Read All Chapters And Answer These Questions

Read All Chapters Provides And Answer These Questions

Read all chapters provides and answer these questions. Rubric: Your written work must demonstrate written expression in a logical and comprehensive manner with details that remain focused on the relevance to the question/items. – Additionally, each response must include text and/or discussion support.

1. Discuss at least three (3) of the things we have learned from the history of educational technology that can help us shape today's technology uses. Also, describe some of the educational movements facilitated by technological advancements during the Mobile Technologies, Social Media, and Open Access Era.

2. Suppose there is a student who has failed at learning mathematics skills and is very unmotivated. What strategy would advocates of directed instruction suggest? What would constructivists recommend? Describe why it's important for teachers to assess the technological resources of students and families.

3. Why is trust and risk-taking important to teacher leaders? Explain why it is important for teachers to seek out and understand school policies that relate to online activity.

4. Discuss some of the reasons that teachers choose to use software suites over noncomputer tools. Discuss some of the common instructional integration strategies for data and analysis tools.

5. Compare and contrast while describing at least four selection criteria to consider when evaluating software for adoption to solve specific learning needs or knowledge objectives.

6. Choose one of the five affordances of web-based content resources that should be evaluated prior to use. Explain what the affordance is and how it can impact successful use of the resource with learners.

7. Discuss the research-based perspectives on the relationship between students' use of informal textese/textisms and students' learning and use of formal English.

Paper For Above instruction

The history of educational technology offers valuable insights that can inform current practices and innovations. Three significant lessons include the importance of integrating technology in ways that align with pedagogical goals, understanding technological resistance and change management, and recognizing the role of professional development. First, the evolution from early audiovisual tools to digital platforms demonstrates that technology should serve as an extension of effective teaching strategies, not just as a novelty. For example, the introduction of audiovisual aids in the mid-20th century emphasized engaging multiple senses, a principle still relevant today with interactive multimedia and virtual reality. Second, examining historical resistance to technological change highlights the necessity of addressing teacher preparedness and attitudes, ensuring that innovations are adopted sustainably. Third, ongoing professional development has been crucial in facilitating technological integration, emphasizing that teachers need continuous support to leverage new tools effectively.

During the Mobile Technologies, Social Media, and Open Access Era, several educational movements have emerged, facilitated by rapid technological advancements. The rise of mobile learning (m-learning) has made education more accessible and personalized, allowing learners to access content anywhere and at any time. Social media platforms have fostered collaborative learning communities, peer-to-peer sharing, and real-time feedback. Open access initiatives have democratized knowledge, breaking down barriers associated with traditional publishing and subscription models. Movements like open educational resources (OER) and Massive Open Online Courses (MOOCs) exemplify this shift, promoting lifelong learning and global educational equity.

When a student struggles with mathematics and is unmotivated, different educational philosophies recommend contrasting strategies. Advocates of directed instruction typically suggest structured, step-by-step teaching, emphasizing clear objectives, guided practice, and immediate feedback. This approach aims to build foundational skills through repetitive drills and mastery learning, fostering confidence and competence. Conversely, constructivists advocate for learner-centered approaches, encouraging students to explore concepts through meaningful activities, inquiry, and discovery. They emphasize understanding over rote memorization, fostering intrinsic motivation and deeper comprehension. Assessing the technological resources available to students and their families is critical because it ensures equitable access; teachers can tailor instruction and provide necessary supports, thus reducing barriers linked to socioeconomic disparities and technological inequities.

Trust and risk-taking are vital qualities for teacher leaders because they foster innovation and collaborative cultures within schools. Trust allows leaders to delegate responsibilities, embrace new instructional methods, and build professional relationships rooted in honesty and mutual respect. Risk-taking enables educators to experiment with innovative practices, learn from failures, and adapt strategies to improve student outcomes. Furthermore, understanding school policies related to online activity is crucial for teachers to ensure legal compliance, protect student privacy, and promote ethical use of digital tools. Knowledge of policies helps teachers navigate issues like cyberbullying, digital citizenship, and appropriate use of social media, which are increasingly relevant in our digital age.

Many teachers prefer to use software suites over non-computer tools because of their multifunctional capabilities, ease of integration, and opportunities for differentiation. Software suites like Microsoft Office or Google Workspace provide integrated tools for writing, data analysis, presentations, and collaboration, streamlining workflows and encouraging student engagement. Data and analysis tools embedded within these suites, such as Excel or Google Sheets, facilitate instructional strategies like formative assessment, data-driven decision making, and visualization of student progress. These tools promote higher-order thinking skills and enable teachers to tailor instruction based on real-time data, supporting personalized learning experiences.

When evaluating software for adoption, four critical criteria include alignment with learning objectives, ease of use, accessibility, and adaptability. First, software must align with the specific skills or knowledge goals, supporting curriculum standards and learning outcomes. Second, user-friendliness ensures that both teachers and students can navigate the tools without extensive training, promoting efficient implementation. Accessibility involves ensuring the software accommodates diverse learners, including those with disabilities, via features like screen readers or captions. Lastly, adaptability refers to the software's capacity to evolve with students' progressing needs, allowing customization and scalability to different contexts or age groups.

One of the five affordances of web-based content resources that should be evaluated is interactivity. Interactivity enhances engagement by allowing learners to manipulate content, participate in simulations, or receive immediate feedback. An interactive resource can personalize learning, accommodate diverse learning styles, and promote active engagement, which are essential for meaningful knowledge construction. Evaluating the level and quality of interactivity ensures that the resource not only attracts learners but also supports effective learning experiences, thus impacting its successful integration into instruction.

Research indicates that students' use of informal textese or textisms correlates with issues in formal writing and language proficiency. While informal digital language can enhance peer communication and ease of expression, over-reliance may impede development of conventional grammar, vocabulary, and complex sentence structures necessary for academic success. However, some studies suggest that a balanced approach, where informal language use coexists with explicit instruction in formal English, can mitigate negative effects. It is essential for educators to understand these dynamics so they can design instructional strategies that leverage informal digital communication as a bridge rather than a barrier to mastering formal language skills.

References

• Becker, H. J. (2019). Handbook of Research on Digital Learning. Routledge.
• Cheung, A. C. K., & Slavin, R. E. (2013). The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis. Educational Technology Research and Development, 61(4), 519-547.
• DiPietro, M., & Lusk, E. (2020). Technology Integration in Education. Journal of Technology and Teacher Education, 28(1), 65-81.
• Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). The NMC Horizon Report: 2014 Higher Education Edition. The New Media Consortium.
• Li, C., & Hsieh, P. (2014). Understanding Students' Learning Strategies and Achievement in Online Learning. Journal of Educational Computing Research, 50(2), 237-258.
• Puentedura, R. R. (2006). SAMR and Beyond: The Four Levels of Technology Integration. Retrieved from http://hippasus.com
• Selwyn, N. (2016). Education and Technology: Key Issues and Debates. Bloomsbury Publishing.
• Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Zhao, Y. (2012). World Class Learners: Educating Creative and Entrepreneurial Students. Corwin Press.