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3

To Prepare

For this revision of your purpose and problem statements, apply what you have learned from the feedback you have received, as well as the information you have learned from the required readings, web resources, and media.

By Day 7

Submit your draft.

As in previous drafts, your paper should include the following:

· Substantiated statements using evidence from research Note: Every statement must be substantiated by evidence from your research.

· One or two sentences that explain the purpose of your study Note: Connect the problem being addressed to the focus of your study.

· Demonstration of a logical flow from the preliminary problem to this (narrower) tentative purpose in your study

· Explanation of what aspect of the problem your study address (In other words, what will it accomplish?)

Find and review three scholarly sources to support your purpose.

Your newest draft of your paper should be in APA style and follow the guidelines provided in the document, “APA Course Paper Template with Advice (7th ed.)” found in the Learning Resources.

Use the template provided in the announcements, discussion board, and Doc Sharing!

Note that I often highlight the most important revisions needed in blue.

	Novice	Emerging	Proficient	Advanced	Points
	1 (10%) Fulfills minimal expectations of the assignment. Key components are not included.	1.6 (16%) Most parts of assignment are completed. Topics are not fully developed.	1.8 (18%) All parts of the assignment are completed, with fully developed topics.	2 (20%) Assignment exceeds expectations, integrating additional material, information, or both.	1.4
Adherence to Assignment Expectations	1 (10%) Assignment demonstrates minimal understanding of the course or module’s criteria.	1.6 (16%) Assignment demonstrates some understanding of the course or module’s criteria.	1.8 (18%) Assignment demonstrates a clear understanding of the course or module’s criteria.	2 (20%) Assignment demonstrates an exceptional understanding of the course or module’s criteria.	1.4
Assimilation and Synthesis of Ideas	1 (10%) Shows a minimal understanding of the assignment’s purpose.	1.6 (16%) Shows some degree of understanding of the assignment’s purpose.	1.8 (18%) Demonstrates a clear understanding of the assignment’s purpose.	2 (20%) Demonstrates a clear understanding of the assignment’s purpose as well as the intellectual ability to explore and implement key instructional concepts.	1.4
Assimilation and Synthesis of Ideas	1 (10%) Does not include specific information from course videos or required readings.	1.6 (16%) Minimally includes specific information from course videos or required readings.	1.8 (18%) Includes specific information from course videos or required readings to support major points.	2 (20%) Demonstrates exceptional inclusion of major points, using creditable sources, in addition to course videos or required readings.	1.4
Written Expression and Formatting	1 (10%) The quality of writing, APA formatting, or both are minimally acceptable for advanced graduate level work. The writing has many grammatical or mechanical errors. (1 point) The writing includes some attempt to convey ideas, but they need to be expressed more clearly and concisely.	1.6 (16%) Somewhat represents scholarly, advanced graduate-level writing. The writing shows more than a few grammatical or mechanical errors. Generally, follows APA style, but the elements of effective communication, such as an introduction and conclusion, are not included.	1.8 (18%) Work is well organized and uses mostly correct APA formatting throughout with few, if any, grammatical or mechanical errors. The elements of effective communication, such as an introduction and conclusion, are included.	2 (20%) Work represents scholarly writing in correct APA format; effective sentence variety; and clear, concise, powerful expression. The entire piece is well organized and includes an introduction and conclusion.	1.0
Total Points: 10	6.6

Name: EDDD_8003_Week6_Assignment_Rubric

Emerging New Technologies in Early Childhood Education

Lua Shanks

Doctor of E.D. Early Childhood Education

Walden University

Emerging New Technologies in Early Childhood Education Comment by Steve Wells: Audio comments: https://share.vidyard.com/watch/gHifRiwzbC9Gb7XeR2cTfF?

Background

The Early Childhood Education specialization is faced with many challenges ranging from inadequate teaching and learning resources, lack of government goodwill, and financial constraints to facilitate teaching operations. Dziuban et al. (2018) highlighted several challenges faced by Childhood education. They argued that poor teaching programs and environments for ECDE teachers are hurdles facing early childhood education. Aydin et al. (2017) also revealed that a high pupil-teacher ratio hinders the implementation of early childhood education. Therefore, there is a need to address these challenges to foster the effective implementation of childhood education. Comment by Steve Wells: You need to left justify your text. Learn how at https://www.google.com/search?q=how+to+left+justify+in+word&rlz=1C1GCEB_enUS898US898&oq=how+to+left+justify+in+Word&aqs=chrome.0.0i512j0i22i30l9.6112j0j7&sourceid=chrome&ie=UTF-8 Comment by Steve Wells: You still need to left justify the text in this paper. I am grading on this and all APA issues.

Problem Statement

Aydin et al. (2017) posited that the current generation is characterized by technophiles students who love playing video games from electronic gadgets (smartphones, iPods, or social networks. On the other hand, Huda et al. (2017) contend that the emerging technology is changing the view of education because early childhood students prefer learning from their devices, resulting in increased pressure from the government to facilitate a shift to instructions from teacher-to-learner-centered approaches. According to Aydin et al. (2017), educators are increasingly embracing new learning technologies but have low technical skills, which hamper their capacity to use the technologies. Teachers face multiple challenges in using technology successfully, which prevent effective large-scale technology implementation. Many studies only focus on technologies that support students’ learning and educational experience. As such, there is a scarcity of research that focuses specifically on technologies that can be used by teachers to facilitate successful delivery of instructions. Comment by Steve Wells: Could you please start the problem sentence with “The problem is _________” Comment by Steve Wells: You did not follow this instruction. Please do so. Comment by Steve Wells: I don’t think this material is helping you to state the research problem. What is the research problem? Comment by Steve Wells: Why do you believe this? You need to support this statement with evidence from peer-reviewed research lit. Do this in every paragraph, even if I do not mark it. :-)

Evidence Comment by Steve Wells: Lua, Please make an appointment with me. You are not following the template and it looks like you need help to understand how to form a problem statement. I usually need at least 48 hours’ notice to set up an appointment. So, please follow these instructions. Send 2-3 afternoon times when you can meet with me please include the time zone Be sure that you can be at your computer with accessible internet, in a quiet place, with no interruptions (not in your car, a classroom with students, etc.) Log-in at least 5 minutes early to get your microphone and speakers to work properly. If you cannot make it for any reason, inform me in advance so I can help another student during that time. If you cannot inform me in advance, please explain your absence to me as soon as possible. Comment by Steve Wells: You have not made an appointment with me. I would like to help you pass this class, please.

Researchers that have evaluated vocabulary learning from video indicates that when children co-view a video with their parents or direct their attention to the video and talk about stories, they? are likely to learn new vocabularies. There is less evidence to suggest word learning from video for children who are less than two years old (Samudra et al., 2019). Early research shows that video chats on a touch screen have yielded desirable results. Some studies show that mobile devices hold promise for children learning since they are interactive and apps can be tailored to meet each learner's needs (Samudra et al., 2019). However, lack of technology alignment with curriculum and instruction remains a huge hindrance to technology adoption in childhood learning. Comment by Steve Wells: Again, we don’t know what the problem is. Only state one problem clearly and concisely. Is your problem something about video? Or is it about alignment with curriculum? Or is it about instruction? Be much more precise in your writing.

Gaps in Research Comment by Steve Wells: We do not want a gap in research in the EdD program, but a gap in practice. Note for increased understanding: For both the EDD Dissertation and Project Study, the problem must be about a gap in practice as the EDD is an applied degree. A gap in practice is the difference between what is currently happening and what stakeholders would want to happen to achieve best practices. Keep in mind that a gap in the research/knowledge is not, in and of itself, a reason to conduct research. The need to address an identified gap in practice must be clear, current, and relevant to the discipline and area of practice. For an EDD Dissertation the gap in practice will be found within the research literature. If the EDD Dissertation collects data in a specific localized setting, evidence is needed to justify the use of the local setting. For a Project Study, the gap in practice is found within a local setting but it is also required to show that the problem is relevant and meaningful to the research literature found within the field/program specialization.

The education sector continues to make significant investments to bring technologies to schools. However, such technological implementations are often more learner-centric than teacher-oriented. As a result, there exists a wide practice gap with respect to adoption of such technologies to deliver instructions in early childhood educational settings. The deficit model of education negatively impacts early childhood education because it focuses on what the learners do not know rather than what they already know. Learners find it difficult to learn new things and ideas. “As a result, families are provided with isolated, decontextualized programs or activities which often add to their burden of responsibilities” (Aydin et al., 2017). The old model does not allow children to adequately interact with parents and instructors and experience events beyond early intervention programs. The emerging technology threatens the education industry, especially the interaction between students and educators. Therefore, the researchers have an overwhelming call to dig deep into the matter and determine the technological impacts on the current education generation and models to link the indigenous knowledge base with the technological requirement.

Purpose Statement

The purpose of this study is to investigate the emerging new technologies in early childhood education settings. In line with this goal, the research will explore the technologies that are utilized by educators to impart knowledge to early childhood learners. Apart from teachers, this study will also examine emerging technologies used by early education students. These goals are founded on the idea that the adoption of learning technologies in early childhood education settings remains largely unexplored by researchers. Comment by Steve Wells: This does not align with the material in the problem statement paragraph. It is unclear what your research problem is, but this does not align with what you’ve written so far.

References

Aydin, H., Ozfidan, B., & Carothers, D. (2017). Meeting the challenges of curriculum and instruction in school settings in the United States. Journal of Social Studies Education Research, 8(3), 76-92.

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International journal of educational technology in Higher education, 15(1), 1-16.

Huda, M., Jasmi, K. A., Hehsan, A., Mustari, M. I., Shahrill, M., Basiron, B., & Gassama, S. K. (2017). Empowering children with adaptive technology skills: Careful engagement in the digital ınformation age. International Electronic Journal of Elementary Education, 9(3), 693-708.

Samudra, P. G., Flynn, R. M., & Wong, K. M. (2019). Coviewing Educational Media: Does Coviewing Help Low-Income Preschoolers Learn Auditory and Audiovisual Vocabulary Associations?. AERA Open, 5(2), 2332858419853238.