Integration of Technology in Instruction and Assessment
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Week 5 Discussion
Integration of technology in instruction and assessment
No unread replies. No replies.
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
This discussion is an opportunity for you to evaluate how the purposeful integration of technology in instruction and assessment supports student acquisition of 21st-century skills and more importantly career and technical education (CTE). In the past few weeks, you have had the opportunity to consider the inclusion of technology in teaching and learning as well as the principles of UDL in practice. Now, we consider how UDL supports the acquisition of 21st-century skills as these relate to career and technical education. To prepare your response for this discussion, you will review Chapter 5 from the Edyburn text (2013), the 21st-century skills document, and the ACTE website section on career and technical education (Links to an external site.) and then evaluate them in relation to the principles of UDL. As always, reviewing the Instructor Guidance for the week is strongly encouraged for intellectual elaboration on the topics for the week and additional assistance for all assessments.
When contemplating 21st-century skills (Links to an external site.) , associations must be made with respect to creativity, critical thinking, problem solving and metacognition and a host of relevant life skills. Keeping in mind your knowledge gained thus far on UDL and 21st century skills (Links to an external site.) . You will review three sources to inform your initial response to the discussion including the ACTE website on (Links to an external site.) career and technical education (Links to an external site.) (CTE), a short video by Inside Schools titled High School: What is Career and Technical Education? (Links to an external site.) , and your own states Department of Education website or local school district website, specifically, information pertaining to Career and Technical Education (CTE).
Initial Post: Create an initial response that addresses the following areas.
Analyze in a paragraph Career and Technical Education (CTE) by giving a succinct summary of your understanding of this area of education.
Evaluate in a paragraph how the principles of UDL (representation, action and expression and engagement) support career and technical education. Each principle should be evaluated as you discuss how UDL supports CTE.
Summarize in a paragraph the relationship between the goals of CTE, learner motivation, and acquisition of 21st-century skills (critical thinking, communication, creativity, and collaboration). Be sure to use evidence from the readings and/or outside sources to support your summary.
Describe in a paragraph, or by using a table or some other visual, what you learned by reviewing your states Department of Education webpage on CTE and/or your local school districts utilization of CTE.
Guided Response: Respond to at least two peers. In responses, evaluate how your understanding of 21st-century skills, UDL and career and technical education is either in concert with or contrasts from the discussion presented by your peers. Paying close attention to the evaluation they presented on how UDL can be incorporated to support career and technology education. Again, although two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you to further the conversation. The continued conversation provides you with opportunities to further demonstrate your content expertise, critical thinking, and real world experiences with the topics of career and technical education and UDL.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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