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RequiresLopeswriteweek4assignment.docx
RubricCriteriaforweek4assignment.docx
RequiresLopeswriteweek4assignment.docx
Requires Lopeswrite
Assessment Description
The use of technology in the classroom mirrors the world students live in and incorporating technology in the classroom is part of preparing students for today’s digital world. Incorporating technology allows teachers to refine instructional strategies and learning activities, so they create a classroom that is inclusive of all learning styles. Technology allows students access to information, helps them share knowledge and experiences, and promotes active engagement and high expectations for everyone. Classrooms that utilize technology frequently have higher levels of collaboration, critical thinking, and creativity.
You have been asked by your school’s principal to create a professional development opportunity for teachers about the types of technology they can utilize in the classroom that will improve active student engagement and learning outcomes, increase collaborative learning, and promote self-motivation and high expectations for all students.
Scenario: You are teaching in a Title I school that includes a diverse student population. Below are the student demographics:
· 72% of the students receive free and reduced lunch.
· 85% of the student population are English language learners with 10 first languages represented.
· 19% of the student population has an Individualized Education Plan (IEP).
Create a resource for teachers at your school by using the scenario and demographics above. Choose one of the following deliverables to complete this assignment:
· 12-15 slide digital presentation, including presenter’s notes with documentation of resources and a title slide
· 500-750 word website landing page, including documentation of resources in a separate document along with the digital link
· Tri-fold brochure, including documentation of resources
Utilizing the deliverable of your choice, present the following information to educators:
· Explain why teachers should utilize technology in the classroom and how it benefits student engagement, creativity, persistence, and self-motivation.
· Provide 2-3 strategies or tools teachers can utilize to integrate technology into their lessons to increase student engagement and motivation. At least one strategy or tool should provide opportunities for students to virtually collaborate in an authentic, real-world learning experience with experts, teams, and/or other students locally and/or globally.
· Discuss how teachers can provide accessibility and equity to all students in the classroom, regardless of their setting (in-person, hybrid, or at home), with the use of technology tools, digital content, and other online learning opportunities.
· Provide at least one digital assessment tool that teachers can utilize during instruction and how they can ensure that the tool is equitable for all students.
· Address a minimum of two potential barriers students may encounter when using technology and provide a solution to each barrier. One barrier should address the topic of safe technology use in the classroom and how teachers can model and promote student management of their personal data, digital identity, and data privacy.
· Discuss how the rules and procedures in your future classroom will create experiences for students to make positive, socially responsible contributions to the environment. Describe how you will teach students to demonstrate empathy towards one another in the online environment.
· Explain how technology can be used to communicate with families about student progress, ways to support students at home, and where parents can locate online resources relevant to the classroom. Discuss how you will ensure all families have access to this information.
· Discuss why it is important to dedicate planning time to collaborate with colleagues when creating authentic learning experiences that leverage technology and provide opportunities to co-learn new digital resources and tools with students. Provide examples of how to make time for these collaboration strategies and examples of how to co-learn new technology with students.
Support your presentation with a minimum of three scholarly resources published within the last 5-7 years.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Teacher Perception of Barriers and Benefits in K-12 Technology Usage
Required
Read “Teacher Perception of Barriers and Benefits in K-12 Technology Usage,” by Carver, from The Turkish Online Journal o
... Read More
https://files.eric.ed.gov/fulltext/EJ1086185.pdf
Making Your Classroom Smart: Universal Design for Learning and Technology
Required
Read “Making Your Classroom Smart: Universal Design for Learning and Technology,” by Courtad, from In Smart Education and
... Read More
https://www.researchgate.net/profile/Carrie-Anna-Courtad-2/publication/333511303_Making_Your_Classroom_Smart_Universal_Design_for_Learning_and_Technology/links/5d079dd5299bf1f539c9ae0b/Making-Your-Classroom-Smart-Universal-Design-for-Learning-and-Technology.pdf
Explaining Technology Integration in K-12 Classrooms: A Multilevel Path Analysis Model
Required
Read “Explaining Technology Integration in K-12 Classrooms: A Multilevel Path Analysis Model,” by Liu et al., from Educat
... Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=124132211&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Effects of a Formative Assessment-Based Contextual Gaming Approach on Students’ Digital Citizenship Behaviours, Learning Motivations, and Perceptions
Required
Read “Effects of a Formative Assessment-Based Contextual Gaming Approach on Students’ Digital Citizenship Behaviours, Learnin
... Read More
https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0360131520301962?via%3Dihub
Leveraging 21st Century Learning & Technology to Create Caring Diverse Classroom Cultures
Required
Read “Leveraging 21st Century Learning & Technology to Create Caring Diverse Classroom Cultures,” by Tarbutton, from
... Read More
https://files.eric.ed.gov/fulltext/EJ1181567.pdf
Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools
Required
Read “Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools,” by Smith Canter et al., from
... Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=122431125&site=edslive&scope=site&custid=s8333196&groupid=main&profile=eds1
Different Ways of Looking at How to Use Edtech
Required
Read “Different Ways of Looking at How to Use Edtech,” by Nieves, located on the Edutopia website (2021).
https://www.edutopia.org/ar
RubricCriteriaforweek4assignment.docx
Rubric Criteria
collapse all Rubric CriteriaCollapse All
Technology and Student Engagement
8 points
Criteria Description
Technology and Student Engagement
5. Target
8 points
Explanation of why teachers should utilize technology in the classroom is exceptional and skillfully describes how it benefits student engagement, creativity, persistence, and self-motivation.
4. Acceptable
6.96 points
Explanation of why teachers should utilize technology in the classroom is solid and logically describes how it benefits student engagement, creativity, persistence, and self-motivation.
3. Approaching
5.92 points
Explanation of why teachers should utilize technology in the classroom is surface level and weakly describes how it benefits student engagement, creativity, persistence, and self-motivation.
2. Insufficient
5.52 points
Explanation of why teachers should utilize technology in the classroom is flawed and insufficiently describes how it benefits student engagement, creativity, persistence, and self-motivation.
1. No Submission
0 points
Not addressed.
Strategies or Tools to Integrate Technology
8 points
Criteria Description
Strategies or Tools to Integrate Technology
5. Target
8 points
Strategies or tools that teachers can utilize to integrate technology into the classroom to increase student engagement and motivation are novel. The strategy or tool that provides opportunities for students to virtually collaborate in an authentic, real-world learning experience with experts, teams, and/or other students locally and/or globally is innovative.
4. Acceptable
6.96 points
Strategies or tools that teachers can utilize to integrate technology into the classroom to increase student engagement and motivation are suitable. The strategy or tool that provides opportunities for students to virtually collaborate in an authentic, real-world learning experience with experts, teams, and/or other students locally and/or globally is noteworthy.
3. Approaching
5.92 points
Strategies or tools that teachers can utilize to integrate technology into the classroom to increase student engagement and motivation are artificial. The strategy or tool that provides opportunities for students to virtually collaborate in an authentic, real-world learning experience with experts, teams, and/or other students locally and/or globally is shallow.
2. Insufficient
5.52 points
Strategies or tools that teachers can utilize to integrate technology into the classroom are unrelated to increasing student engagement and motivation. The strategy or tool that provides opportunities for students to virtually collaborate in an authentic, real-world learning experience with experts, teams, and/or other students locally and/or globally is unrealistic.
1. No Submission
0 points
Not addressed.
Accessibility and Equity to All Students
8 points
Criteria Description
Accessibility and Equity to All Students
5. Target
8 points
Convincing discussion of how teachers can provide accessibility and equity to all students in the classroom, regardless of setting, with the use of technology tools, digital content, and other online learning opportunities is included.
4. Acceptable
6.96 points
Concise discussion of how teachers can provide accessibility and equity to all students in the classroom, regardless of setting, with the use of technology tools, digital content, and other online learning opportunities is included.
3. Approaching
5.92 points
Ambiguous discussion of how teachers can provide accessibility and equity to all students in the classroom, regardless of setting, with the use of technology tools, digital content, and other online learning opportunities is included.
2. Insufficient
5.52 points
Incomplete discussion of how teachers can provide accessibility and equity to all students in the classroom, regardless of setting, with the use of technology tools, digital content, and other online learning opportunities is included.
1. No Submission
0 points
Not addressed.
Digital Assessment Tool
8 points
Criteria Description
Digital Assessment Tool
5. Target
8 points
Digital assessment tool that teachers can utilize during instruction is ideal. Explanation of how the teacher can ensure the tool is equitable for all students is sophisticated.
4. Acceptable
6.96 points
Digital assessment tool that teachers can utilize during instruction is apt. Explanation of how the teacher can ensure the tool is equitable for all students is solid.
3. Approaching
5.92 points
Digital assessment tool that teachers can utilize during instruction does not demonstrate best practices. Explanation of how the teacher can ensure the tool is equitable for all students is vague.
2. Insufficient
5.52 points
Digital assessment tool that teachers can utilize during instruction is inadequate. Explanation of how the teacher can ensure the tool is equitable for all students is unintelligible.
1. No Submission
0 points
Not addressed.
Technology Barriers
8 points
Criteria Description
Technology Barriers
5. Target
8 points
Potential barriers students may encounter when using technology are insightful and solutions provided for each barrier are creative. One barrier comprehensively addresses safe technology use in the classroom and realistically explains how teachers can model and promote student management of their personal data, digital identity, and data privacy.
4. Acceptable
6.96 points
Potential barriers students may encounter when using technology are credible and solutions provided for each barrier are logical. One barrier suitably addresses safe technology use in the classroom and accurately explains how teachers can model and promote student management of their personal data, digital identity, and data privacy.
3. Approaching
5.92 points
Potential barriers students may encounter when using technology are cursory and solutions provided for each barrier are unfocused. One barrier minimally addresses safe technology use in the classroom and unclearly explains how teachers can model and promote student management of their personal data, digital identity, and data privacy.
2. Insufficient
5.52 points
Potential barriers students may encounter when using technology are unrealistic and solutions provided for each barrier are ineffective. One barrier irrelevantly addresses safe technology use in the classroom and inaccurately explains how teachers can model and promote student management of their personal data, digital identity, and data privacy.
1. No Submission
0 points
Not addressed.
Rules and Procedures
8 points
Criteria Description
Rules and Procedures
5. Target
8 points
Discussion of how rules and procedures in the classroom will create experiences for students to make positive, socially responsible contributions to the environment provides new insight. Discussion proficiently describes how students will be taught to demonstrate empathy in the online environment.
4. Acceptable
6.96 points
Discussion of how rules and procedures in the classroom will create experiences for students to make positive, socially responsible contributions to the environment is competent. Discussion successfully describes how students will be taught to demonstrate empathy in the online environment.
3. Approaching
5.92 points
Discussion of how rules and procedures in the classroom will create experiences for students to make positive, socially responsible contributions to the environment is inexplicit. Discussion minimally describes how students will be taught to demonstrate empathy in the online environment.
2. Insufficient
5.52 points
Discussion of how rules and procedures in the classroom will create experiences for students to make positive, socially responsible contributions to the environment is unintelligible. Discussion fails to describe how students will be taught to demonstrate empathy in the online environment.
1. No Submission
0 points
Not addressed.
Technology Used for Communication
8 points
Criteria Description
Technology Used for Communication
5. Target
8 points
Realistic explanation of how technology can be used to communicate with families about student progress, school-home support, and online resources relevant to the classroom is included. Explanation thoroughly discusses how all families will have access to information.
4. Acceptable
6.96 points
Sound explanation of how technology can be used to communicate with families about student progress, school-home support, and online resources relevant to the classroom is included. Explanation logically discusses how all families will have access to information.
3. Approaching
5.92 points
Weak explanation of how technology can be used to communicate with families about student progress, school-home support, and online resources relevant to the classroom is included. Explanation superficially discusses how all families will have access to information.
2. Insufficient
5.52 points
Poor explanation of how technology can be used to communicate with families about student progress, school-home support, and online resources relevant to the classroom is included. Explanation fails to discuss how all families will have access to information.
1. No Submission
0 points
Not addressed.
Dedicated Planning Time
8 points
Criteria Description
Dedicated Planning Time
5. Target
8 points
Convincing discussion of why it is important to dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology and provide opportunities to co-learn new digital resources and tools with students is included with realistic examples.
4. Acceptable
6.96 points
Significant discussion of why it is important to dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology and provide opportunities to co-learn new digital resources and tools with students is included with appropriate examples.
3. Approaching
5.92 points
Ambiguous discussion of why it is important to dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology and provide opportunities to co-learn new digital resources and tools with students is included with unclear examples.
2. Insufficient
5.52 points
Insufficient discussion of why it is important to dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology and provide opportunities to co-learn new digital resources and tools with students is included with inappropriate or unrealistic examples.
1. No Submission
0 points
Not addressed.
Organization
8 points
Criteria Description
Organization
5. Target
8 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
4. Acceptable
6.96 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
3. Approaching
5.92 points
The content is not well organized even though it provides the audience with a sense of the main idea.
2. Insufficient
5.52 points
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other.
1. No Submission
0 points
Not addressed.
Supporting Research and Documentation of Sources
4 points
Criteria Description
Uses appropriate designated style and formatting to document sources in citations and references.
5. Target
4 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Acceptable
3.48 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Approaching
2.96 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
2. Insufficient
2.76 points
Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. No Submission
0 points
Not addressed.
Mechanics of Writing
4 points
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
5. Target
4 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
4. Acceptable
3.48 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
3. Approaching
2.96 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
2. Insufficient
2.76 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
1. No Submission
0 points
Not addressed.
Total80 points
© 2024. Grand Canyon University . All Rights Reserved.
RequiresLopeswriteweek4assignment.docx
Requires Lopeswrite
Assessment Description
The use of technology in the classroom mirrors the world students live in and incorporating technology in the classroom is part of preparing students for today’s digital world. Incorporating technology allows teachers to refine instructional strategies and learning activities, so they create a classroom that is inclusive of all learning styles. Technology allows students access to information, helps them share knowledge and experiences, and promotes active engagement and high expectations for everyone. Classrooms that utilize technology frequently have higher levels of collaboration, critical thinking, and creativity.
You have been asked by your school’s principal to create a professional development opportunity for teachers about the types of technology they can utilize in the classroom that will improve active student engagement and learning outcomes, increase collaborative learning, and promote self-motivation and high expectations for all students.
Scenario: You are teaching in a Title I school that includes a diverse student population. Below are the student demographics:
· 72% of the students receive free and reduced lunch.
· 85% of the student population are English language learners with 10 first languages represented.
· 19% of the student population has an Individualized Education Plan (IEP).
Create a resource for teachers at your school by using the scenario and demographics above. Choose one of the following deliverables to complete this assignment:
· 12-15 slide digital presentation, including presenter’s notes with documentation of resources and a title slide
· 500-750 word website landing page, including documentation of resources in a separate document along with the digital link
· Tri-fold brochure, including documentation of resources
Utilizing the deliverable of your choice, present the following information to educators:
· Explain why teachers should utilize technology in the classroom and how it benefits student engagement, creativity, persistence, and self-motivation.
· Provide 2-3 strategies or tools teachers can utilize to integrate technology into their lessons to increase student engagement and motivation. At least one strategy or tool should provide opportunities for students to virtually collaborate in an authentic, real-world learning experience with experts, teams, and/or other students locally and/or globally.
· Discuss how teachers can provide accessibility and equity to all students in the classroom, regardless of their setting (in-person, hybrid, or at home), with the use of technology tools, digital content, and other online learning opportunities.
· Provide at least one digital assessment tool that teachers can utilize during instruction and how they can ensure that the tool is equitable for all students.
· Address a minimum of two potential barriers students may encounter when using technology and provide a solution to each barrier. One barrier should address the topic of safe technology use in the classroom and how teachers can model and promote student management of their personal data, digital identity, and data privacy.
· Discuss how the rules and procedures in your future classroom will create experiences for students to make positive, socially responsible contributions to the environment. Describe how you will teach students to demonstrate empathy towards one another in the online environment.
· Explain how technology can be used to communicate with families about student progress, ways to support students at home, and where parents can locate online resources relevant to the classroom. Discuss how you will ensure all families have access to this information.
· Discuss why it is important to dedicate planning time to collaborate with colleagues when creating authentic learning experiences that leverage technology and provide opportunities to co-learn new digital resources and tools with students. Provide examples of how to make time for these collaboration strategies and examples of how to co-learn new technology with students.
Support your presentation with a minimum of three scholarly resources published within the last 5-7 years.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Teacher Perception of Barriers and Benefits in K-12 Technology Usage
Required
Read “Teacher Perception of Barriers and Benefits in K-12 Technology Usage,” by Carver, from The Turkish Online Journal o
... Read More
https://files.eric.ed.gov/fulltext/EJ1086185.pdf
Making Your Classroom Smart: Universal Design for Learning and Technology
Required
Read “Making Your Classroom Smart: Universal Design for Learning and Technology,” by Courtad, from In Smart Education and
... Read More
https://www.researchgate.net/profile/Carrie-Anna-Courtad-2/publication/333511303_Making_Your_Classroom_Smart_Universal_Design_for_Learning_and_Technology/links/5d079dd5299bf1f539c9ae0b/Making-Your-Classroom-Smart-Universal-Design-for-Learning-and-Technology.pdf
Explaining Technology Integration in K-12 Classrooms: A Multilevel Path Analysis Model
Required
Read “Explaining Technology Integration in K-12 Classrooms: A Multilevel Path Analysis Model,” by Liu et al., from Educat
... Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=124132211&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Effects of a Formative Assessment-Based Contextual Gaming Approach on Students’ Digital Citizenship Behaviours, Learning Motivations, and Perceptions
Required
Read “Effects of a Formative Assessment-Based Contextual Gaming Approach on Students’ Digital Citizenship Behaviours, Learnin
... Read More
https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0360131520301962?via%3Dihub
Leveraging 21st Century Learning & Technology to Create Caring Diverse Classroom Cultures
Required
Read “Leveraging 21st Century Learning & Technology to Create Caring Diverse Classroom Cultures,” by Tarbutton, from
... Read More
https://files.eric.ed.gov/fulltext/EJ1181567.pdf
Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools
Required
Read “Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools,” by Smith Canter et al., from
... Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=122431125&site=edslive&scope=site&custid=s8333196&groupid=main&profile=eds1
Different Ways of Looking at How to Use Edtech
Required
Read “Different Ways of Looking at How to Use Edtech,” by Nieves, located on the Edutopia website (2021).
https://www.edutopia.org/ar
RubricCriteriaforweek4assignment.docx
Rubric Criteria
collapse all Rubric CriteriaCollapse All
Technology and Student Engagement
8 points
Criteria Description
Technology and Student Engagement
5. Target
8 points
Explanation of why teachers should utilize technology in the classroom is exceptional and skillfully describes how it benefits student engagement, creativity, persistence, and self-motivation.
4. Acceptable
6.96 points
Explanation of why teachers should utilize technology in the classroom is solid and logically describes how it benefits student engagement, creativity, persistence, and self-motivation.
3. Approaching
5.92 points
Explanation of why teachers should utilize technology in the classroom is surface level and weakly describes how it benefits student engagement, creativity, persistence, and self-motivation.
2. Insufficient
5.52 points
Explanation of why teachers should utilize technology in the classroom is flawed and insufficiently describes how it benefits student engagement, creativity, persistence, and self-motivation.
1. No Submission
0 points
Not addressed.
Strategies or Tools to Integrate Technology
8 points
Criteria Description
Strategies or Tools to Integrate Technology
5. Target
8 points
Strategies or tools that teachers can utilize to integrate technology into the classroom to increase student engagement and motivation are novel. The strategy or tool that provides opportunities for students to virtually collaborate in an authentic, real-world learning experience with experts, teams, and/or other students locally and/or globally is innovative.
4. Acceptable
6.96 points
Strategies or tools that teachers can utilize to integrate technology into the classroom to increase student engagement and motivation are suitable. The strategy or tool that provides opportunities for students to virtually collaborate in an authentic, real-world learning experience with experts, teams, and/or other students locally and/or globally is noteworthy.
3. Approaching
5.92 points
Strategies or tools that teachers can utilize to integrate technology into the classroom to increase student engagement and motivation are artificial. The strategy or tool that provides opportunities for students to virtually collaborate in an authentic, real-world learning experience with experts, teams, and/or other students locally and/or globally is shallow.
2. Insufficient
5.52 points
Strategies or tools that teachers can utilize to integrate technology into the classroom are unrelated to increasing student engagement and motivation. The strategy or tool that provides opportunities for students to virtually collaborate in an authentic, real-world learning experience with experts, teams, and/or other students locally and/or globally is unrealistic.
1. No Submission
0 points
Not addressed.
Accessibility and Equity to All Students
8 points
Criteria Description
Accessibility and Equity to All Students
5. Target
8 points
Convincing discussion of how teachers can provide accessibility and equity to all students in the classroom, regardless of setting, with the use of technology tools, digital content, and other online learning opportunities is included.
4. Acceptable
6.96 points
Concise discussion of how teachers can provide accessibility and equity to all students in the classroom, regardless of setting, with the use of technology tools, digital content, and other online learning opportunities is included.
3. Approaching
5.92 points
Ambiguous discussion of how teachers can provide accessibility and equity to all students in the classroom, regardless of setting, with the use of technology tools, digital content, and other online learning opportunities is included.
2. Insufficient
5.52 points
Incomplete discussion of how teachers can provide accessibility and equity to all students in the classroom, regardless of setting, with the use of technology tools, digital content, and other online learning opportunities is included.
1. No Submission
0 points
Not addressed.
Digital Assessment Tool
8 points
Criteria Description
Digital Assessment Tool
5. Target
8 points
Digital assessment tool that teachers can utilize during instruction is ideal. Explanation of how the teacher can ensure the tool is equitable for all students is sophisticated.
4. Acceptable
6.96 points
Digital assessment tool that teachers can utilize during instruction is apt. Explanation of how the teacher can ensure the tool is equitable for all students is solid.
3. Approaching
5.92 points
Digital assessment tool that teachers can utilize during instruction does not demonstrate best practices. Explanation of how the teacher can ensure the tool is equitable for all students is vague.
2. Insufficient
5.52 points
Digital assessment tool that teachers can utilize during instruction is inadequate. Explanation of how the teacher can ensure the tool is equitable for all students is unintelligible.
1. No Submission
0 points
Not addressed.
Technology Barriers
8 points
Criteria Description
Technology Barriers
5. Target
8 points
Potential barriers students may encounter when using technology are insightful and solutions provided for each barrier are creative. One barrier comprehensively addresses safe technology use in the classroom and realistically explains how teachers can model and promote student management of their personal data, digital identity, and data privacy.
4. Acceptable
6.96 points
Potential barriers students may encounter when using technology are credible and solutions provided for each barrier are logical. One barrier suitably addresses safe technology use in the classroom and accurately explains how teachers can model and promote student management of their personal data, digital identity, and data privacy.
3. Approaching
5.92 points
Potential barriers students may encounter when using technology are cursory and solutions provided for each barrier are unfocused. One barrier minimally addresses safe technology use in the classroom and unclearly explains how teachers can model and promote student management of their personal data, digital identity, and data privacy.
2. Insufficient
5.52 points
Potential barriers students may encounter when using technology are unrealistic and solutions provided for each barrier are ineffective. One barrier irrelevantly addresses safe technology use in the classroom and inaccurately explains how teachers can model and promote student management of their personal data, digital identity, and data privacy.
1. No Submission
0 points
Not addressed.
Rules and Procedures
8 points
Criteria Description
Rules and Procedures
5. Target
8 points
Discussion of how rules and procedures in the classroom will create experiences for students to make positive, socially responsible contributions to the environment provides new insight. Discussion proficiently describes how students will be taught to demonstrate empathy in the online environment.
4. Acceptable
6.96 points
Discussion of how rules and procedures in the classroom will create experiences for students to make positive, socially responsible contributions to the environment is competent. Discussion successfully describes how students will be taught to demonstrate empathy in the online environment.
3. Approaching
5.92 points
Discussion of how rules and procedures in the classroom will create experiences for students to make positive, socially responsible contributions to the environment is inexplicit. Discussion minimally describes how students will be taught to demonstrate empathy in the online environment.
2. Insufficient
5.52 points
Discussion of how rules and procedures in the classroom will create experiences for students to make positive, socially responsible contributions to the environment is unintelligible. Discussion fails to describe how students will be taught to demonstrate empathy in the online environment.
1. No Submission
0 points
Not addressed.
Technology Used for Communication
8 points
Criteria Description
Technology Used for Communication
5. Target
8 points
Realistic explanation of how technology can be used to communicate with families about student progress, school-home support, and online resources relevant to the classroom is included. Explanation thoroughly discusses how all families will have access to information.
4. Acceptable
6.96 points
Sound explanation of how technology can be used to communicate with families about student progress, school-home support, and online resources relevant to the classroom is included. Explanation logically discusses how all families will have access to information.
3. Approaching
5.92 points
Weak explanation of how technology can be used to communicate with families about student progress, school-home support, and online resources relevant to the classroom is included. Explanation superficially discusses how all families will have access to information.
2. Insufficient
5.52 points
Poor explanation of how technology can be used to communicate with families about student progress, school-home support, and online resources relevant to the classroom is included. Explanation fails to discuss how all families will have access to information.
1. No Submission
0 points
Not addressed.
Dedicated Planning Time
8 points
Criteria Description
Dedicated Planning Time
5. Target
8 points
Convincing discussion of why it is important to dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology and provide opportunities to co-learn new digital resources and tools with students is included with realistic examples.
4. Acceptable
6.96 points
Significant discussion of why it is important to dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology and provide opportunities to co-learn new digital resources and tools with students is included with appropriate examples.
3. Approaching
5.92 points
Ambiguous discussion of why it is important to dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology and provide opportunities to co-learn new digital resources and tools with students is included with unclear examples.
2. Insufficient
5.52 points
Insufficient discussion of why it is important to dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology and provide opportunities to co-learn new digital resources and tools with students is included with inappropriate or unrealistic examples.
1. No Submission
0 points
Not addressed.
Organization
8 points
Criteria Description
Organization
5. Target
8 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
4. Acceptable
6.96 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
3. Approaching
5.92 points
The content is not well organized even though it provides the audience with a sense of the main idea.
2. Insufficient
5.52 points
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other.
1. No Submission
0 points
Not addressed.
Supporting Research and Documentation of Sources
4 points
Criteria Description
Uses appropriate designated style and formatting to document sources in citations and references.
5. Target
4 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Acceptable
3.48 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Approaching
2.96 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
2. Insufficient
2.76 points
Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. No Submission
0 points
Not addressed.
Mechanics of Writing
4 points
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
5. Target
4 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
4. Acceptable
3.48 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
3. Approaching
2.96 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
2. Insufficient
2.76 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
1. No Submission
0 points
Not addressed.
Total80 points
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