Enhancing Implementation In Digital Proficiency And Education Assignment

Enhancing Implementation In Digital Proficiency And Education Assignment

Question Description
10-12 page paper proposing the implementation of a school-wide framework for enhancing digital literacy in a specific educational setting.

Submit a 10–12-page scholarly, APA-formatted paper in which you:

Develop SAMR objectives for the implementation of the framework.
Evaluate the alignment of your objectives with the overall goal.
Evaluate the alignment of your objectives with the unique characteristics of the specific educational setting.
Evaluate the alignment of your objectives with the professional literature.
Determine a curricular focus. Will your framework address gaps in proficiency through:
The addition of ICT classes to the curriculum?
The integration of technology within existing classes?
Extra-curricular classes?
Some other approach?
Discuss the role of stakeholders in the school community.
Explain the actions that need to be taken to implement the framework, including an explanation of why these actions need to happen.
What challenges do you anticipate when implementing this framework? What proactive strategies could stakeholders use for addressing the potential challenges you identified?
Propose a plan for promoting and sustaining consensus among all relevant stakeholders, such as students, administrators, teachers, and parents.
List resources needed to carry out the implementation of the framework. Consider the resources that may be needed within the target school or district as well as resources that may be needed from the community.
Develop a comprehensive framework to enhance digital literacy in all students.
Your framework should:
Impact all students in the specific educational setting.
Be specific, logically presented, and ready for implementation.
Digital Literacy

Fluck, A., Webb, M., Cox, M., Angeli, C., Malyn-Smith, J., Voogt, J., & Zagami, J. (2016). Arguing for computer science in the school curriculum. Journal of Educational Technology & Society, 19(3), 38–46.
Hatlevik, O. E., Guðmundsdóttir, G. B., & Loi, M. (2015). Digital diversity among upper secondary students: A multilevel analysis of the relationship between cultural capital, self-efficacy, strategic use of information and digital competence. Computers & Education, 81, 345–353.
This article explores “digital diversity among upper secondary students… analysis showed differences in students’ digital competence and indication of digital diversity on both student and school level.”
Hicks, T., & Turner, K. H. (2013). No longer a luxury: Digital literacy can’t wait. The English Journal,102(6), 58–65.
This article explores practices that are not conducive to digital literacy and suggests practices for instructors.
Howard, S. K., Ma, J., & Yang, J. (2016). Student rules: Exploring patterns of students’ computer-efficacy and engagement with digital technologies in learning. Computers & Education, 101, 29–42.
This article explores the misconception that all students are experienced in the use of technology. A study was conducted to examine “unique patterns among key factors of students’ technology use and experiences related to learning as a way to inform teachers’ practice and learning design.”
Hull, G., Scott, J., & Higgs, J. (2014). The nerdy teacher: Pedagogical identities for a digital age. The Phi Delta Kappan, 95(7), 55–60.
This article explains “pedagogical implications of this new digital world that are important for classroom teachers and for those who prepare teachers-to-be.”
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078.
This article studied undergraduate students and “their degree of digital literacy and the ease with which they learn to make use of unfamiliar technologies.”
ISTE Standards

International Society of Technology in Education. (1998). National educational technology standards for students. Retrieved from http://www.orlandodiocese.org/images/stories/schoo…
International Society of Technology in Education. (n.d.). ISTE standards for students. Retrieved from https://www.iste.org/standards/standards/standards…
Green, L. S. (2014). Through the looking glass. Knowledge Quest, 43(1), 36–43.
This article compares the SAMR model to TPACK.
Green, L., Inan, F., & Maushak, N. (2014). A case study: The role of student-generated vidcasts in K–12 language learner academic language and content acquisition. Journal of Research on Technology in Education, 46(3), 297–324.
Herold, B. (2016). What it takes to move from ‘passive’ to ‘active’ tech use in K–12 schools. The Education Digest, 82(2), 33–38.
Kingsley, T., & Tancock, S. (2014). Internet inquiry. Reading Teacher, 67(5), 389–399.
This article explains “the online research and comprehension competencies students will need to successfully engage with Internet inquiry.”
Williams, L. (2015). Flipped classrooms 2.0. University Business, 18(5), 47–48.
View the following Capella media piece about Digital Bloom’s Taxonomy.
Digital Bloom’s Taxonomy | Transcript.
Use the Internet to research the SAMR framework, especially how it aligns with Bloom’s Digital Taxonomy.

The SAMR model supports and enables teachers to design, develop, and implement learning experiences that utilize technology (2014). The levels of SAMR coincide with Bloom’s Taxonomy, and hence promote different types of learning. The first two levels, Substitute and Augment, are considered to be teacher directed, in that the teacher redesigns learning tasks to incorporate technology. The higher levels, Modify and Redefine, are considered to be student directed, in that the availability of technology allows students to drive their own learning by modifying or redefining the learning tasks. The SAMR model supports and enables teachers to design, develop, and implement learning experiences that utilize technology (2014). The levels of SAMR coincide with Bloom’s Taxonomy, and hence promote different types of learning. The first two levels, Substitute and Augment, are considered to be teacher directed, in that the teacher redesigns learning tasks to incorporate technology. The higher levels, Modify and Redefine, are considered to be student directed, in that the availability of technology allows students to drive their own learning by modifying or redefining the learning tasks.
Reference
Puentedura, R. (2014, June 29). Learning, technology and the SAMR model: Goals, processes and practice [Blog post]. Retrieved from http://hippasus.com/blog/archives/date/2014/06

Part of your summative assessment involves the role of stakeholders. If you would like to deepen your knowledge about stakeholder perceptions on improving technology proficiency, consider:

Meeting with students, teachers, administrators, and members of the wider educational community.
Collecting data on stakeholder perceptions of digital proficiency among students in the specific educational setting.
Stakeholder perspectives on how to improve digital proficiency in that educational setting. You would seek ideas that explicitly align with that setting about which these stakeholders may know more than you do.
Stakeholder willingness to engage proactively with an initiative to improve the digital proficiency of students in that educational setting.

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.