Category: Education

Take a moment think about the future after watching Beyond the Frame: The New Classroom (video; 8:00).
How realistic do you think it is based on your experience in the classroom, either as an instructor/paraprofessional/administrator/etc., or as a student?
The video delves most deeply into VR. What other things might be developed in future in different areas of technology?
Let your imagination run wild…
You will need to reference at least one of the assigned readings or other resources, as well as additional source, using APA format. Refer to the Assignment Rubric to make sure you understand the expectations. Your assignment should be at least 1-2 pages, 12 pt. font and double spaced. Please submit your assignment as a MS Word file or PDF.

Paradoxes of Technology Leadership
The potential for technology presents both the greatest opportunity and the greatest threat to schools and their leaders. Successful principals as entrepreneurial leaders of technology will be those who decide to think and focus on how best to intersect technology with teaching and learning. Here are three paradoxes we face as technology leaders:
Technology can improve the interaction and dialogue between teachers and students, resulting in improved student learning, BUT it can also isolate, marginalize, and reduce effectiveness in the classroom.
Technology can offer its power to all students, BUT it can also segregate and deny that power.
Technology can assist with engaging students in meaningful learning and promote higher-level thinking, BUT it can also mirror traditional instructional pedagogy
Assignment:
Reflecting on these three paradoxes, discuss the following three questions:
Where do you want to go?
Why do you want to go there?
How will you know when you have arrived?
Compose a two to three page reflection. What role does technology play in the sparking “creativity” within the context of teaching and learning? Ensure your submission meets APA guidelinesLinks to an external site.. 
Rubric for Written Assignments
Rubric for Written Assignments
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeOrganization
4 pts
Superior
Content is well organized using headings or bulleted lists to group related material.
3 pts
Good
Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
2 pts
Mediocre
Content is logically organized for the most part.
1 pts
Deficient
There was no clear or logical organizational structure, just lots of facts.
4 pts
This criterion is linked to a Learning OutcomeLevel of Content
4 pts
Superior
Content indicates synthesis of ideas, in-depth analysis and evidences original though and support for the topic
3 pts
Good
Content indicates original thinking and develops ideas with sufficient and firm evidence.
2 pts
Mediocre
Content indicates thinking and reasoning applied with thought on few ideas.
1 pts
Deficient
Shows some thinking and reasoning bust most ideas are underdeveloped and unoriginal.
4 pts
This criterion is linked to a Learning OutcomeDevelopment
4 pts
Superior
Main points well developed with quality and quantity support. Reveals high degree of critical thinking.
3 pts
Good
Main points well developed with quality supporting details and quantity. Critical thinking is weaved into points.
2 pts
Mediocre
Main points are present with limited details and development. Some critical thinking is present.
1 pts
Deficient
Main points place detailed development. Ideas are vague with little evidence and critical thinking.
4 pts
This criterion is linked to a Learning OutcomeGrammar and Mechanics
4 pts
Superior
No misspellings or grammatical errors.
3 pts
Good
Three or fewer misspellings and/or mechanical errors.
2 pts
Mediocre
Four misspellings and/or grammatical errors.
1 pts
Deficient
More than 4 errors in spelling or grammar.
4 pts
This criterion is linked to a Learning OutcomeRequirements
4 pts
Superior
All requirements are met and exceeded.
3 pts
Good
All requirements are met.
2 pts
Mediocre
One requirement was not completely met.
1 pts
Deficient
More than one requirement was not completely met.
4 pts
Total Points: 20

One take-a-way from this course is to grasp concepts that are integral to the Interactional Framework for Analyzing Educational Leadership.  This leadership environment is the interaction between four key elements:
the leader
the follower
the mission (task, goal, etc.)
interacting in a given (situation (contextual environment).
The cross-section of these four elements is where leaders tend to either succeed or fail.  The balancing act of these elements is not easy; it is filled with hurdles.  Nevertheless, this framework offers a lens through which to view leadership and the leadership developmental process.
An additional resource (e.g., video) is provides below (see link) to provide an example of how daily interactions with the world around us give us opportunities to help change lives. Click on the link below and view Drew Dudley’s story about “Everyday Leadership.”
THIS IS ANOTHER SOURCE THAT WAS GIVEN 

Buatkan essay yang menjelaskan mengenai bentuk-bentuk konflik sosial
https://ntt.kemenag.go.id/opini/724/mengenal-macammacam-bentuk-konflik-sosial-dalam-masyarakat-modal-deteksi-dini-konflik-umat-beragama–part-1

Increasing the Morale of Teachers
Create a plan that a principal can use to improve the morale of the teachers. The plan should include five strategies you would incorporate at your current school. Justify the purpose of each strategy listed. You can select the format; however, charts are recommended. Incorporate technology as part of two strategies (minimum). Please go beyond jean days, extra planning periods, and teacher of the month announcements. Teacher retention is an issue across the U.S. Research and talk to teachers and school leaders about strategies for real change. Think about becoming a leader at a school with low teacher morale; how will you keep your teacher?

As you learned this week, most educational areas of topical interest can be the subject of either theoretical (basic/fundamental) or applied research, but the research must align with your degree program.
For this assignment, you will consider your area of interest from both theoretical and applied research approaches. In light of what you learned about the differential focus and scope of EdD and PhD dissertation research and the role of problem and purpose statements in research, write problem statement and purpose statement sentences from both research foci.
Then, make sure to use all of the information you have learned from the course, textbook, and the resources provided for this assignment to develop the statement of the problem into two complete paragraphs of no more than 250-300 words and cite the relevant literature that supports this ongoing problem of inquiry.
Organize your work as follows:
Section 1: Find one dissertation in the library ProQuest database, find the problem statement, then assess the problem statement in one paragraph. Make sure your assessment includes the specific problem sentence and whether this sentence fits the requirements for a strong problem statement as indicated in the lesson materials and resources for the week; be sure to specifically discuss why or why not.
Section 2: A one-paragraph summary of your topical area of interest
Section 3: A side-by-side (example below) presentation of problem and purpose statement sentences for your potential study, from both a theoretical (basic/fundamental-PhD) and applied (EdD and EdS) focus. Theoretical Focus
Applied Focus
First sentence of Problem Statement
First Sentence of Purpose Statement
Section 4: Your full problem statement (2-3 paragraphs) and at least the first sentence of your purpose statement.
Note: This assignment is an exercise in writing a problem statement and purpose statement. Once you get into the dissertation sequence or capstone process, be sure to follow the templates and specific directions provided for that phase of your studies.
Issues to keep in mind as you write the problem statement: Begin the first paragraph with “The problem addressed by this study is….”
Ensure that the problem statement reflects an actual and identifiable problem (i.e., not a purpose, observation, topic, solution, or assertion).
The problem should clearly identify the problem to be addressed by the study (i.e., What problem is your study going to gain insight into?).
Succinctly discuss the problem by providing evidence from current researchers (within the past 5 years) who have found through empirical inquiry its continued existence as a problem and cite those scholarly studies (these citations must be empirical evidence citing findings of the study, not author opinion of a problem) that has found evidence of the problem.
A lack of research alone is not inherently problematic. An inability to find research on your topic might indicate a need to change your focus.
. Both resources are linked in your Books and Resources for this Week
Make sure you identify: Who is impacted by the problem (e.g., individuals, organizations, industries, or society) as described by researchers in the scholarly literature? What is not known that should be known about it as described by researchers in the scholarly literature? What could the potential negative consequences be if the problem is not addressed in this study as described by past researchers in the scholarly literature? Be specific.
Length: 2-3 pages, excluding the title and reference pages.
References: This is a knowledge demonstration check and does not have a specific required number of references; please include references if they are in support of your problem statement

Read Chapter 1 of Polka and Litchka as an introduction to the study of “Superintendents and the Professional Victim Syndrome” and post your reactions. Pick 1 scenario & tell what would you have done differently to prevent the outcome?

Using the downloaded and provided M5 Curriculum Map Assignment (and template) and Bloom’s Taxonomy, The section below is already completed and uploaded as a resource. I only want the paper portion (1-2 pages) written below.
Make sure your course competencies are aligned with your program outcomes. Identify which of the program outcomes is addressed by each course competency. (Hint: You might only use 3-4 of your program outcomes you created in Module 5. While an academic program may have more than six outcomes, not every course will address every program outcome. It’s also possible you may use the same program outcome in multiple weeks.)
Ensure your competencies are measurable and include both the condition and criteria as well as the taxonomic verbs. One key component to remember: taxonomy level somewhat corresponds to level of education. At the undergraduate junior and senior levels, as well as graduate level, courses should have more course competencies at the mid-to-higher levels of Bloom’s Taxonomy.
After writing your course competencies, in a paper format discuss why you selected these particular competencies, how they align with the program outcomes, and justify why the competencies you selected are appropriate for the course level (i.e., undergraduate freshmen, sophomore, junior or senior levels, or graduate education).
The above section is already completed and uploaded as a resource. I only want the paper portion written below.
The paper portion of this assignment should be 1-2 pages, not including the references page, and follow appropriate 7th edition APA guidelines.

I have worked on this lesson plan separately and all you have to do is go through each of those lesson plans I have done separately and put them into this full one. The one you have to fill out is copy of template 5E Nass lesson plan template. To fill it out you will see the information on all of the other files I’ve attached. The section on the template engage and explore you will go to the engage and explore file attached to fill in the copy template. The explain file will give you the explain section in the template and so on. MAKE SURE YOU ARE GOING TO THOSE FILES TO GET THE INFORMATION NEEDED AND DONT USE AI
There is also two 

This Reflection Wheel is based on the Anishinaabeg Medicine Wheel as used in Michi Saagig Nishnaabeg territory. This tool was developed in collaboration with Alderville First Nation’s Elder Melody Crowe.
Antoine, A., Mason, R., Mason, R., Palahicky, S., & France, C. R. de. (2018, September 5). Indigenization, decolonization, and reconciliation. Pulling Together A Guide for Curriculum Developers. GCFLearnFree. (2019, April 30). What is critical thinking?. YouTube. https://www.youtube.com/watch?v=-eEBuqwY-nE
Smith, D., & Crowe, M. (2021, June 29). Chapter 2: Considerations for integrating indigenous content into classroom and 4 directions model. YouTube. Toulouse, P. R. (2016). Chapter 1: Indigenous Pedagogy and Classroom Considerations. In Achieving Indigenous Student Success. essay, Portage & Main Press.
Whitley, J. (2014). Supporting educational success for Aboriginal students: Identifying key influences. McGill Journal of Education, 49(1), 155–181.
The East is the direction from which we begin our learning. This is where we recognize the role of our spirit in our learning
he South is where we engage our emotional intelligence with our learning. This is where we recognize the role of our heart in our processin
The West is the place that we now purposefully use our critical thinking
he North is where we now physically respond after processing through the first three directions.