Preface
As a course certified by the Rutgers University School of Arts and Sciences Core Curriculum, learners who enroll in Education & Computers (05:300:350) must fulfill Goal CCO (Analyze the relationship that science and technology have to a contemporary social issue.) of the Core.
Overview
The Internet has been transforming pre- and in-service development of professional educators. Educators are expected to iterate the use of digital technologies for professional purposes, including personal and collaborative research aimed at improving classroom practice.
Additionally, equitable access to high-quality education is a key contemporary social issue as education remains the dominant pathway to social mobility. This is increasingly salient as more and more educational experiences take place online where access varies, especially for historically marginalized learners.
This assignment asks learners to analyze the applicability and feasibility of technology on a pedagogical approach. It also looks at the latent potential of technology to support historically marginalized learners.
Assignment Brief
In a previous assignment you studied one type of handicapping condition and the types of technologies that can support learners with that condition. On the website EdutopiaLinks to an external site., many, many educators have written articles describing how technology can support general learners. Now you will apply your expertise to evaluate if their advice for general learners also applies to the type of marginalized learner you studied. Some will and some won’t. You will prepare a presentation describing one type of historically marginalized group of learners and if and how technology can support their education.
Edutopia’s Technology Integration section includes numerous articles that provide teachers with ideas, approaches, and professional development opportunities for using technology in the classroom. Choose and read an article found in Edutopia’s Technology Integration section at: https://www.edutopia.org/technology-integrationLinks to an external site. that interests you.
Once you’ve read the article, create a slide deck or screencast presentation with the goal of presenting it to our class in the Discussion below. Your presentation will be scored on the criteria in this rubric. Your presentation must include all the requirements in the rubric, which includes the elements below, for full credit:
Provide an introduction and explain why you chose the article you did. (1-2 slides)
Introduce the article to your viewers. Use a few (2-3) slides to explain what you learned. Assume your audience has no knowledge of the article.
Focus on technology integration. Be sure to explain the usefulness in a classroom—in person, virtual or hybrid–scenario. It’s easy to focus on the tech itself, but don’t lose sight of the benefit it provides in the classroom. (2-3 slides)
Choose one type of historically marginalized group of learners* and discuss the article’s approach to technology integration in terms of challenges that type of students face:
Describe how the approach the article presents could present challenges to the group and speculate about how such challenges can be overcome. (1-2 slides) For example, technology access may be limited outside of school or the school may not have the budget to provide the equipment suggested.
Conversely, describe how the approach can benefit the same group and explain why you think it could. Alternatively, perhaps the approach would not benefit the group of learners you chose. Explain why. For example, if technology access is limited, what are some ways those limitations could be addressed? (1-2 slides)
Provide a summary by including your opinion. What do you think this approach means for a practicing teacher? What does this approach mean for the marginalized group identified in the previous slide(s)? (2-3 slides)
Your last presentation slide must ask at least 3 questions of your audience. The questions are meant to engage them by asking them their thoughts or opinions that surround the topics introduced in the presentation. (1 slide)
Be sure to include a References slide as the final slide.
Attach your slide deck or screencast presentation below.
Partnership:
Once your presentation is complete, you will pick a presentation that someone else in our class created. Reply to your classmate’s link with your response to the questions that were provided at the end of their presentation. You may also ask your classmate any further questions you have. Choose a presentation that has no response yet if possible.
Other requirements:
The presentation must be 10 slides minimum.
The presentation should be easy to follow and look clean. Music, narration, pictures, and other highlighting are optional. No need to impress.
The presentation must be proofread with no grammar or spelling errors.
Any time you quote from the chosen article or other sources, you must include the author’s name and page number or link in parentheses. You must also include a References slide after the end of the presentation.
Examples:
(Gonzalez, 30)
(Joseph, https://www.edutopia.org/article/pd-helps-teachers-improve-quality-their-video-instructionLinks to an external site.)
Finally, I know the schedule says you must post your response to another class member’s 3 questions on the discussion thread in Canvas by April 22, but I will give you until the last day of class, April 29.
Your presentation will be scored to the criteria in this rubric. WARNING: the criteria in the rubric is more specific than these general directions. The rubric requires references to research or expert opinion.
* Historically Marginalized Learners (Assignment in Week 7): This phrase can refer to, but is not limited to:
Learners with special needs
Learners of color
Learners who speak English as a second language
Learners who identify as LGBTQ+
Learners from socioeconomically disadvantaged homes or communities
