections to the Triple E Framework or other considerations from the course materials.
Three reliable web resources related to the topic, and an explanation of how you know they are reliable.

Using the topic of ” Oral Language” , the attached template and the journal/website 
You will write ~900
words 
• Explain how this topic relates to the Early Years Learning Framework V2.0 or the Victorian Early
Years Learning and Development Framework. You should include one example (from either
framework) of how this area may be observed in children and one example of how this area be
promoted by educators. You will need to reference the relevant framework (~150 words). 
• Select one journal article from the list for your topic. You will summarise and evaluate the quality
of the journal article using the question prompts provided in the template (~225 words).
Select one website from the list for your topic. You will summarise and evaluate the quality of the
website using the question prompts provided in the template (~225 words). 
• Critically reflect on your key learnings from the module, journal article and webpage and how the
learning impacts (or will impact) your practice as an early childhood educator (~300 words).   

Short Article Topic:
What is Cosmic Education and why is it important?
Guidelines:
Up to 500 words and typed as a short answer/article
There are different ways that you can structure your assignment. No matter how you choose to format your response, the word count and full content must be accounted for. 
Example #1: 
Paragraph 1: Introduce and define the central term (ex. What is a Sensitive Period?)
Paragraph 2: Use one or more examples from your own experience to explain the core concept
Paragraph 3: Talk about how the concept is relevant or important 
Example #2:
You could use headings to divide up your paragraphs
Example #3:
As long as all the necessary content is there, you could use a graphic or blog post format
Purpose:
This assignment is centered around a key core Montessori concept and ideology.  Having a strong, working knowledge and understanding of this core concept is fundamental to your work as a Montessori guide. 
The purpose of this assignment is:
To support you in your ability to understand and articulate in your own words the core Montessori concepts relating to the education of children 6-9 years of age. In your career as a Montessori guide, you will need to be able to speak about these concepts, for example: to parents, at parent orientation meetings, in a school newsletter, or when advocating to your school administration for a change to your classroom environment or routine. 
To provide you with concrete professional materials that you can carry forward into your teaching career. You will be able to utilize these parent tip sheets, articles and short presentations in your classroom during orientation evenings, parents education nights, etc. 
Provide you with the underpinnings of the key concepts of the Montessori pedagogy: to be able to articulately and intelligently explain to parents, family, friends, your community about the benefits of Montessori for their child. 

Purpose: The purpose of this assignment is for you to explore published, peer-reviewed research that are examples of action research or community-based participatory research, and connect the author’s (or authors’) identified problem and purpose with the chosen research design.
Instructions: Search the ACU Library Distance Learning PortalLinks to an external site., and find 3 action research or participatory community based research articles. Each article must represent the chosen design, and be a primary, peer-reviewed research article. (Articles included in attachments)
For each article provide a paragraph summary of the topic, the problem, the purpose of the research, and the research questions. (3 paragraphs, total).
In the next 1-2 paragraphs discuss how the authors explained their rationale for their design choice, and how you might use such information in your proposed dissertation to support your own design choice.
Include citations from the module readings and resources to support your choices.
Revise, edit, and proofread your paper, making sure you have formatted the citations for the articles (and any other resources utilized) in APA format.
Submit a 1-2 page paper formatted based on APA guidelines, including in-text citations and a reference page.

the details will be in the files.
There are 4 pages to be written per assignment, if you do more please let me know and I’ll add more funds.
1. split page of the video (I’ll add an example below)
2. either a narrative or a learning story of the video (I’ll add 4 PowerPoint which will include details and examples how to be completed)
3 answer essay A and B as described in the screenshot.
link to video: https://www.youtube.com/watch?v=Fm8VmXJXVqI&list=PLG5a7din-gkIBqxwqfaq1r4mMet2Hx4Tz
I as well added some class readings

QUESTIONS TO ANSWER: (and please use quotes from the texts to support answer)
Which aspects of your own and others’ philosophies would you like to focus on in your teaching?
What action steps will you take to bring these philosophies to life in your practice?
How will enacting these chosen philosophies further your development as a reflective practitioner in relation to the CLOs?
How will you assess your growth and progress toward actualization of your personal philosophy of education?
What histories, philosophies, ideas, and theories of education that we learned about in this course are still present in schools, and which would you like to preserve in current educational practices?
How will enacting these philosophies, theories, and ideas further your development as a teacher in relation to the CLOs you discussed in Module 1? Assess your personal and professional growth since your initial philosophical reflections on these CLOs.
How does/should culturally-responsive pedagogy manifest in schools?
Who are you as a student and teacher? How have you come to know what you know about education and schooling? In what ways have your cultural identities and social experiences shaped your understanding of education and schooling?
Is American education moving in the right direction? How can you transform your ideas about education and schooling into praxis, advocacy, and action?
FORMAT:
worth 30% of your final grade.
please clearly arrange your final paper to follow the specific outline below, through which you very explicitly address each of the five CLOs, naming them and tying them to your own work and to at least three readings from this course for each CLO, with APA citations and references.
Organize your paper in this format and support your views/statements in each of the sections with evidence from the course texts to demonstrate that you’ve learned the ideas presented through the course:
I. Introduction (No text citations are required. You can write the introduction after you’ve written the main sections of the paper. There is no score for the Introduction and Conclusion sections, they just help to situate your Philosophy of Education within your own personal identity and experience and philosophical stances.
II. Reflexive Praxis (I continually and deliberately reflect on my practices in light of educational research, professional decisions, and pedagogical approaches.) [Cite ideas from at least three course texts. For example, in relation to Reflexive Praxis, go back and look at the texts from Dr. Geneva Gay and Dr. bel hooks back in Module 1, and also think about how you are aware of and reflect on your own teaching practice in light of educational research, professional ethics, and resources available for professional learning.]
III. Learner Centeredness (I create contexts for learning that are driven by evidence-based principles of diversity, difference, inclusion, and equity.) [Cite ideas from at least three course texts.]
IV. Discipline Knowledge and Skills (I apply knowledge, concepts, and strategies across domains to engage individuals and promote critical thinking and creativity.) [Cite ideas from at least three course texts.]
V. Professional Commitment to Action (I demonstrate attitudes, knowledge, skills, and professional ethics that contribute to the success and well-being of all individuals.) [Cite ideas from at least three course texts.]
VI. Data Literacy and Research (I evaluate, plan, select, and implement appropriate formative and summative assessments–including those that are technology-based–to monitor individuals’ understanding, behavior, and progress.) [Cite ideas from at least three course texts.]
VII. Conclusion
I will give you careful feedback on your draft and it will be in line with the rubric.
Please let me know your questions. Here is the rubric:
Criteria
3 Advanced
2 Proficient
1 Basic
Points
Reflexive Praxis
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Reflexive Praxis CLO is vague or ambiguous and lacks clear connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Learner Centeredness
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Learner Centeredness CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made
Discipline Knowledge and Skills
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Discipline Knowledge and Skills CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Professional Commitment to Action
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Professional Commitment to Action CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Data Literacy and Research
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Data Literacy and Research CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
APA Citations & References
All citations and references follow APA style.
Most citations and references follow APA style.Vision for the future implementation in practice is articulated with some examples.
APA style is inconsistent.
Grammar & Mechanics
Assignment contains 2 or fewer errors.
Assignment contains 3 – 5 errors.
Assignment contains 6 or more errors.
Timeliness
Paper is posted on time
Paper is not posted on time
worth 30% of your final grade.
please clearly arrange your final paper to follow the specific outline below, through which you very explicitly address each of the five CLOs, naming them and tying them to your own work and to at least three readings from this course for each CLO, with APA citations and references.
Organize your paper in this format and support your views/statements in each of the sections with evidence from the course texts to demonstrate that you’ve learned the ideas presented through the course:
I. Introduction (No text citations are required. You can write the introduction after you’ve written the main sections of the paper. There is no score for the Introduction and Conclusion sections, they just help to situate your Philosophy of Education within your own personal identity and experience and philosophical stances.
II. Reflexive Praxis (I continually and deliberately reflect on my practices in light of educational research, professional decisions, and pedagogical approaches.) [Cite ideas from at least three course texts. For example, in relation to Reflexive Praxis, go back and look at the texts from Dr. Geneva Gay and Dr. bel hooks back in Module 1, and also think about how you are aware of and reflect on your own teaching practice in light of educational research, professional ethics, and resources available for professional learning.]
III. Learner Centeredness (I create contexts for learning that are driven by evidence-based principles of diversity, difference, inclusion, and equity.) [Cite ideas from at least three course texts.]
IV. Discipline Knowledge and Skills (I apply knowledge, concepts, and strategies across domains to engage individuals and promote critical thinking and creativity.) [Cite ideas from at least three course texts.]
V. Professional Commitment to Action (I demonstrate attitudes, knowledge, skills, and professional ethics that contribute to the success and well-being of all individuals.) [Cite ideas from at least three course texts.]
VI. Data Literacy and Research (I evaluate, plan, select, and implement appropriate formative and summative assessments–including those that are technology-based–to monitor individuals’ understanding, behavior, and progress.) [Cite ideas from at least three course texts.]
VII. Conclusion
I will give you careful feedback on your draft and it will be in line with the rubric.
Please let me know your questions. Here is the rubric:
Criteria
3 Advanced
2 Proficient
1 Basic
Points
Reflexive Praxis
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Reflexive Praxis CLO is vague or ambiguous and lacks clear connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Learner Centeredness
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Learner Centeredness CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made
Discipline Knowledge and Skills
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Discipline Knowledge and Skills CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Professional Commitment to Action
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Professional Commitment to Action CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Data Literacy and Research
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Data Literacy and Research CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
APA Citations & References
All citations and references follow APA style.
Most citations and references follow APA style.Vision for the future implementation in practice is articulated with some examples.
APA style is inconsistent.
Grammar & Mechanics
Assignment contains 2 or fewer errors.
Assignment contains 3 – 5 errors.
Assignment contains 6 or more errors.
Timeliness
Paper is posted on time
Paper is not posted on time

Page
of 3
ZOOM
EDUC 201
Page 1 of 3
TECHNOLOGY APPLICATION ASSIGNMENT INSTRUCTIONS
OVERVIEW
As a future educator, you will have the opportunity to create engaging lessons and assessments
for your students. Throughout this course, you have learned about various tools, apps, and
software that can be used to support technology integration in the classroom for teaching,
learning, research, and communication. Technology can be a great platform to engage your
students!
For this assignment, you will build one teaching activity and one assessment activity using two
tools, apps, or software of your choice. This assignment is where you get to take something you
have learned about in this course and apply the knowledge to your future classroom in a fun,
captivating way! The only thing that will limit you is your imagination!
INSTRUCTIONS
To succeed on this assignment, you must plan, create, and reflect on what technology resource
you will use to cover your learning and assessment activities. The learning activity and
assessment you design must involve students being active participants by completing the activity
on a device. You may not use an activity or assessment already created; you must create an
original. Also, an instructional presentation (e.g., PowerPoint) will not suffice for this
assignment unless you provide links that lead students to the activity or assessment.
Use the following guide to assist you in completing this assignment. Detail your learning and
assessment activities in the provided Technology Application Template.
1. Plan for the learning activity and assessment activity:
a. Subject – What subject (e.g., Math, Science, Social Science) would you like to address in
your learning activity and assessment?
a. Elementary and Special Education candidates must address one of the four core
areas (i.e., Math, Reading, Social Science, or Science).
b. Secondary education candidates must choose their licensure area.
c. You must use the same subject for both the learning activity and assessment.
b. Topic – What topic would you like to cover in that subject for your learning activity and
assessment? If you select Math, you might select fractions as your topic. If you pick
Science, you might select the weather as your topic. You must use the same topic for both
the learning activity and assessment.
Research your subject and topic to help determine what you will cover in your learning
activity. Do the same for your assessment activity.
c. ISTE Standard(s) – Locate at least one ISTE standard that supports your educational
choices. Include the full written standard and standard number on the Technology
Application Template. A link to the ISTE Standards for Educators has been provided
with this assignment.
EDUC 201
Page 2 of 3
Research and investigate the various technologies (i.e., app or software) available for
learning and assessment. Evaluate the learning and assessment tools you are considering for
their usefulness. Gather ideas of what you can create by finding other educational learning
and/or assessment activities created using these technology tools. You are encouraged to use
one of the tools you evaluated in your Technology Tools Chart Assignments.
Be sure to confirm that the tools you have chosen allow you to create the learning activity
and assessment you have in mind. Note: You cannot use a game, quiz, lesson, etc., already
made for you. (Example: Quizlet and Kahoot! would allow you to create original activities,
but ABC Mouse and IXL would not.)
2. Create the learning activity:
a. Technology Tool for Learning – After investigating the various technologies available,
name the technology tool (i.e., app or software) you will use to cover your topic and
subject for your learning activity.
b. Link to Learning Activity – Using the technology tool you have chosen for your
learning activity, create an activity that addresses your subject and topic. Have fun! Enjoy
using the technology! Provide the URL to the learning activity you have designed. Test
the link to ensure it will work for your instructor. It is recommended you send the link to
a family member or friend to test the link to ensure it works for them.
c. Screenshots of Learning Activity – Provide at least two screenshots of your learning
activity in the Technology Application Template that show an example of the activity
you have created. See the provided How to Take a Screenshot resource for assistance.
d. Learning Activity Reflection – Now that you have created your learning activity, reflect
on the final product. In at least five sentences, explain how you will use the learning
activity you have created in the classroom.
3. Create the assessment activity:
a. Technology Tool for Assessment – After investigating the various technologies
available, name the technology tool (i.e., app or software) you will use to assess student
learning. The technology tool you select must be different from the one you used for your
learning activity.
b. Link to Assessment Activity – Create an assessment activity that covers the same topic
and subject you used for the learning activity and assesses your students’ learning. Have
fun! Enjoy using the technology! Provide the URL to the assessment activity you have
designed. Test the link to ensure it will work for your instructor. It is recommended you
send the link to a family member or friend to test the link to ensure it works for them.
c. Screenshots of Assessment Activity – Provide at least two screenshots of your
assessment activity in the Technology Application Template that show an example of
the activity you have created. See the provided How to Take a Screenshot resource for
assistance.
EDUC 201
Page 3 of 3
d. Assessment Activity Reflection – Now that you have created your assessment activity,
reflect on the final product. In at least five sentences, explain how you will use the
assessment activity you have created in the classroom.
Technology Application Examples have been provided with this assignment for your reference.
Submit your completed Technology Application Template to this assignment in Canvas.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Please read instructions to complete the assignment. Also, use information provided to help
with completing the assignment. 

Develop an Action Plan for Addressing the Problem (Intervention). The analysis   of an
organizational problem is only part of the problem-solving process. Once a        problem is identified,
an action plan is necessary for successfully addressing the problem. Action plans require more
than just some suggestions or ideas. An action plan should include pertinent information such as
who, what, when, and where.
See attached instructions and rubric.  This is tied to the case studies

It’s a Junior/Senior project essay 
Abstract: 
This essay advocates for teaching English to staff and helpers in the DAS school community, emphasizing its importance in today’s interconnected world. The essay discusses the significance of English as a lingua franca, which emphasizes the inequalities in language learning due to socioeconomic factors. Despite English’s reputation for its ease of learning, access to education and exposure to the language remain challenges for many. The findings of this essay explores how mastering English opens doors to economic opportunities, global communication, and cultural exchange. It highlights the life-changing impact of English language education in helping the underprivileged   and aid in inclusivity within the DAS school community. By providing equal access to English education, the community can empower individuals and promote intercultural understanding in a globalized society. Ultimately, embracing English language education facilitates a more connected and cohesive environment, enhancing opportunities for all members of the community.
i just need to remove the AI and similarity percentage on turnitin