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  • [Solved] question assigment

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    – ## 650HQWG.docx – EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx **## 650HQWG.docx** Please complete the assignment by answering the following Baseline Survey questions in a **MS Word document format (.doc or .docx):** 1. Rate your current knowledge on the Rubric for Effective Teach…

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    Assignment Prompt & Instructions

    – ## 650HQWG.docx

    – EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx

    **## 650HQWG.docx**

    Please complete the assignment by answering the following Baseline Survey questions in a
    **MS Word document format (.doc or .docx):**

    1. Rate your current knowledge on the Rubric for Effective Teacher Technology Use. See the attached document:

    [johnson_rubric.pdf](https://touro.instructure.com/courses/150070/files/12192331?wrap=1) [Download johnson_rubric.pdf](https://touro.instructure.com/courses/150070/files/12192331/download?download_frd=1)

    [Johnson_Rubric_Editable.docx](https://touro.instructure.com/courses/150070/files/12288610?wrap=1) [Download Johnson_Rubric_Editable.docx](https://touro.instructure.com/courses/150070/files/12288610/download?download_frd=1)

    You can download word document, highlight your level for each domain, save and upload back to the assignment.

    2. Describe your most effective classroom experience, as a teacher, observer, or student, with the following technologies:

    · communication

    · information

    · assistive

    3. What questions do you have about using technologies to support learning and teaching?

    Submit your work by clicking on the title of the assignment.

    **Baseline Survey Rubric -02-2021**

    | | | |
    | — | — | — |
    | Baseline Survey Rubric -02-2021 |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent | **3 ptsAdvanced** Each of the 3 questions is thoughtfully addressed in a response of 60 – 100 words.<br> <br>**2 ptsProficient** Each of the 3 questions is thoughtfully addressed in a response of 50 – 75 words.<br> <br>**1 ptsNovice** Each of the 3 questions is addressed in a response of 25 – 50 words. | 3 pts |
    | This criterion is linked to a Learning OutcomeGrammar & Mechanics | **3 ptsAdvanced** Assignment contains 2 or fewer errors.<br> <br>**2 ptsProficient** Assignment contains 3 – 5 errors.<br> <br>**1 ptsNovice** Assignment contains 6 or more errors. | 3 pts |
    | This criterion is linked to a Learning OutcomePunctuality | **3 ptsAdvanced** Assignment is submitted by the day of Session 1.<br> <br>**2 ptsProficient** Assignment is submitted one calendar-day late.<br> <br>**1 ptsNovice** Assignment is submitted two or more calendar-days late. | 3 pts |

    Total Points: 9

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-251-docx-10347989)

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-251-docx-10347989)

    **## 650HQWG.docx**

    Please complete the assignment by answering the following Baseline Survey questions in a
    **MS Word document format (.doc or .docx):**

    1. Rate your current knowledge on the Rubric for Effective Teacher Technology Use. See the attached document:

    [johnson_rubric.pdf](https://touro.instructure.com/courses/150070/files/12192331?wrap=1) [Download johnson_rubric.pdf](https://touro.instructure.com/courses/150070/files/12192331/download?download_frd=1)

    [Johnson_Rubric_Editable.docx](https://touro.instructure.com/courses/150070/files/12288610?wrap=1) [Download Johnson_Rubric_Editable.docx](https://touro.instructure.com/courses/150070/files/12288610/download?download_frd=1)

    You can download word document, highlight your level for each domain, save and upload back to the assignment.

    2. Describe your most effective classroom experience, as a teacher, observer, or student, with the following technologies:

    · communication

    · information

    · assistive

    3. What questions do you have about using technologies to support learning and teaching?

    Submit your work by clicking on the title of the assignment.

    **Baseline Survey Rubric -02-2021**

    | | | |
    | — | — | — |
    | Baseline Survey Rubric -02-2021 |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent | **3 ptsAdvanced** Each of the 3 questions is thoughtfully addressed in a response of 60 – 100 words.<br> <br>**2 ptsProficient** Each of the 3 questions is thoughtfully addressed in a response of 50 – 75 words.<br> <br>**1 ptsNovice** Each of the 3 questions is addressed in a response of 25 – 50 words. | 3 pts |
    | This criterion is linked to a Learning OutcomeGrammar & Mechanics | **3 ptsAdvanced** Assignment contains 2 or fewer errors.<br> <br>**2 ptsProficient** Assignment contains 3 – 5 errors.<br> <br>**1 ptsNovice** Assignment contains 6 or more errors. | 3 pts |
    | This criterion is linked to a Learning OutcomePunctuality | **3 ptsAdvanced** Assignment is submitted by the day of Session 1.<br> <br>**2 ptsProficient** Assignment is submitted one calendar-day late.<br> <br>**1 ptsNovice** Assignment is submitted two or more calendar-days late. | 3 pts |

    Total Points: 9

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-251-docx-10347989)

    **## 650HQWG.docx**

    Please complete the assignment by answering the following Baseline Survey questions in a
    **MS Word document format (.doc or .docx):**

    1. Rate your current knowledge on the Rubric for Effective Teacher Technology Use. See the attached document:

    [johnson_rubric.pdf](https://touro.instructure.com/courses/150070/files/12192331?wrap=1) [Download johnson_rubric.pdf](https://touro.instructure.com/courses/150070/files/12192331/download?download_frd=1)

    [Johnson_Rubric_Editable.docx](https://touro.instructure.com/courses/150070/files/12288610?wrap=1) [Download Johnson_Rubric_Editable.docx](https://touro.instructure.com/courses/150070/files/12288610/download?download_frd=1)

    You can download word document, highlight your level for each domain, save and upload back to the assignment.

    2. Describe your most effective classroom experience, as a teacher, observer, or student, with the following technologies:

    · communication

    · information

    · assistive

    3. What questions do you have about using technologies to support learning and teaching?

    Submit your work by clicking on the title of the assignment.

    **Baseline Survey Rubric -02-2021**

    | | | |
    | — | — | — |
    | Baseline Survey Rubric -02-2021 |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent | **3 ptsAdvanced** Each of the 3 questions is thoughtfully addressed in a response of 60 – 100 words.<br> <br>**2 ptsProficient** Each of the 3 questions is thoughtfully addressed in a response of 50 – 75 words.<br> <br>**1 ptsNovice** Each of the 3 questions is addressed in a response of 25 – 50 words. | 3 pts |
    | This criterion is linked to a Learning OutcomeGrammar & Mechanics | **3 ptsAdvanced** Assignment contains 2 or fewer errors.<br> <br>**2 ptsProficient** Assignment contains 3 – 5 errors.<br> <br>**1 ptsNovice** Assignment contains 6 or more errors. | 3 pts |
    | This criterion is linked to a Learning OutcomePunctuality | **3 ptsAdvanced** Assignment is submitted by the day of Session 1.<br> <br>**2 ptsProficient** Assignment is submitted one calendar-day late.<br> <br>**1 ptsNovice** Assignment is submitted two or more calendar-days late. | 3 pts |

    Total Points: 9

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-251-docx-10347989)

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  • [Solved] question assigment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## 650Module2Discussion.docx – EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx **## 650Module2Discussion.docx** 650 Module 2 Discussion: Introduction to Educational Technology Discussion Topic: Module 2 Discussion: Introduction to Educational TechnologyModule 2 Discussion: Introduction…

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    Assignment Prompt & Instructions

    – ## 650Module2Discussion.docx

    – EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx

    **## 650Module2Discussion.docx**

    650 Module 2 Discussion: Introduction to Educational Technology

    Discussion Topic: Module 2 Discussion: Introduction to Educational TechnologyModule 2 Discussion: Introduction to Educational Technology

    **Module 2 Discussion:**

    **Directions:** Post your initial response, within in 1-2 days from the session start, and post 2 to 3 responses before the end of the session.

    1. Using examples from the texts identify 3 of your current practices that can be improved through the use of technology. How do you believe these practices will affect student learning and engagement in your class?

    2.  If you already are adept at utilizing educational technology please identify 3 practices from the text you currently employ and their effect on learning and engagement.

    3. Describe the unit you're going to design on your digital classroom. Be sure to identify the
    [learning standardsLinks to an external site.](http://www.nysed.gov/next-generation-learning-standards) addressed and the content/topics you'd like to cover. This unit can be tailored for the age/grade level of your choice. Next module, you will create an assignment that falls into this unit.

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-25-docx)

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-25-docx)

    **## 650Module2Discussion.docx**

    650 Module 2 Discussion: Introduction to Educational Technology

    Discussion Topic: Module 2 Discussion: Introduction to Educational TechnologyModule 2 Discussion: Introduction to Educational Technology

    **Module 2 Discussion:**

    **Directions:** Post your initial response, within in 1-2 days from the session start, and post 2 to 3 responses before the end of the session.

    1. Using examples from the texts identify 3 of your current practices that can be improved through the use of technology. How do you believe these practices will affect student learning and engagement in your class?

    2.  If you already are adept at utilizing educational technology please identify 3 practices from the text you currently employ and their effect on learning and engagement.

    3. Describe the unit you're going to design on your digital classroom. Be sure to identify the
    [learning standardsLinks to an external site.](http://www.nysed.gov/next-generation-learning-standards) addressed and the content/topics you'd like to cover. This unit can be tailored for the age/grade level of your choice. Next module, you will create an assignment that falls into this unit.

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-25-docx)

    **## 650Module2Discussion.docx**

    650 Module 2 Discussion: Introduction to Educational Technology

    Discussion Topic: Module 2 Discussion: Introduction to Educational TechnologyModule 2 Discussion: Introduction to Educational Technology

    **Module 2 Discussion:**

    **Directions:** Post your initial response, within in 1-2 days from the session start, and post 2 to 3 responses before the end of the session.

    1. Using examples from the texts identify 3 of your current practices that can be improved through the use of technology. How do you believe these practices will affect student learning and engagement in your class?

    2.  If you already are adept at utilizing educational technology please identify 3 practices from the text you currently employ and their effect on learning and engagement.

    3. Describe the unit you're going to design on your digital classroom. Be sure to identify the
    [learning standardsLinks to an external site.](http://www.nysed.gov/next-generation-learning-standards) addressed and the content/topics you'd like to cover. This unit can be tailored for the age/grade level of your choice. Next module, you will create an assignment that falls into this unit.

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-25-docx)

    – 1
    – 2

  • [Solved] question assigment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Module2InitialLMSDigitalClassroom.docx – EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx **## Module2InitialLMSDigitalClassroom.docx** 650 Module 2: Initial LMS Digital Classroom The culminating project for this course is to create an interactive, fully-functioning digital classroo…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## Module2InitialLMSDigitalClassroom.docx

    – EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx

    **## Module2InitialLMSDigitalClassroom.docx**

    650 Module 2: Initial LMS Digital Classroom

    The culminating project for this course is to create an interactive, fully-functioning digital classroom on a learning management system (Google Classroom). Over the course of the semester, you will create learning activities using various educational technology tools. The activities you create will be aligned with a particular concept or topic you’d like to cover in a unit. All activities will be linked to your digital classroom. As the final project, you will submit your complete digital classroom.

    _This assignment is a digital collection of the educational websites, educational games, audio-visual technologies, mini-assignments, and artifacts from each of the modules from this course._

    _Part 1: Initial Digital Classroom (Due Module 2)_

    The following are the requirements, with examples, of the elements your
    _Assignment 3: Part 1: Initial Digital Classroom_ must contain, including:

    · Welcome message to students including:

    1. An autobiographical paragraph

    2. Information on how to contact you (you may use Touro information or other contact information if you’d prefer)

    3. An icebreaker or question prompt for students

    · Description of the Unit of Study including:

    1. A short synopsis of the content area/topic you’ll be covering as a class (feel free to use
    [this template](https://touro.instructure.com/courses/150070/files/12192329?wrap=1) [Download this template](https://touro.instructure.com/courses/150070/files/12192329/download?download_frd=1))

    2. Clear learning objectives based in
    [state standards.Links to an external site.](http://www.nysed.gov/next-generation-learning-standards) Ensure that you
    [write measurable objectivesLinks to an external site.](https://teachonline.asu.edu/2012/07/writing-measurable-learning-objectives/)– don’t worry, we’ll revisit these later in the semester.

    _Technical Support_

    | | |
    | — | — |
    | **Add Assignments to Google Classroom** | [https://support.google.com/edu/classroom/answer/6020265?co=GENIE.Platform%3DDesktop&hl=enLinks to an external site.](https://support.google.com/edu/classroom/answer/6020265?co=GENIE.Platform%3DDesktop&hl=en) |
    | | |
    | **General Google Classroom Support** | [https://edu.google.com/teacher-center/products/classroom/Links to an external site.](https://edu.google.com/teacher-center/products/classroom/) |

    **Assignment 3: Part 1: Initial LMS Digital Classroom Grading Rubric**

    | | | |
    | — | — | — |
    | Assignment 3: Part 1: Initial LMS Digital Classroom Grading Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeWeb Address | **3 ptsAdvanced** URL created and material is viewable by the instructor.<br> <br>**0 ptsNo Marks** | 3 pts |
    | This criterion is linked to a Learning OutcomeWelcome Message | **3 ptsAdvanced** The welcome includes all 3 of the following: • An autobiographical paragraph • Information on how to contact you • An icebreaker or question prompt for students<br> <br>**2 ptsProficient** The welcome message includes 2 of the following: • An autobiographical paragraph • Information on how to contact you • An icebreaker or question prompt for students<br> <br>**1 ptsNovice** The welcome message includes 1 of the following: • An autobiographical paragraph • Information on how to contact you • An icebreaker or question prompt for students | 3 pts |
    | This criterion is linked to a Learning OutcomeUnit Description | **3 ptsAdvanced** Unit is clearly and concisely described.<br> <br>**2 ptsProficient** Unit is clearly or concisely described.<br> <br>**1 ptsNovice** Unit is neither clearly nor concisely defined. | 3 pts |
    | This criterion is linked to a Learning OutcomeLearning Objectives | **3 ptsAdvanced** Learning objectives meet all four of the below qualifications: • Grade and age-level appropriate • Aligned with state standards (state standard is listed) • Measurable • On the top four levels of Bloom’s Taxonomy<br> <br>**2 ptsProficient** Learning objectives meet three of the below qualifications: • Grade and age-level appropriate • Aligned with state standards (state standard is listed) • Measurable • On the top four levels of Bloom’s Taxonomy<br> <br>**1 ptsNovice** Learning objectives meet two or less of the below qualifications: • Grade and age-level appropriate • Aligned with state standards (state standard is listed) • Measurable • On the top four levels of Bloom’s Taxonomy | 3 pts |
    | This criterion is linked to a Learning OutcomeGrammar and Mechanics | **3 ptsAdvanced** 5 or fewer errors throughout digital classroom<br> <br>**2 ptsProficient** 6 to 10 errors throughout digital classroom<br> <br>**1 ptsNovice** 11 or more errors throughout digital classroom | 3 pts |

    Total Points: 15

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-251-docx-10348021)

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-251-docx-10348021)

    **## Module2InitialLMSDigitalClassroom.docx**

    650 Module 2: Initial LMS Digital Classroom

    The culminating project for this course is to create an interactive, fully-functioning digital classroom on a learning management system (Google Classroom). Over the course of the semester, you will create learning activities using various educational technology tools. The activities you create will be aligned with a particular concept or topic you’d like to cover in a unit. All activities will be linked to your digital classroom. As the final project, you will submit your complete digital classroom.

    _This assignment is a digital collection of the educational websites, educational games, audio-visual technologies, mini-assignments, and artifacts from each of the modules from this course._

    _Part 1: Initial Digital Classroom (Due Module 2)_

    The following are the requirements, with examples, of the elements your
    _Assignment 3: Part 1: Initial Digital Classroom_ must contain, including:

    · Welcome message to students including:

    1. An autobiographical paragraph

    2. Information on how to contact you (you may use Touro information or other contact information if you’d prefer)

    3. An icebreaker or question prompt for students

    · Description of the Unit of Study including:

    1. A short synopsis of the content area/topic you’ll be covering as a class (feel free to use
    [this template](https://touro.instructure.com/courses/150070/files/12192329?wrap=1) [Download this template](https://touro.instructure.com/courses/150070/files/12192329/download?download_frd=1))

    2. Clear learning objectives based in
    [state standards.Links to an external site.](http://www.nysed.gov/next-generation-learning-standards) Ensure that you
    [write measurable objectivesLinks to an external site.](https://teachonline.asu.edu/2012/07/writing-measurable-learning-objectives/)– don’t worry, we’ll revisit these later in the semester.

    _Technical Support_

    | | |
    | — | — |
    | **Add Assignments to Google Classroom** | [https://support.google.com/edu/classroom/answer/6020265?co=GENIE.Platform%3DDesktop&hl=enLinks to an external site.](https://support.google.com/edu/classroom/answer/6020265?co=GENIE.Platform%3DDesktop&hl=en) |
    | | |
    | **General Google Classroom Support** | [https://edu.google.com/teacher-center/products/classroom/Links to an external site.](https://edu.google.com/teacher-center/products/classroom/) |

    **Assignment 3: Part 1: Initial LMS Digital Classroom Grading Rubric**

    | | | |
    | — | — | — |
    | Assignment 3: Part 1: Initial LMS Digital Classroom Grading Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeWeb Address | **3 ptsAdvanced** URL created and material is viewable by the instructor.<br> <br>**0 ptsNo Marks** | 3 pts |
    | This criterion is linked to a Learning OutcomeWelcome Message | **3 ptsAdvanced** The welcome includes all 3 of the following: • An autobiographical paragraph • Information on how to contact you • An icebreaker or question prompt for students<br> <br>**2 ptsProficient** The welcome message includes 2 of the following: • An autobiographical paragraph • Information on how to contact you • An icebreaker or question prompt for students<br> <br>**1 ptsNovice** The welcome message includes 1 of the following: • An autobiographical paragraph • Information on how to contact you • An icebreaker or question prompt for students | 3 pts |
    | This criterion is linked to a Learning OutcomeUnit Description | **3 ptsAdvanced** Unit is clearly and concisely described.<br> <br>**2 ptsProficient** Unit is clearly or concisely described.<br> <br>**1 ptsNovice** Unit is neither clearly nor concisely defined. | 3 pts |
    | This criterion is linked to a Learning OutcomeLearning Objectives | **3 ptsAdvanced** Learning objectives meet all four of the below qualifications: • Grade and age-level appropriate • Aligned with state standards (state standard is listed) • Measurable • On the top four levels of Bloom’s Taxonomy<br> <br>**2 ptsProficient** Learning objectives meet three of the below qualifications: • Grade and age-level appropriate • Aligned with state standards (state standard is listed) • Measurable • On the top four levels of Bloom’s Taxonomy<br> <br>**1 ptsNovice** Learning objectives meet two or less of the below qualifications: • Grade and age-level appropriate • Aligned with state standards (state standard is listed) • Measurable • On the top four levels of Bloom’s Taxonomy | 3 pts |
    | This criterion is linked to a Learning OutcomeGrammar and Mechanics | **3 ptsAdvanced** 5 or fewer errors throughout digital classroom<br> <br>**2 ptsProficient** 6 to 10 errors throughout digital classroom<br> <br>**1 ptsNovice** 11 or more errors throughout digital classroom | 3 pts |

    Total Points: 15

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-251-docx-10348021)

    **## Module2InitialLMSDigitalClassroom.docx**

    650 Module 2: Initial LMS Digital Classroom

    The culminating project for this course is to create an interactive, fully-functioning digital classroom on a learning management system (Google Classroom). Over the course of the semester, you will create learning activities using various educational technology tools. The activities you create will be aligned with a particular concept or topic you’d like to cover in a unit. All activities will be linked to your digital classroom. As the final project, you will submit your complete digital classroom.

    _This assignment is a digital collection of the educational websites, educational games, audio-visual technologies, mini-assignments, and artifacts from each of the modules from this course._

    _Part 1: Initial Digital Classroom (Due Module 2)_

    The following are the requirements, with examples, of the elements your
    _Assignment 3: Part 1: Initial Digital Classroom_ must contain, including:

    · Welcome message to students including:

    1. An autobiographical paragraph

    2. Information on how to contact you (you may use Touro information or other contact information if you’d prefer)

    3. An icebreaker or question prompt for students

    · Description of the Unit of Study including:

    1. A short synopsis of the content area/topic you’ll be covering as a class (feel free to use
    [this template](https://touro.instructure.com/courses/150070/files/12192329?wrap=1) [Download this template](https://touro.instructure.com/courses/150070/files/12192329/download?download_frd=1))

    2. Clear learning objectives based in
    [state standards.Links to an external site.](http://www.nysed.gov/next-generation-learning-standards) Ensure that you
    [write measurable objectivesLinks to an external site.](https://teachonline.asu.edu/2012/07/writing-measurable-learning-objectives/)– don’t worry, we’ll revisit these later in the semester.

    _Technical Support_

    | | |
    | — | — |
    | **Add Assignments to Google Classroom** | [https://support.google.com/edu/classroom/answer/6020265?co=GENIE.Platform%3DDesktop&hl=enLinks to an external site.](https://support.google.com/edu/classroom/answer/6020265?co=GENIE.Platform%3DDesktop&hl=en) |
    | | |
    | **General Google Classroom Support** | [https://edu.google.com/teacher-center/products/classroom/Links to an external site.](https://edu.google.com/teacher-center/products/classroom/) |

    **Assignment 3: Part 1: Initial LMS Digital Classroom Grading Rubric**

    | | | |
    | — | — | — |
    | Assignment 3: Part 1: Initial LMS Digital Classroom Grading Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeWeb Address | **3 ptsAdvanced** URL created and material is viewable by the instructor.<br> <br>**0 ptsNo Marks** | 3 pts |
    | This criterion is linked to a Learning OutcomeWelcome Message | **3 ptsAdvanced** The welcome includes all 3 of the following: • An autobiographical paragraph • Information on how to contact you • An icebreaker or question prompt for students<br> <br>**2 ptsProficient** The welcome message includes 2 of the following: • An autobiographical paragraph • Information on how to contact you • An icebreaker or question prompt for students<br> <br>**1 ptsNovice** The welcome message includes 1 of the following: • An autobiographical paragraph • Information on how to contact you • An icebreaker or question prompt for students | 3 pts |
    | This criterion is linked to a Learning OutcomeUnit Description | **3 ptsAdvanced** Unit is clearly and concisely described.<br> <br>**2 ptsProficient** Unit is clearly or concisely described.<br> <br>**1 ptsNovice** Unit is neither clearly nor concisely defined. | 3 pts |
    | This criterion is linked to a Learning OutcomeLearning Objectives | **3 ptsAdvanced** Learning objectives meet all four of the below qualifications: • Grade and age-level appropriate • Aligned with state standards (state standard is listed) • Measurable • On the top four levels of Bloom’s Taxonomy<br> <br>**2 ptsProficient** Learning objectives meet three of the below qualifications: • Grade and age-level appropriate • Aligned with state standards (state standard is listed) • Measurable • On the top four levels of Bloom’s Taxonomy<br> <br>**1 ptsNovice** Learning objectives meet two or less of the below qualifications: • Grade and age-level appropriate • Aligned with state standards (state standard is listed) • Measurable • On the top four levels of Bloom’s Taxonomy | 3 pts |
    | This criterion is linked to a Learning OutcomeGrammar and Mechanics | **3 ptsAdvanced** 5 or fewer errors throughout digital classroom<br> <br>**2 ptsProficient** 6 to 10 errors throughout digital classroom<br> <br>**1 ptsNovice** 11 or more errors throughout digital classroom | 3 pts |

    Total Points: 15

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx**

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    – ## 650DiscussionTopicModule3.docx – EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx **## 650DiscussionTopicModule3.docx** 650 Discussion Topic **: Module 3** Discussion: Assistive TechnologyModule 3 Discussion: Assistive Technology **Module 3 Discussion:** **Directions:** Post your ini…

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    – ## 650DiscussionTopicModule3.docx

    – EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx

    **## 650DiscussionTopicModule3.docx**

    650 Discussion Topic
    **: Module 3** Discussion: Assistive TechnologyModule 3 Discussion: Assistive Technology

    **Module 3 Discussion:**

    **Directions:** Post your initial response within in 1-2 days from the module start, and post 2 to 3 responses before the end of the module.

    **Discussion Session 3:**

    1. Which 4 assistive technology features, built into the iPad, help increase learner independence? Provide 2 examples where these features can be implemented in your future or current  classroom.

    2. Which assistive technology software or tools help increase student access to materials? How would you implement one of these tools in your physical classroom? In your digital classroom?

    3. How might leveraging the UDL framework support students in accessing instructional materials? What is one UDL strategy you’d like to implement in your classroom?

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-25-docx-10348039)

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    **## 650DiscussionTopicModule3.docx**

    650 Discussion Topic
    **: Module 3** Discussion: Assistive TechnologyModule 3 Discussion: Assistive Technology

    **Module 3 Discussion:**

    **Directions:** Post your initial response within in 1-2 days from the module start, and post 2 to 3 responses before the end of the module.

    **Discussion Session 3:**

    1. Which 4 assistive technology features, built into the iPad, help increase learner independence? Provide 2 examples where these features can be implemented in your future or current  classroom.

    2. Which assistive technology software or tools help increase student access to materials? How would you implement one of these tools in your physical classroom? In your digital classroom?

    3. How might leveraging the UDL framework support students in accessing instructional materials? What is one UDL strategy you’d like to implement in your classroom?

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-25-docx-10348039)

    **## 650DiscussionTopicModule3.docx**

    650 Discussion Topic
    **: Module 3** Discussion: Assistive TechnologyModule 3 Discussion: Assistive Technology

    **Module 3 Discussion:**

    **Directions:** Post your initial response within in 1-2 days from the module start, and post 2 to 3 responses before the end of the module.

    **Discussion Session 3:**

    1. Which 4 assistive technology features, built into the iPad, help increase learner independence? Provide 2 examples where these features can be implemented in your future or current  classroom.

    2. Which assistive technology software or tools help increase student access to materials? How would you implement one of these tools in your physical classroom? In your digital classroom?

    3. How might leveraging the UDL framework support students in accessing instructional materials? What is one UDL strategy you’d like to implement in your classroom?

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx**

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    Executive Solution Overview

    – ## Module3AdaptiveLearningTechnologies.docx – EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx **## Module3AdaptiveLearningTechnologies.docx** **650 Module 3: Adaptive Learning Technologies** **Instructions:** 1. Explore the adaptive platforms listed below. Alternatively, you can use a…

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    – ## Module3AdaptiveLearningTechnologies.docx

    – EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx

    **## Module3AdaptiveLearningTechnologies.docx**

    **650 Module 3: Adaptive Learning Technologies**

    **Instructions:**

    1. Explore the adaptive platforms listed below. Alternatively, you can use any similar platform familiar to you but not listed here.

    2. Login with your Google account or create a free account with that platform;

    3. Choose an activity that fits within your unit of study and supports students educational growth;

    4. Link to the assignment to your learning management system (Google Classroom), and share that assignment link here.

    **Note: The main idea behind this simple project is that there are so many good resources on the web, that teachers do not always have to create materials and assessments from scratch, but rather research, evaluate, and select good, reliable, credible and up-to-date online resources for their students. Therefore, this project allows you to practice your online research skills.**

    | | | | |
    | — | — | — | — |
    | **Tool** | **Description** | **Grades** | **Guides** |
    | [Readworks](https://www.readworks.org/) | Free reading comprehension content and curriculum. <br>**Share invite link and class code.** | K-12 | [Guide](https://about.readworks.org/teacher-guide.html) |
    | [Newsela](https://newsela.com/) | Adaptive reading platform. Current event articles written at multiple levels. | K-12 | [Guide](https://support.newsela.com/category/getting-started/) |
    | [IXL](https://www.ixl.com/?partner=google&campaign=71590048&adGroup=11909198728&gclid=CjwKCAjwmeiIBhA6EiwA-uaeFeImVu320iWcu5KWQa2np_CPctTIqofJjAiO1r8N-aEUsJPhFjQKbRoC7BMQAvD_BwE) | Adaptive Learning Platform | K-12 | |
    | [Zearn](https://www.zearn.org/) | Adaptive Math Platform | P-5 | |
    | [Khan Academy](https://www.khanacademy.org/) | Adaptive Learning Platform | K-12 | |
    | [Freckle](https://www.freckle.com/) | Standards-aligned adaptive core material platform | P-8 | [Guide](https://help2.renaissance.com/freckle) |
    | [Epic](https://www.getepic.com/) | Digital Library with full, published books. | K-6 | [Guide](https://cdn.getepic.com/website/educator-resources/full-onboarding-guide_fall-2017.pdf) |
    | [ReadTheory](https://readtheory.org/) | Adaptive Tool for assessing reading ability. | K-12 | [Guide](https://readtheory.org/teachers-lounge/using-readtheory-for-assessments-a-quick-do-and-dont-guide/) |

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx**

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    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-25-docx-10348043)

    **## Module3AdaptiveLearningTechnologies.docx**

    **650 Module 3: Adaptive Learning Technologies**

    **Instructions:**

    1. Explore the adaptive platforms listed below. Alternatively, you can use any similar platform familiar to you but not listed here.

    2. Login with your Google account or create a free account with that platform;

    3. Choose an activity that fits within your unit of study and supports students educational growth;

    4. Link to the assignment to your learning management system (Google Classroom), and share that assignment link here.

    **Note: The main idea behind this simple project is that there are so many good resources on the web, that teachers do not always have to create materials and assessments from scratch, but rather research, evaluate, and select good, reliable, credible and up-to-date online resources for their students. Therefore, this project allows you to practice your online research skills.**

    | | | | |
    | — | — | — | — |
    | **Tool** | **Description** | **Grades** | **Guides** |
    | [Readworks](https://www.readworks.org/) | Free reading comprehension content and curriculum. <br>**Share invite link and class code.** | K-12 | [Guide](https://about.readworks.org/teacher-guide.html) |
    | [Newsela](https://newsela.com/) | Adaptive reading platform. Current event articles written at multiple levels. | K-12 | [Guide](https://support.newsela.com/category/getting-started/) |
    | [IXL](https://www.ixl.com/?partner=google&campaign=71590048&adGroup=11909198728&gclid=CjwKCAjwmeiIBhA6EiwA-uaeFeImVu320iWcu5KWQa2np_CPctTIqofJjAiO1r8N-aEUsJPhFjQKbRoC7BMQAvD_BwE) | Adaptive Learning Platform | K-12 | |
    | [Zearn](https://www.zearn.org/) | Adaptive Math Platform | P-5 | |
    | [Khan Academy](https://www.khanacademy.org/) | Adaptive Learning Platform | K-12 | |
    | [Freckle](https://www.freckle.com/) | Standards-aligned adaptive core material platform | P-8 | [Guide](https://help2.renaissance.com/freckle) |
    | [Epic](https://www.getepic.com/) | Digital Library with full, published books. | K-6 | [Guide](https://cdn.getepic.com/website/educator-resources/full-onboarding-guide_fall-2017.pdf) |
    | [ReadTheory](https://readtheory.org/) | Adaptive Tool for assessing reading ability. | K-12 | [Guide](https://readtheory.org/teachers-lounge/using-readtheory-for-assessments-a-quick-do-and-dont-guide/) |

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-25-docx-10348043)

    **## Module3AdaptiveLearningTechnologies.docx**

    **650 Module 3: Adaptive Learning Technologies**

    **Instructions:**

    1. Explore the adaptive platforms listed below. Alternatively, you can use any similar platform familiar to you but not listed here.

    2. Login with your Google account or create a free account with that platform;

    3. Choose an activity that fits within your unit of study and supports students educational growth;

    4. Link to the assignment to your learning management system (Google Classroom), and share that assignment link here.

    **Note: The main idea behind this simple project is that there are so many good resources on the web, that teachers do not always have to create materials and assessments from scratch, but rather research, evaluate, and select good, reliable, credible and up-to-date online resources for their students. Therefore, this project allows you to practice your online research skills.**

    | | | | |
    | — | — | — | — |
    | **Tool** | **Description** | **Grades** | **Guides** |
    | [Readworks](https://www.readworks.org/) | Free reading comprehension content and curriculum. <br>**Share invite link and class code.** | K-12 | [Guide](https://about.readworks.org/teacher-guide.html) |
    | [Newsela](https://newsela.com/) | Adaptive reading platform. Current event articles written at multiple levels. | K-12 | [Guide](https://support.newsela.com/category/getting-started/) |
    | [IXL](https://www.ixl.com/?partner=google&campaign=71590048&adGroup=11909198728&gclid=CjwKCAjwmeiIBhA6EiwA-uaeFeImVu320iWcu5KWQa2np_CPctTIqofJjAiO1r8N-aEUsJPhFjQKbRoC7BMQAvD_BwE) | Adaptive Learning Platform | K-12 | |
    | [Zearn](https://www.zearn.org/) | Adaptive Math Platform | P-5 | |
    | [Khan Academy](https://www.khanacademy.org/) | Adaptive Learning Platform | K-12 | |
    | [Freckle](https://www.freckle.com/) | Standards-aligned adaptive core material platform | P-8 | [Guide](https://help2.renaissance.com/freckle) |
    | [Epic](https://www.getepic.com/) | Digital Library with full, published books. | K-6 | [Guide](https://cdn.getepic.com/website/educator-resources/full-onboarding-guide_fall-2017.pdf) |
    | [ReadTheory](https://readtheory.org/) | Adaptive Tool for assessing reading ability. | K-12 | [Guide](https://readtheory.org/teachers-lounge/using-readtheory-for-assessments-a-quick-do-and-dont-guide/) |

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-25.docx**

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    – ## 650Module4AssessmentCreateanInquir.docx **## 650Module4AssessmentCreateanInquir.docx** **650 Module 4 Assessment: Create an Inquiry-Based Online Learning Activity** Instructions Assignment For this assignment, you will create an inquiry-based online learning activity that aligns with the unit y…

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    Assignment Prompt & Instructions

    – ## 650Module4AssessmentCreateanInquir.docx

    **## 650Module4AssessmentCreateanInquir.docx**

    **650 Module 4 Assessment: Create an Inquiry-Based Online Learning Activity**

    Instructions

    Assignment

    For this assignment, you will create an inquiry-based online learning activity that aligns with the unit you are designing. You may choose to use Google Slides, Prezi, HyperDocs (guidesLinks to an external site.) or Wakelet (guidesLinks to an external site.) to create the activity. Your activity must include multiple learning modalities (video, readings, simulations, podcasts, infographics, etc.) and students must complete at least three steps to complete the activity.

    Please view these HyperDocs (
    [sample 1Links to an external site.](https://docs.google.com/document/d/1bP_yKgNBhxWpVjQdo1OwQcguv8ZgdfrMJDjWa0g-Zc8/edit),
    [sample 2Links to an external site.](https://docs.google.com/document/d/1GdD71nEoRoOoJh6v48A38zVZ_J4SzeDWVJNt7vl8vjQ/edit),
    [template 1Links to an external site.](https://docs.google.com/document/d/1l5hNakSEYB8R1uqgX2Gms6xhCjKiaFA7l3xWzMtIFOo/edit),
    [template 2Links to an external site.](https://docs.google.com/document/d/1DAJjoUNisqGQGMfjGMfegZ4eletCFkuVCAlkZyW9aDc/edit)) and these  Wakelets (
    [template 1Links to an external site.](https://wakelet.com/wake/LXV9-TTApPaqyBX5hMfqo),
    [template 2Links to an external site.](https://wakelet.com/wake/jamiYV6fbZrTx4P7RVWJm)) to familiarize yourself with the expectations for this assignment. For more inspiration, revisit the additional readings from this module.

    Guidelines

    1. Choose the platform you'd like to use: Google Slides, Prezi, HyperDocs, Wakelet, or any other presentation platform.

    2. Determine the learning objective(s) you'd like your students to master in completing the inquiry-based online activity you're creating. Ensure that the objective and content aligns with the greater unit you're creating.

    3. Create a HyperDoc or Wakelet from scratch, or use one of the templates listed above.

    4. Create learning activities that align with your learning objectives. Ensure there are at least three parts to your activity (i.e. read ___, watch ___, respond to this exit ticket) and ensure that multiple modalities are used.

    5. Link your activity to your Google Classroom.

    6. Share the URL of the activity to this assignment as the discussion post.

    **## 650Module4AssessmentCreateanInquir.docx**

    **650 Module 4 Assessment: Create an Inquiry-Based Online Learning Activity**

    Instructions

    Assignment

    For this assignment, you will create an inquiry-based online learning activity that aligns with the unit you are designing. You may choose to use Google Slides, Prezi, HyperDocs (guidesLinks to an external site.) or Wakelet (guidesLinks to an external site.) to create the activity. Your activity must include multiple learning modalities (video, readings, simulations, podcasts, infographics, etc.) and students must complete at least three steps to complete the activity.

    Please view these HyperDocs (
    [sample 1Links to an external site.](https://docs.google.com/document/d/1bP_yKgNBhxWpVjQdo1OwQcguv8ZgdfrMJDjWa0g-Zc8/edit),
    [sample 2Links to an external site.](https://docs.google.com/document/d/1GdD71nEoRoOoJh6v48A38zVZ_J4SzeDWVJNt7vl8vjQ/edit),
    [template 1Links to an external site.](https://docs.google.com/document/d/1l5hNakSEYB8R1uqgX2Gms6xhCjKiaFA7l3xWzMtIFOo/edit),
    [template 2Links to an external site.](https://docs.google.com/document/d/1DAJjoUNisqGQGMfjGMfegZ4eletCFkuVCAlkZyW9aDc/edit)) and these  Wakelets (
    [template 1Links to an external site.](https://wakelet.com/wake/LXV9-TTApPaqyBX5hMfqo),
    [template 2Links to an external site.](https://wakelet.com/wake/jamiYV6fbZrTx4P7RVWJm)) to familiarize yourself with the expectations for this assignment. For more inspiration, revisit the additional readings from this module.

    Guidelines

    1. Choose the platform you'd like to use: Google Slides, Prezi, HyperDocs, Wakelet, or any other presentation platform.

    2. Determine the learning objective(s) you'd like your students to master in completing the inquiry-based online activity you're creating. Ensure that the objective and content aligns with the greater unit you're creating.

    3. Create a HyperDoc or Wakelet from scratch, or use one of the templates listed above.

    4. Create learning activities that align with your learning objectives. Ensure there are at least three parts to your activity (i.e. read ___, watch ___, respond to this exit ticket) and ensure that multiple modalities are used.

    5. Link your activity to your Google Classroom.

    6. Share the URL of the activity to this assignment as the discussion post.

  • [Solved] question assigment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## DisccusionBoard5220.docx **## DisccusionBoard5220.docx** 1. First classmate T.K My knowledge, skills, and dispositions of early childhood education is evolving everyday. The responsibilities I hold, especially in regards to accommodating diverse learners, is something that I do not take lightl…

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    – ## DisccusionBoard5220.docx

    **## DisccusionBoard5220.docx**

    1. First classmate T.K

    My knowledge, skills, and dispositions of early childhood education is evolving everyday. The responsibilities I hold, especially in regards to accommodating diverse learners, is something that I do not take lightly. I am furthering my education by taking courses like this to develop my understanding and ensure that it consistently remains up to date. Because early childhood education fosters some of the first impressionable experiences in an individual’s life, every activity and lesson conducted must be handled with care and strong consideration.

    As I have seen from my teaching experiences, every student has their own story. With every student comes their own unique set of cultural values, living situations, religious beliefs, life experiences, and much more (Morrison, Woika, & Breffni, 2021). As a result, every student has their own set of strengths and weaknesses as well as learning styles. As my pedagogy develops, I realize the true importance of building relationships with students. Students learn best from those that they trust. By making myself approachable and taking an interest in my students’ personalized interests and ideas, they have responded more effectively and respectfully towards me. In addition, especially for younger students, children can struggle with accurately expressing their feelings and knowledge as well. Through a more developed relationship with my students, I can better understand how they may be feeling and how they may best display their knowledge. I can also tailor my lessons to reference the interests of my students, making it much more memorable for them.

    The article included in this module titled “Seattle Schools Lead Controversial Push to ‘Rehumanize’ Math” discusses an issue that I’m somewhat surprised to read about. I acknowledge that I am not an expert on the complexities of discrimination and oppression in America, however I was still surprised to read about the use of mathematics in systems of oppression and Seattle’s attempts to reduce such biases. It’s hard to determine whether or not the Seattle School District was successful or not in their efforts as the article states that their movement to “rehumanize” mathematics hasn’t been put into place yet and is still in the proposal stage (Gewertz, 2019). However, to make a prediction for such a proposal being implemented, I believe it would be both successful and unsuccessful. Like the article explains, this is a controversial topic. Like any other controversial topic, people inevitably become divided. Some people may agree with the efforts set forth by such a proposition while others may strongly disagree. Especially because it is seemingly already receiving pushback, I believe that Seattle may face extreme difficulty when trying to incorporate ethnic studies in K-12 mathematics curricula. I particularly like one objective of the proposal mentioned by Tracy Castro-Gill, the ethnic studies director for Seattle, that is to guide students to recognize that there are multiple ways to solve a problem and reach a solution as opposed to only one (Gewertz, 2019). Early childhood learners may not be cognitively ready to learn about such a controversial topic during mathematics when it can be difficult enough by itself. Of course themes of ethnic diversity can and should be utilized in early childhood mathematics lessons, for example, using diverse names and images of individuals in mathematical word problems. This would introduce early childhood students to ethnomathematics in a way that is accessible for them, while laying the groundwork for more intricate discussions and topics later on in their education.

    I recognize that this article was published a few years ago, therefore I tried to do some research of my own on this proposition to see if it was actually successful or not. I didn’t find really any additional information on this movement, so I’m not sure if it ever came to fruition. If any of you have any additional information to share on this topic, I would be interested to learn more.

    References

    Gewertz, C. (2019).
    _Seattle schools lead controversial push to ‘rehumanize’ math_. Education Week. www.edweek.org/teaching-learning/seattle-schools-lead-controversial-push-to-rehumanize-math/2019/10.

    Morrison, G., Woika, M. J., & Breffni, L. (2021).
    _Early childhood education today_(15th ed.). Pearson.

    Second classmate 2.T.C

    2. Chapter 2 of Fundamentals of Early Childhood Education and the article Seattle Schools Lead Controversial Push to ‘Rehumanize’ Math, deepened my understanding of how to effectively support diverse learners. The chapter emphasizes the importance of recognizing the students’ social, cultural, and economic contexts and how these factors shape their learning experiences. As educators, we are called to create inclusive environments that respect each child’s background, identity, and needs, which aligns with the intent behind Seattle’s approach to rethinking math education.

    3. The Seattle initiative challenged me to reflect on how I view curriculum design and equity in the classroom. By incorporating themes of identity, power, and historical context into math instruction, Seattle Public Schools attempted to make learning more meaningful and representative for students from backgrounds that are often marginalized. It reinforced the idea that academic content does not exist in a vacuum and that we, as educators, have a responsibility to connect learning to students’ real lives. While I understand the concerns about maintaining academic rigor, I believe this model could have potential if implemented thoughtfully through professional development and maintaining balance between cultural relevance and foundational skill-building.

    4. Personally, being a special education teacher, I consider inclusive education as more than simple differentiation; it is also about validating students’ identities and having their background and experiences reflected in the curriculum within lessons and activities. For this reason, I view Seattle’s attempt as a promising step toward equity in education since it encourages important conversations and opportunities for growth for educators.

    5. References:

    6. Morrison, G. S. (2022). Fundamentals of early childhood education (9th ed.). Pearson.

    7. Sawchuk, S. (2019, October 23). Seattle schools lead controversial push to ‘rehumanize’ math. Education Week. https://www.edweek.org/teaching-learning/seattle-schools-lead-controversial-push-to-rehumanize-math/2019/10

    8.

    **## DisccusionBoard5220.docx**

    1. First classmate T.K

    My knowledge, skills, and dispositions of early childhood education is evolving everyday. The responsibilities I hold, especially in regards to accommodating diverse learners, is something that I do not take lightly. I am furthering my education by taking courses like this to develop my understanding and ensure that it consistently remains up to date. Because early childhood education fosters some of the first impressionable experiences in an individual’s life, every activity and lesson conducted must be handled with care and strong consideration.

    As I have seen from my teaching experiences, every student has their own story. With every student comes their own unique set of cultural values, living situations, religious beliefs, life experiences, and much more (Morrison, Woika, & Breffni, 2021). As a result, every student has their own set of strengths and weaknesses as well as learning styles. As my pedagogy develops, I realize the true importance of building relationships with students. Students learn best from those that they trust. By making myself approachable and taking an interest in my students’ personalized interests and ideas, they have responded more effectively and respectfully towards me. In addition, especially for younger students, children can struggle with accurately expressing their feelings and knowledge as well. Through a more developed relationship with my students, I can better understand how they may be feeling and how they may best display their knowledge. I can also tailor my lessons to reference the interests of my students, making it much more memorable for them.

    The article included in this module titled “Seattle Schools Lead Controversial Push to ‘Rehumanize’ Math” discusses an issue that I’m somewhat surprised to read about. I acknowledge that I am not an expert on the complexities of discrimination and oppression in America, however I was still surprised to read about the use of mathematics in systems of oppression and Seattle’s attempts to reduce such biases. It’s hard to determine whether or not the Seattle School District was successful or not in their efforts as the article states that their movement to “rehumanize” mathematics hasn’t been put into place yet and is still in the proposal stage (Gewertz, 2019). However, to make a prediction for such a proposal being implemented, I believe it would be both successful and unsuccessful. Like the article explains, this is a controversial topic. Like any other controversial topic, people inevitably become divided. Some people may agree with the efforts set forth by such a proposition while others may strongly disagree. Especially because it is seemingly already receiving pushback, I believe that Seattle may face extreme difficulty when trying to incorporate ethnic studies in K-12 mathematics curricula. I particularly like one objective of the proposal mentioned by Tracy Castro-Gill, the ethnic studies director for Seattle, that is to guide students to recognize that there are multiple ways to solve a problem and reach a solution as opposed to only one (Gewertz, 2019). Early childhood learners may not be cognitively ready to learn about such a controversial topic during mathematics when it can be difficult enough by itself. Of course themes of ethnic diversity can and should be utilized in early childhood mathematics lessons, for example, using diverse names and images of individuals in mathematical word problems. This would introduce early childhood students to ethnomathematics in a way that is accessible for them, while laying the groundwork for more intricate discussions and topics later on in their education.

    I recognize that this article was published a few years ago, therefore I tried to do some research of my own on this proposition to see if it was actually successful or not. I didn’t find really any additional information on this movement, so I’m not sure if it ever came to fruition. If any of you have any additional information to share on this topic, I would be interested to learn more.

    References

    Gewertz, C. (2019).
    _Seattle schools lead controversial push to ‘rehumanize’ math_. Education Week. www.edweek.org/teaching-learning/seattle-schools-lead-controversial-push-to-rehumanize-math/2019/10.

    Morrison, G., Woika, M. J., & Breffni, L. (2021).
    _Early childhood education today_(15th ed.). Pearson.

    Second classmate 2.T.C

    2. Chapter 2 of Fundamentals of Early Childhood Education and the article Seattle Schools Lead Controversial Push to ‘Rehumanize’ Math, deepened my understanding of how to effectively support diverse learners. The chapter emphasizes the importance of recognizing the students’ social, cultural, and economic contexts and how these factors shape their learning experiences. As educators, we are called to create inclusive environments that respect each child’s background, identity, and needs, which aligns with the intent behind Seattle’s approach to rethinking math education.

    3. The Seattle initiative challenged me to reflect on how I view curriculum design and equity in the classroom. By incorporating themes of identity, power, and historical context into math instruction, Seattle Public Schools attempted to make learning more meaningful and representative for students from backgrounds that are often marginalized. It reinforced the idea that academic content does not exist in a vacuum and that we, as educators, have a responsibility to connect learning to students’ real lives. While I understand the concerns about maintaining academic rigor, I believe this model could have potential if implemented thoughtfully through professional development and maintaining balance between cultural relevance and foundational skill-building.

    4. Personally, being a special education teacher, I consider inclusive education as more than simple differentiation; it is also about validating students’ identities and having their background and experiences reflected in the curriculum within lessons and activities. For this reason, I view Seattle’s attempt as a promising step toward equity in education since it encourages important conversations and opportunities for growth for educators.

    5. References:

    6. Morrison, G. S. (2022). Fundamentals of early childhood education (9th ed.). Pearson.

    7. Sawchuk, S. (2019, October 23). Seattle schools lead controversial push to ‘rehumanize’ math. Education Week. https://www.edweek.org/teaching-learning/seattle-schools-lead-controversial-push-to-rehumanize-math/2019/10

    8.

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    – ## 5220SecondDB.docx **## 5220SecondDB.docx** 1. Classmate 2. Hi everyone! My name is Shannon Dowling. I am currently a certified teacher in elementary education and students with disabilities for grades 1-6. I am looking to expand my certification to early childhood education, which is the reas…

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    – ## 5220SecondDB.docx

    **## 5220SecondDB.docx**

    1. Classmate

    2. Hi everyone! My name is Shannon Dowling. I am currently a certified teacher in elementary education and students with disabilities for grades 1-6. I am looking to expand my certification to early childhood education, which is the reason I am taking this course.

    One of my favorite stories is
    Each Kindness by Jacqueline Woodson. This book tells the story of Chloe and her friends, who mistreat a new classmate, Maya, based on the difference in her appearance and worn clothing. Maya attempts to befriend these girls many times throughout the story, where she is rather ignored and made fun of. By the end of the book, Maya’s family moves away and Chloe is regretful that she was unkind to Maya, and now will never have the chance to be kind to her. I like this story, and use it frequently in my classroom because it explores the impact of what it means to be unkind to someone, and how our words and actions can affect someone.

    My goals for this course are to expand my knowledge in early childhood education pedagogy by understanding the implementation of developmentally appropriate practices, as well as how to implement technology into the classroom. In addition, I am hoping to finish this course with a greater understanding of how complex socio-economic and global issues affect early childhood families.

    References:

    Woodson, Jacqueline. (2012). Each Kindness. New York: Nancy Paulsen Books.

    3. Calssmate

    4. My name is Justine Miranda, and I’ve just completed my second year of teaching Pre-K. I hold a degree in Childhood Education and have 11 years of experience teaching upper grades before transitioning into the Early Childhood classroom.

    5. My favorite childhood story is
    _Where the Wild Things Are_ by Maurice Sendak. As a child, I loved the illustrations and vividly remember how my teacher read it aloud with expression and different voices. Now as an adult, I understand that it is much more than just silly monsters and a boy in a silly costume. This book addresses a child’s emotions and shows how imagination and pretend play can be important coping skills for dealing with big feelings. It also reminds us that it’s okay to make mistakes.

    6. My goals for this course are to deepen my understanding of best practices in early childhood education, stay current with up-to-date research on early childhood cognitive development and policies, and create an inclusive classroom environment.  My goal is to  walk away with practical tools and a more profound knowledge of ECE to improve my teaching, enhance my instructional strategies, and implement best practices that will support my students' learning and growth.

    7. While reading Chapter 1, this sentence really resonated with me: Relationships matter -There is a saying in early childhood education that “all education involves relationships.” (Morrison, Woika, & Breffni, 2022, p. 15)

    8. Reference:

    9. Morrison, G. S., Woika, M. J., & Breffni, L. (2022).
    _Early childhood education today_ (15th ed.). Pearson.

    10.

    **## 5220SecondDB.docx**

    1. Classmate

    2. Hi everyone! My name is Shannon Dowling. I am currently a certified teacher in elementary education and students with disabilities for grades 1-6. I am looking to expand my certification to early childhood education, which is the reason I am taking this course.

    One of my favorite stories is
    Each Kindness by Jacqueline Woodson. This book tells the story of Chloe and her friends, who mistreat a new classmate, Maya, based on the difference in her appearance and worn clothing. Maya attempts to befriend these girls many times throughout the story, where she is rather ignored and made fun of. By the end of the book, Maya’s family moves away and Chloe is regretful that she was unkind to Maya, and now will never have the chance to be kind to her. I like this story, and use it frequently in my classroom because it explores the impact of what it means to be unkind to someone, and how our words and actions can affect someone.

    My goals for this course are to expand my knowledge in early childhood education pedagogy by understanding the implementation of developmentally appropriate practices, as well as how to implement technology into the classroom. In addition, I am hoping to finish this course with a greater understanding of how complex socio-economic and global issues affect early childhood families.

    References:

    Woodson, Jacqueline. (2012). Each Kindness. New York: Nancy Paulsen Books.

    3. Calssmate

    4. My name is Justine Miranda, and I’ve just completed my second year of teaching Pre-K. I hold a degree in Childhood Education and have 11 years of experience teaching upper grades before transitioning into the Early Childhood classroom.

    5. My favorite childhood story is
    _Where the Wild Things Are_ by Maurice Sendak. As a child, I loved the illustrations and vividly remember how my teacher read it aloud with expression and different voices. Now as an adult, I understand that it is much more than just silly monsters and a boy in a silly costume. This book addresses a child’s emotions and shows how imagination and pretend play can be important coping skills for dealing with big feelings. It also reminds us that it’s okay to make mistakes.

    6. My goals for this course are to deepen my understanding of best practices in early childhood education, stay current with up-to-date research on early childhood cognitive development and policies, and create an inclusive classroom environment.  My goal is to  walk away with practical tools and a more profound knowledge of ECE to improve my teaching, enhance my instructional strategies, and implement best practices that will support my students' learning and growth.

    7. While reading Chapter 1, this sentence really resonated with me: Relationships matter -There is a saying in early childhood education that “all education involves relationships.” (Morrison, Woika, & Breffni, 2022, p. 15)

    8. Reference:

    9. Morrison, G. S., Woika, M. J., & Breffni, L. (2022).
    _Early childhood education today_ (15th ed.). Pearson.

    10.

  • [Solved] question assigment

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    – ## 650Module1DiscussionIntroduceYourself.docx **## 650Module1DiscussionIntroduceYourself.docx** 650 : Module 1 Discussion: Introduce Yourself **Module 1 Discussion:** **Directions:** Post your responses to the following: 1. Provide a summary of your education and career (or future career goals.) …

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    – ## 650Module1DiscussionIntroduceYourself.docx

    **## 650Module1DiscussionIntroduceYourself.docx**

    650 : Module 1 Discussion: Introduce Yourself

    **Module 1 Discussion:**

    **Directions:** Post your responses to the following:

    1. Provide a summary of your education and career (or future career goals.)

    2. Copy and paste your Assignment 1 Baseline Survey.

    · What do we already know about instructional technology? (Comment on your classmates’ Baseline Surveys.)

    3. How will using your Google Classroom improve the implementation of technology based assignments in your classroom and foster learner independence?

    4. Describe an instance where you were a learner, observer, or instructor in a K-16 setting where the instructor could have improved instruction using LMS

    Example: Hi everyone! My name is G. and I am excited toas   as I work towards my graduate degree in Early Childhood Education. I am a Pre-K assistant teacher at a multilingual daycare center, where I apply my Russian and Uzbek language skill to establish genuine relationships with multilingual children. This cultural and linguistic bridge helps me to be able to offer a safe haven where learners are able to cross language barriers, communicate, and grow with confidence. The initial year of teaching has been very rewarding with energetic milestones and chiseled learning moments. I am using the classroom to check my daughter home homework e.t.c

    **## 650Module1DiscussionIntroduceYourself.docx**

    650 : Module 1 Discussion: Introduce Yourself

    **Module 1 Discussion:**

    **Directions:** Post your responses to the following:

    1. Provide a summary of your education and career (or future career goals.)

    2. Copy and paste your Assignment 1 Baseline Survey.

    · What do we already know about instructional technology? (Comment on your classmates’ Baseline Surveys.)

    3. How will using your Google Classroom improve the implementation of technology based assignments in your classroom and foster learner independence?

    4. Describe an instance where you were a learner, observer, or instructor in a K-16 setting where the instructor could have improved instruction using LMS

    Example: Hi everyone! My name is G. and I am excited toas   as I work towards my graduate degree in Early Childhood Education. I am a Pre-K assistant teacher at a multilingual daycare center, where I apply my Russian and Uzbek language skill to establish genuine relationships with multilingual children. This cultural and linguistic bridge helps me to be able to offer a safe haven where learners are able to cross language barriers, communicate, and grow with confidence. The initial year of teaching has been very rewarding with energetic milestones and chiseled learning moments. I am using the classroom to check my daughter home homework e.t.c

  • [Solved] question assigment

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    – ## 650Module1DiscussionIntroduceYourself.docx – EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx **## 650Module1DiscussionIntroduceYourself.docx** 650 : Module 1 Discussion: Introduce Yourself **Module 1 Discussion:** **Directions:** Post your responses to the following: 1. Provide a …

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    – ## 650Module1DiscussionIntroduceYourself.docx

    – EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx

    **## 650Module1DiscussionIntroduceYourself.docx**

    650 : Module 1 Discussion: Introduce Yourself

    **Module 1 Discussion:**

    **Directions:** Post your responses to the following:

    1. Provide a summary of your education and career (or future career goals.)

    2. Copy and paste your Assignment 1 Baseline Survey.

    · What do we already know about instructional technology? (Comment on your classmates’ Baseline Surveys.)

    3. How will using your Google Classroom improve the implementation of technology based assignments in your classroom and foster learner independence?

    4. Describe an instance where you were a learner, observer, or instructor in a K-16 setting where the instructor could have improved instruction using LMS

    **Example:** NAME:_________ DATE:_________________

    1.
    **SUBJECT**: General Education

    2.
    **GRADE LEVEL:** PreK preschooler

    3.
    **UNIT PLAN TITLE:** A SPOONFUL OF LEARNING YEAR LONG PLAN

    **WEEK 1 :** Back to school/Change shoes/Washing hands

    **WEEK 2:** / Look came to school/Shapes/Numbers 1-10/Colors/

    **Week 3:** Alphabet knowledge/Numbers 1-10/Shapes/Colors

    **Week 4:** Song/Alphabetic/Colors/Teach transportation

    **Week 5**: Dramatic play/Math play/Music class

    4.
    **CENTRAL FOCUS:**

    _What is the important understanding and core concept(s) that you want students to develop within the unit? The central focus/learning target should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subjectspecific components in the learning segment._

    8.
    **STANDARDS ADDRESSED:**

    _What State Learning Standards will be addressed during the lesson? (include the standard’s number, text, and link)_

    Hi everyone! My name is G. and I am excited toas   as I work towards my graduate degree in Early Childhood Education. I am a Pre-K assistant teacher at a multilingual daycare center, where I apply my Russian and Uzbek language skill to establish genuine relationships with multilingual children. This cultural and linguistic bridge helps me to be able to offer a safe haven where learners are able to cross language barriers, communicate, and grow with confidence. The initial year of teaching has been very rewarding with energetic milestones and chiseled learning moments. I am using the classroom to check my daughter home homework e.t.c

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-251-docx)

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-251-docx)

    **## 650Module1DiscussionIntroduceYourself.docx**

    650 : Module 1 Discussion: Introduce Yourself

    **Module 1 Discussion:**

    **Directions:** Post your responses to the following:

    1. Provide a summary of your education and career (or future career goals.)

    2. Copy and paste your Assignment 1 Baseline Survey.

    · What do we already know about instructional technology? (Comment on your classmates’ Baseline Surveys.)

    3. How will using your Google Classroom improve the implementation of technology based assignments in your classroom and foster learner independence?

    4. Describe an instance where you were a learner, observer, or instructor in a K-16 setting where the instructor could have improved instruction using LMS

    **Example:** NAME:_________ DATE:_________________

    1.
    **SUBJECT**: General Education

    2.
    **GRADE LEVEL:** PreK preschooler

    3.
    **UNIT PLAN TITLE:** A SPOONFUL OF LEARNING YEAR LONG PLAN

    **WEEK 1 :** Back to school/Change shoes/Washing hands

    **WEEK 2:** / Look came to school/Shapes/Numbers 1-10/Colors/

    **Week 3:** Alphabet knowledge/Numbers 1-10/Shapes/Colors

    **Week 4:** Song/Alphabetic/Colors/Teach transportation

    **Week 5**: Dramatic play/Math play/Music class

    4.
    **CENTRAL FOCUS:**

    _What is the important understanding and core concept(s) that you want students to develop within the unit? The central focus/learning target should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subjectspecific components in the learning segment._

    8.
    **STANDARDS ADDRESSED:**

    _What State Learning Standards will be addressed during the lesson? (include the standard’s number, text, and link)_

    Hi everyone! My name is G. and I am excited toas   as I work towards my graduate degree in Early Childhood Education. I am a Pre-K assistant teacher at a multilingual daycare center, where I apply my Russian and Uzbek language skill to establish genuine relationships with multilingual children. This cultural and linguistic bridge helps me to be able to offer a safe haven where learners are able to cross language barriers, communicate, and grow with confidence. The initial year of teaching has been very rewarding with energetic milestones and chiseled learning moments. I am using the classroom to check my daughter home homework e.t.c

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-251-docx)

    **## 650Module1DiscussionIntroduceYourself.docx**

    650 : Module 1 Discussion: Introduce Yourself

    **Module 1 Discussion:**

    **Directions:** Post your responses to the following:

    1. Provide a summary of your education and career (or future career goals.)

    2. Copy and paste your Assignment 1 Baseline Survey.

    · What do we already know about instructional technology? (Comment on your classmates’ Baseline Surveys.)

    3. How will using your Google Classroom improve the implementation of technology based assignments in your classroom and foster learner independence?

    4. Describe an instance where you were a learner, observer, or instructor in a K-16 setting where the instructor could have improved instruction using LMS

    **Example:** NAME:_________ DATE:_________________

    1.
    **SUBJECT**: General Education

    2.
    **GRADE LEVEL:** PreK preschooler

    3.
    **UNIT PLAN TITLE:** A SPOONFUL OF LEARNING YEAR LONG PLAN

    **WEEK 1 :** Back to school/Change shoes/Washing hands

    **WEEK 2:** / Look came to school/Shapes/Numbers 1-10/Colors/

    **Week 3:** Alphabet knowledge/Numbers 1-10/Shapes/Colors

    **Week 4:** Song/Alphabetic/Colors/Teach transportation

    **Week 5**: Dramatic play/Math play/Music class

    4.
    **CENTRAL FOCUS:**

    _What is the important understanding and core concept(s) that you want students to develop within the unit? The central focus/learning target should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subjectspecific components in the learning segment._

    8.
    **STANDARDS ADDRESSED:**

    _What State Learning Standards will be addressed during the lesson? (include the standard’s number, text, and link)_

    Hi everyone! My name is G. and I am excited toas   as I work towards my graduate degree in Early Childhood Education. I am a Pre-K assistant teacher at a multilingual daycare center, where I apply my Russian and Uzbek language skill to establish genuine relationships with multilingual children. This cultural and linguistic bridge helps me to be able to offer a safe haven where learners are able to cross language barriers, communicate, and grow with confidence. The initial year of teaching has been very rewarding with energetic milestones and chiseled learning moments. I am using the classroom to check my daughter home homework e.t.c

    **EDSN6501338213383UFTOLSyllabus-Summer2025Updated7-2-251.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn6501338213383uftolsyllabus-summer2025updated7-2-251-docx)

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