Category: Education

A literature review explaining how technology can benefit children’s emergent literacy skills. The literature review focuses on research from 5 research studies (article analysis with links to articles included). The outline for the article is provided. 

THESIS:  What was the most important technology that had the most impact on the outcome of the Cold War?
Make sure you have a clear Introduction paragraph, Body paragraphs, and a Conclusion paragraph.
Remember – your thesis is about influence and impact, NOT whether the “development” was necessarily “good” or “bad.”  Tragic results from your development/tech may increase its significance, so feel free to make those kinds of arguments.
Be sure to use COLD WAR categories of analysis.  Arguments concerning other time periods  (i.e. World War II, early Communism, post-Cold War, etc.) need to have a secondary significance to your arguments, if any at all.  Of course these kinds of impacts can add to your argument, but you need to focus on the Cold War: 1945-1991.
Minimum 8+ pages, standard fonts/margins, double spaced.  Feel free to write more than 8 pages if you wish, up to about 12 pages.  Under 8 pages will, of course, result in penalties.
You must have AT LEAST TWO sources from outside of class.  (You can use Fink or the articles provided for the course but they do not count as outside sources.)  You must cite the outside source as well – make sure you use it.  Remember the format: (Author, page number).  So therefore if you cite something from an author named Smith on page 15 of their book, it would be (Smith, 15).
You must provide a bibliography page which does NOT count towards the 8+ page minimum for this paper.

Reread “Avarice”. Answer prompt: How does the author convey ideas about possessions and humanity? Use text evidence. 475 characters maximum

COMPETENCIES
672.1.1 : Social Studies and Society
The graduate integrates effective instructional approaches that promote informed and engaged citizenship in a diverse and interdependent democratic society into social studies learning activities.
672.1.2 : Social Studies Themes
The graduate integrates appropriate themes, concepts, and modes of inquiry in the development of social studies education for elementary students.
672.1.3 : Culture and Diversity
The graduate integrates effective instructional approaches that promote elementary students’ growing ability to value diversity and develop connections between their community and culture.
672.1.4 : Integrating Curriculum
The graduate creates interdisciplinary learning experiences that effectively incorporate the concepts and modes of inquiry of social studies.
672.1.5 : Promoting Research and Learning in Social Studies
The graduate develops engaging learning experiences for elementary students that promote research, analysis, and evaluation of real-world situations.
672.1.6 : Learning Environments to Promote Social Studies
The graduate plans developmentally appropriate, healthy, safe, and inclusive learning environments that promote social studies learning.
672.1.7 : Assessment
The graduate evaluates assessment information to inform instructional decision-making and support social studies education for all students.
672.1.8 : Technology
The graduate selects appropriate technology tools that support social studies instruction and learning for elementary students.
672.1.9 : Social Studies Instruction for Diverse Learners
The graduate plans instruction in social studies education that provides equitable opportunities for all students.
672.1.10 : Social Studies Standards, Goals, and Outcomes
The graduate integrates social studies standards, learning outcomes, benchmarks, and objectives in the development of social studies education for elementary students.
INTRODUCTION
After considering the social studies content that must be taught in an entire school year, teachers create multiweek learning segments that focus on various social studies topics, such as westward expansion in the U.S., ancient Egypt, maritime explorers, etc. Within each learning segment, teachers then create individual lesson plans.
In this task, you will create an elementary social studies learning segment for a K–6 elementary grade with a single central focus. You will first create a learning segment outline that incorporates social studies themes. You may wish to use online resources to explore social studies or history topics that align with your state’s standards. Next, you will plan a field trip related to the central focus of your social studies learning segment and elaborate on how the trip engages students in learning. You will then develop an inquiry-based, integrative lesson and discuss how you will differentiate instruction for defined student groups. You will also describe a method of evaluating student learning to inform instructional decisions.
As part of this task, you will select a different social studies theme from the following list for each week. One of your weekly themes must be culture:
culture (required)
time, continuity, and change
people, places, and environment
individual development and identity
individuals, groups, and institutions 
power, governance, and authority 
production, distribution, and consumption
science, technology, and society
global connections
civic ideals and practices
Note: You will use the attached “Social Studies Learning Segment Template” to complete this task.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Use the “Social Studies Learning Segment Template” in the supporting documents section to create a detailed social studies learning segment by doing the following:
A.  Create a five-week outline for your social studies learning segment by doing the following:
1.  Identify the learning segment’s central focus related to social studies and specify the K–6 elementary grade level.
Note: The central focus you choose will be referenced when planning your field trip and lesson idea in parts B and C.
2.  For each of the five weeks in your learning segment outline, identify one state or local social studies standard that aligns with the central focus and grade level identified in part A1. The full standard description from your state or local education source, including the alphanumeric indicator, is required.
Note: The standard description should contain the full text and alphanumeric indicator code from your chosen education source. For example:
New York Social Studies Standard, grade 4: 4.6e Entrepreneurs and inventors associated with New York State have made important contributions to business and technology 
Utah Social Studies Standard, grade 1: Standard 1 (Culture): Students will recognize and describe how schools and neighborhoods are both similar and different. 1 Recognize and describe examples of differences within school and neighborhood. a. Recognize differences within their school and neighborhood.
Note: It is acceptable to repeat one or more standards.
3.  Select five social studies themes from the following list, one for each of the five weeks of your learning segment outline, using a different theme for each week. One week must use the theme of culture:
•   culture (required)
•   time, continuity, and change
•   people, places, and environment
•   individual development and identity
•   individuals, groups, and institutions
•   power, governance, and authority
•   production, distribution, and consumption
•   science, technology, and society
•   global connections
•   civic ideals and practices
4.  Describe one lesson idea to be the focus for each of the five weeks in your learning segment outline, and include how the lesson idea aligns with the central focus, the standard, and the theme for that week.
B.  Plan a field trip for your social studies learning segment by doing the following:
1.  Identify a field trip that relates to social studies and aligns with the elementary grade level specified in part A1.
2.  Identify a state or local social studies standard for your specified elementary grade level and explain how the field trip aligns with the standard. The full standard description from your state or local education source, including the alphanumeric indicator, is required.
Note: The social studies standard for part B2 does not need to be the same as the social studies standard identified in part A.
3.  Explain how the field trip aligns with the learning segment’s central focus identified in part A1.
4.  Describe a learning experience that relates to the field trip and engages students in each of the following methods of engagement:
•   researching
•   analyzing
•   evaluating
C.  Develop an inquiry-based, integrative lesson focusing on the social studies central focus identified in part A1 by doing the following:
1.  Identify one standard in social studies and one standard in an additional K–6 elementary content area on which your lesson will be based. The full standard description from your state or local education source, including the alphanumeric indicator, is required.
Note: The social studies standard for part C1 does not need to be the same as the social studies standard identified in parts A or B.
a.  Provide one measurable learning objective, including a condition, a behavior, and a criterion, that aligns with both standards identified in part C1.
2.  Describe a lesson that incorporates both standards identified in part C1 in an interdisciplinary learning experience that effectively utilizes the concepts and methods of social studies inquiry (e.g., problem-solving, analysis).
a.  Explain how students would use concepts or skills from the additional elementary content area standard identified in part C1 to investigate the social studies focus of the lesson.
3.  Explain how you would differentiate instruction for each of the following students, including how the differentiation would effectively meet the student’s needs:
a.  a gifted and talented student
b.  a student with an identified special education exceptionality
c.  an English learner (EL) student
D.  Explain how assessment will inform instructional decision-making by doing the following:
1.  Describe one formative or summative assessment that would be used to evaluate student learning during your learning segment.
2.  Explain how student outcomes (i.e., data) from the assessment described in part D1 would be used to make informed instructional decisions.
E.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
F.  Demonstrate professional communication in the content and presentation of your submission.

the assignment instructions are in the files along with a video that explains it all. 
For the observation since you are unable to do it in person I have a playlist of youtube videos but you are also welcomed to find you own. All though the videos have different children please just pretend as in the DRDP you are using the same child. Please let me know if you need something. 

In this assignment, you will be applying newly gained knowledge and skills to construct the elements of a needs analysis for a performance concern that you will create. In doing so, you will analyze a specific training and/or instructional problem for discrepancies between current and desired learning outcomes.
This assignment will provide you with an opportunity to produce a scenario that is of personal/professional interest to you. You are encouraged to consider a scenario that is applicable to your current work situation, or career aspirations, as related to the fields of education, training, and instructional design and technology. For example, if you currently work (or wish to work) within the academic field (K–12 or higher learning) or military ranks, please consider a performance concern that can be identified, analyzed, and subsequently addressed with specialized training. If you are currently working in a business setting, you might create a corporate scenario whereby a performance issue is impacting the bottom line and a training response is warranted. This is your opportunity to be creative as you devise your own practical Workforce Learning and Performance (WLP) issue that can be formally assessed and analyzed.
The following are examples of practical WLP scenarios that could very well be created for this assignment. As you consider a scenario that would be of interest to you, think of your own experiences where a performance issue could have been resolved through training.
Higher Education Example: The administration of an institution of higher learning is concerned with student retention. It seems that increasing numbers of newly enrolled students are leaving the school within the first 6 weeks of their first term of enrollment. There is a lot of speculation as to why this is occurring, but the actual cause of the apparent gap in performance must be formally reviewed. As the Instructional Designer for the institution, the provost has requested that you conduct a needs analysis regarding this concern. Based on the findings of your analysis, you might also be asked to propose a training solution in the future that can be implemented to improve the retention rate of new students.
K–12 Education Example: Your local school district recently responded to a request for proposals (RFP) from a nonprofit organization interested in placing instructional technology into K–12 classrooms. Lo and behold, the grant is awarded and the superintendent was notified that 10 SMART boards are on their way. The award letter also states that a review team will arrive 60 days after delivery to verify how the new technology is being used, and a follow up article will be released to the press. There is only one problem: it has been reported that few of the faculty even know what a SMART board is, or how such technology could be effectively integrated into the classroom. As the Instructional Designer, the superintendent has asked you to conduct a needs analysis to determine whether a gap in performance concern actually exists.
Corporate Example: Business has been great since opening the doors at XYZ Enterprises. Sales are at an all-time high, but so are the customer service complaints. It seems like the new left-handed widget that everybody is so crazy about is not as intuitive to operate as expected, and when customers trying to figure out the newfangled device call tech support, they are treated in a very rude manner. The owner’s group has been reading the negative comments posted on social media and are convinced that there is some sort of a performance gap that is causing the issue. As the Instructional Designer, the CEO requests that you figure out what is truly going on. Depending on what you find out, a training package might be assembled if it is determined that it will correct the deteriorating conditions.
Barksdale & Lund’s (2001) Rapid Needs Analysis is an outstanding resource to consider as you construct the various sections that are commonly included in a formal needs analysis. You will find that the authors have assembled various resources as a guide toward completing the prescribed activities. Additionally, a variety of other related resources pertaining to conducting a formal needs analysis at your disposal, including those listed in the reading section of this unit.
Instructions
To begin this assignment, you will need to imagine a scenario where a Workplace Learning and Performance (WPL) concern has been reported. Once defined, you will compose a detailed response reflective of the activities included in the steps common to a needs analysis, as reflected in models such as the Barksdale and Lund Rapid Needs Analysis (2001) or other resources included in the reading list for this unit. The following outline accounts for the fields that must be included in your assignment, but additional categories could be added from other sources as you deem appropriate.
Identifying the Current Situation:
Develop a list of all pertinent background information.
Determine data collection methods.
Develop data gathering instruments.
Identify gaps and biases noted during the data collection process.
Analyzing the Data:
Identify the type of analysis.
Identify data bias.
Identify steps to be taken to analyze the data.
Interpret the results and identify the performance gap.
Identify the most appropriate solution.
Identify the performance measures linking the solution to the performance gap.
As you complete the components included in a needs analysis, you will use your own discretion for the actual resources (tables, tools, worksheets, etc.) that will be included. Your response will be evaluated based on the detail offered, and the rationale you establish for the decisions and direction you take in constructing the various components of your needs analysis. Just as if this was an actual instructional design project assigned to you, you will want to be thorough in the descriptive content you develop for this assignment. Those that read your evaluation strategy might not be as knowledgeable about the process as you are, so you will want to make sure that your response fully demonstrates the knowledge that you have acquired from the assigned readings and related materials you have investigated.
Format: In an applied setting, you would most likely be provided with format specifications or asked to create your own. Whatever format you devise to form your report should employ the use of headings, lists, and other formatting conventions to aid readability. Use the outline presented above as a guide for your section headings and subsections. All sources included in the body of your work should be cited appropriately, and a reference page should also be included. For citations and references, title and reference pages, please follow APA current edition style guidelines.
https://kapextmediassl-a.akamaihd.net/EdCommGrad/IX520/RapidNeedsAnalysis/RNA-Step-2-Identifying-the-Current-Situation.pdf
https://kapextmediassl-a.akamaihd.net/EdCommGrad/IX520/RapidNeedsAnalysis/RNA-Step-3-Analyzing-the-Data.pdf

2-3 page MS report identify a be potent threat to the business, recommend 2 controls or protocols that need to be implemented to defend against attacks and limit the risk

This is a Capstone Project to develop a professional development curriculum to improve on mission-critical skills of Human Resources Leaders.

Part One: Lesson Plan
A.  Using the attached “WGU 5E Lesson Plan Template,” create an original elementary-level (K–6) lesson plan that incorporates a hands-on scientific experiment, investigation, or lab activity and includes the following:
•   one state (ILLINOIS) or national science standard, including the alphanumeric indicator code and the written standard
•   one measurable learning objective that aligns with the standard and includes the following required components:
–   condition
–   behavior
–   criterion
•   instructional strategies and learning tasks that address the 5 Es and support scientific inquiry
Part Two: Reflection
B.  Explain your rationale for using the hands-on scientific experiment, investigation, or lab activity from the lesson plan in part A, including the following:
1.  how it aligns with the learning objective
2.  how it supports student engagement
C.  Explain your rationale for using the summative assessment from the lesson plan in part A, including the following:
1.  how it aligns with the learning objective
2.  how you will use student outcomes to inform future instructional decisions
D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E.  Demonstrate professional communication in the content and presentation of your submission.

1. Describe four common challenges or misconceptions of early number concepts.What might you do to help students who struggle with these challenges?
2. When teaching addition and subtraction, what are some important ideas for teachers to consider?