PLEASE HELP ME I HAVE ONLY 35 MINUTES. I TRY TO OVER 200 TIMES:s Item 1 In the case below, the original source material is given along with a sample…

PLEASE HELP ME I HAVE ONLY 35 MINUTES. I TRY TO OVER 200 TIMES:s
Item 1
My position as teacher/designer and a new media opportunity (video annotations) initiated the re-design. I created the YouTube videos because I (1) believed in shared teacher observation discussions and (2) I could. I also brought to the situation an interest in online discussions. I had planned the discussion to take place on top of the video via annotations because I was curious about how people use new media to communicate.
Howard, C. D. (2011). Writing and rewriting the instructional design case: A view from two sides. International Journal of Designs for Learning, 2(1), 40-55.
Howard (2011) says that his position as teacher/designer and a new media opportunity (video annotations) initiated the re-design. He created the YouTube videos because he believed in shared teacher observation discussions. If YouTube was purely a tool used in education, would it have received as much attention and investment in advancing its functionality?
A belief in the importance of technology instruction coupled with a lack of technology skills represents an opportunity to impact instructional practice. By supporting the enhancement of technology skill levels, preservice teachers may be better equipped to act on their beliefs regarding the importance of technology integration.
Reference 1
Brush, T., Glazewski, K. D., & Hew, K. F. (2008). Development of an instrument to measure preservice teachers’ technology skills, technology beliefs, and technology barriers. Computers in the Schools, 25(1), 112-125.
Original Source Material 2
With regard to factors that contribute to the teachers’ readiness, computer proficiency took priority. Basically, if teacher computer proficiency increases, the teachers’ feeling to be more ready to integrate technology into instruction also increases
Reference 2
Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154.
Brush and colleagues (2008) identify the combination of low preservice teacher technology skills and their belief that teachers should teach technology to their students as a unique chance to impact education. Also, Inan and Lowther (2010) found that “if teacher computer proficiency increases, the teachers’ feeling to be more ready to integrate technology into instruction also increases” (p.138).
From reading educator-authors’ revisions, and experiencing confusion myself surrounding how performance measures fit into a design case, I feel the problem arises from how new authors view design cases in relation to scientific experimental studies in education. A designer who is also a researcher must recognize the difference in perspective between a design case and an experimental study which uses a design for teaching and learning.
Seeing the differences in viewpoint between a study that reports experimental results and a design case is a must for an individual who is both a designer and a researcher. Howard identifies this change of perspective as being critical to new authors of design cases.
In examining the history of the visionary companies, we were struck by how often they made some of their best moves not by detailed strategic planning, but rather by experimentation, trial and error, opportunism, and–quite literally–accident. What looks in hindsight like a brilliant strategy was often the residual result of opportunistic experimentation and “purposeful accidents.”
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.
Decisions that look like the result of smart strategic thinking could, instead, be attributed to a culture that values opportunistic experimenting and intentional mishaps. Collins and Porras (2002) point out their surprise at finding that many of the visionary companies that they researched “made some of their best moves not by detailed planning, but rather by experimentation, trial and error, opportunism, and–quite literally–accident” (p. 141).
One way to explain the date coincidence in the novel is by interpreting it as a detail foretelling an unatural interruption in matrilineage (Séllei, 2009). The funeral of Queen Victoria was no doubt a significant cultural moment for England.
The relationship between voters and candidates is a complicated one. For example, the vast majority of the public is convinced that candidates will promise anything to be elected and then pay no attention to their promises once elected (Simon, 2003). Such a state of affairs sets low expectations for those running for office.
We considered a number of methods for measuring similarity between countries with respect to their mathematics attainment. A simple comparison of scale scores over time was rejected as this would limit the investigation to asking how much respondents from a country know on a given topic. Instead, we chose an item-level analysis that allows for a closer examination of what respondents in a given country know and how this compares to other countries.
One criticism of using scale scores or total scores on a test is that it can hide interesting details. For example, Rutkowski and Rutkowski (2009, p. 140) rejected scale scores in favor of an item-level analysis since it would allow “for a closer examination of what respondents in a given country know and how this compares to other countries”.
Merck, in fact, epitomizes the ideological nature–the pragmatic idealism–of highly visionary companies. Our research showed that a fundamental element in the “ticking clock” of a visionary company is a core ideology–core values and a sense of purpose beyond just making money–that guides and inspires people throughout the organization and remains relatively fixed for long periods of time.
While some have identified Merck as a visionary company dedicated to a “core values and a sense of purpose beyond just making money” (Collins & Porras, 2002, p. 48), others point out corporate misdeeds perpetrated by Merck (e.g., its role in establishing a dubious medical journal that republished articles favorable to Merck products) as contradictory evidence.
The selected memories, nevertheless, both from her childhood and from Sally’s do coalesce, or at least indicate a very clear thematic focus: primarily death, and, to a smaller extent, writing, creation, the power of words-two aspects where this book originates in: the trauma of death as a source of writing–and, as a result, as a means of creating one’s self, the autobiographical subject, or the subject of this autobiography.
The carefully chosen memories of youth and the memories from Sally’s childhood do merge and also point to death and writing as truly important themes in the book. According to Séllei (2009), the impact of death on an individual may serve “as a source of writing–and, as a result, as a means of creating one’s self, the autobiographical subject, or the subject of this autobiography” (p. 175).
Item 10
Darwin’s theory of evolution by natural selection is satisfying because it shows us a way in which simplicity could change into complexity, how unordered atoms could group themselves into ever more complex patterns until they ended up manufacturing people.
Dawkins, R. (1989). The selfish gene (3rd ed.). Oxford, England: Oxford University Press.
There is a range of perspectives on Darwin’s ideas about evolution. His theory of evolution shows us a way in which simplicity could change into complexity that many find appealing. When Dawkins (1989) states that “Darwin’s theory of evolution by natural selection is satisfying” (p. 12), he points to the ability of the theory to explain complex phenomenon.
This is not plagiarism







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