Discussion on Replacing Effective Practices

Discussion on Replacing Effective Practices

Instructions  

Discussion on Replacing Effective Practices

a minimum of 500 words

We’re always on the lookout for the next cutting-edge educational practice. Although much of the focus of innovation is on the future, we must find ways to use what we already know to get to new places. You will reflect on how we can use existing knowledge while implementing new educational practices in this discussion. Watch SVP Boston before continuing with this discussion (2012).

Create a first response that addresses the following points:

The first part is dedicated to research.

Find one scholarly resource that looks at how innovative practices are used in education. Technology does not have to be a part of the innovative practice.
Give a complete APA citation for this source.
Give a synopsis of the resource you found. This summary should be at least 100 words long, but no longer than 150.
Part 2: Take a moment to reflect.

Please respond to the following questions:

Is it possible to combine “old” and “new”? How can educators make use of their existing knowledge while incorporating new technologies and practices?
Guided Reaction: At least two classmates should receive your responses. Consider the responses of your classmates in your response. You might want to think about the following questions in your response:

How do you think you and your classmates feel about innovative practice?
Do you agree or disagree with your classmates’ presentation of the application of prior knowledge?
introduction
Early visual materials, including film, and Pressey’s teaching machine (1926), which was based on E. L. Thorndike’s theories, can be traced back to the early twentieth century (1913). Those early activities, like so many others today, were centered on the media. B. F. Skinner introduced programmed instruction in the 1950s, in which learners are given frequent questions with immediate feedback and are given instruction in small steps.

The PLATO system was created at the University of Illinois in the 1960s and was used to deliver instruction until the 1980s. While there was a lot of good courseware created for PLATO, it all started in the electrical engineering department. Educators were quickly interested, but technology was driving progress. Many new technologies for authoring, programming, delivering, and evaluating instruction have emerged in response to technological advancements in industry. Rarely has educational technology been developed solely to meet a need in the classroom. Mobile technologies are a good example. Without understanding the potential effectiveness of such devices, many educators and others quickly concluded that mobile technologies should be used for education because they are ubiquitous.

In this unit, you’ll learn how to make the most of new technology while sticking to tried-and-true practices and paradigms from the past.

ARTICLE
W. O. Lee, W. O. Lee, W. O. Lee, W (2012). Learning for the future: Is the fourth way the emergence of lifelong learning and internationalisation of education? 53-64 in Educational Research for Policy and Practice, vol. 11(1). https://doi.org/10.1007/s10671-011-9122-9

The full-text version of this article is available in the Ashford University Library’s ERIC database.
ISVP MULTIMEDIA BOSTON (2012, March 21). Tony Wagner gives a talk on how to create innovators (Links to an external site.). YouTube.

Statement on Accessibility (Links to an external site.)
Policy on Personal Information Protection
Examine how innovation and technology are influencing today’s teaching and learning, as well as how educators, administrators, and other leaders can influence change while maintaining traditional strengths.
Propose roles and actions for educators who are change agents and early adopters in order to help them establish new educational paradigms that embrace technology and encourage innovation.
600 x 600 x 600 x 600 x 600 x 600 x 600

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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