Part 1 Integrating technology into classrooms requires knowledge of both hardware and software capabilities. Watch the video “Tech Literacy: Making It Relevant Through Content Learning

Part 1 Integrating technology into classrooms requires knowledge of both hardware and software capabilities. Watch the video “Tech Literacy: Making It Relevant Through Content Learning” to help you set the context for this assignment. What are schools doing to integrate technology into teaching content and what approaches are they taking to do so? Conduct a “technology inventory” of your cooperating teacher’s classroom and school. Reflect upon the TPACK model and the “context” component—this is the TPACK component you are identifying and reflecting upon for this assignment. Use the prompts below to guide your investigation of your classroom’s and school’s “context” related to technology. Collaborate with your cooperating teacher and/or other teachers or personnel who are working with the technology at your school to complete the Week 1 Assignment requirements. There may be a district technology coordinator, media specialist or librarian, technology coach or integrationist, or other individuals who might also be helpful with this information. Complete the “Classroom/School Technology Inventory” document that identifies technology resources in your classroom and school. Use this information to write a two-page summary of the available technology. Identify technology resources within your teaching context that support your instruction and student learning: Describe the technology available in your classroom (hardware, software, networking, etc.) Describe the technology available in other areas of your school (hardware, software, networking, etc.) What technology does your school use for remote teaching and learning? Who are the technology resource people in your school? How is technology purchased, obtained, and accessed for classroom use? Identify the “issues and challenges” related to technology use and integration in your school How is technology used to collect and analyze data and interpret results to improve instructional practice and maximize student learning? Synthesize the information you found from the above prompts and the “Classroom/School Technology Inventory” document. Also, comment on how this “context” impacts your TPACK use and integration. Part2 In the Week 1 Discussion, we carefully review test scores about a student and make observations that help us design learning opportunities for him that make sense. It is critical that we not only collect data but collect information that is both reliable and valid. Review the assessments results and data provided for a third-grade student named Darius. Think about this student’s abilities in various aspects of literacy, and his areas of strength and weaknesses. Use the following scenario for the Week 1 Discussion: Darius is a third-grade student. He typically performs well in school, with no serious behavioral issues. Previously, he was reading on grade level with a Lexile score of 410, and his grades were typically above 80%. Recently, Darius was given a standardized assessment in Reading, Language Arts, and Math. He came to school that morning visibly upset and did not seem focused on the test. It is critical to evaluate data for the purpose of true validity and reliability. Validity is the extent to which an assessment accurately measures what it is intended to measure. After reviewing Darius’ assessment report, consider this scenario: You are being asked to assign reading groups based on standardized test scores and data collected from previous assessments. Develop your post by considering the following: Describe the overall sense of Darius’ reading ability that you get from the assessment data. Describe the types of scenario that may have affected Darius’s test scores. Use the resources on reliability and validity to evaluate these test results. Define one strength and one weakness you see from the data related to literacy. Describe how you will support this area of weakness. Describe when it is appropriate to use formal and informal assessments. Describe, based on this data, what would be the most appropriate next step for Darius. Part3 Schedule a visit in your host teacher’s classroom that allows an opportunity for you to: Observe part of a language arts lesson. Meet and collaborate with the host teacher to discuss language and literacy, keeping the topics below in mind: The literacy instruction and assessments currently used within the classroom How the host teacher determines student interests, dispositions, and attitudes about reading and literacy to create a literate and motivating environment How the host teacher makes adjustments to assessments for students who speak a second language, based upon their knowledge of the student’s first language Ways the host teacher incorporates media literacy into instruction and assessment Ways the host teacher adjusts instruction and assessment based on narrative and expository texts Ways the host teacher might adapt instruction and assessment for the online environment. a 2- to 3-page paper that addresses these components using APA formatting