WRITE ME AN EMAIL FOR MY PROFESSOR ASKING FO THE COPY OF HER SCREEN RRECORDING OF OUR LESSONS

April became more interested in the lesson because the teacher used audio-visual materials in the discussion. This shows that media and information literacy can be applied to____.*1 pointEconomyEducationPoliticsSociety

Alan November and Student OwnershipMuch of our work this semester has been around exploring technology tools and creating professional development that will help teachers design engaging, student-centered activities. In the following video, Alan November discusses student ownership of learning and the shift in instructional design required by student access to technology and the Internet. As you view the video, consider his comments in relation to how you think about designing tech-supported activities in your classroom.After viewing the video, consider the implications of November's comments for our work this semester in designing learner-centered activities and the professional development around them that will be engaging, relevant, and valued by the student and teacher. Then, it is time to begin exploring the levels of Bloom's and specific technology tools that will be useful and engaging. Let's begin considering specific strategies and tools with more from Alan November with his article, "Students as Contributors: The Digital Learning Farm."Digital Bloom's Taxonomy: A Reexamination of Tools and EngagementIt is likely that you are somewhat familiar with the Digital Bloom’s Taxonomy.  In recent years, educators have attached additional contemporary technology learning tools to each Bloom’s level.  Indiana State University has produced a Digital Bloom’s Taxonomy pyramid with each level loaded with live links to tech tools and resources useful for that level. It is a great resource, so have fun exploring the resources.  While the lower levels are useful, be sure to give particular attention to the top three levels.Learn more about the Digital Bloom's Taxonomy idea (basically, applying the refreshed Bloom's Taxonomy in a digital world) from Common Sense Education.Digital Learning and Shifts in Learning - Activity 10Consider Alan November's ideas in relationship to the shifts in the assignment and learning activity design called for in our world of virtually ubiquitous access to information. Explore the "digitalness" of Bloom's Taxonomy with the sources mentioned in this module and beyond.Post an example of a currently used instructional strategy or lesson that does not consider that students can easily locate factual information. Discuss why your example is the "status quo" and not an example of November's ideas of assignment design. Title this section of your post Status Quo.Share your favorite strategy/resource from November's article. Include a short description, how you feel you could utilize the strategy/resource in your classroom or context, and how such an activity can engage students of all interests. Title this section of your post Digital Learning Farm.Consider the pyramid image and Common-Sense Education video then share a new resource or tool you discovered in the pyramid and a brief idea of how you may be able to incorporate the resource into your instruction. Title this section Digital Bloom's Taxonomy Pyramid.

After reading the chapter, with your team members (e.g., grade level, discipline specific) or individually, use the instructional design plan (see Figure 1.6) and the five guiding questions to create a blueprint for technology-enabled study of a specific content or pedagogy—including social, emotional, and behavioral domains—that will build professional knowledge (which, in part, forms the foundation for improving classroom practice and enhancing student outcomes).

A good reason to contact an instructor by email would be to ______.Multiple choice question.explain an issue from your childhood and how it has caused anxiety for many yearsturn in an assignment that can be submitted through emailask about something you forgot from the front page of the syllabussee if you can get an extension on an assignment so you can watch a ball game

check plagiarism for the writing below : Abstract: This report examines the rapidly developing topic of mobile games for learning and offers a thorough analysis of the available research. The study looks at the advantages and difficulties of using mobile games as teaching tools in a variety of educational settings. According to the research, there are certain challenges in integrating mobile games into educational environments, even if they can increase engagement and individualized learning. These include potential diversions, technical difficulties, and the requirement for teacher preparation. Along with highlighting important studies and influential figures in the subject, the study also identifies areas of disagreement and possible directions for further research. The objective is to contribute to the continuing conversation in this changing field by offering a comprehensive grasp of the effects and effectiveness of mobile games in education. Introduction: The intersection of mobile technology and education has given rise to a new pedagogical tool: mobile games. This research report delves into the exploration of mobile games in the context of education, a field that has witnessed a surge of interest in recent years. Mobile games, with their interactive and engaging nature, have the potential to revolutionize traditional teaching and learning methods. They offer a unique blend of entertainment and education, often referred to as 'edutainment', which can make learning more enjoyable and engaging for students. However, the integration of mobile games into educational settings is not without challenges. Concerns have been raised about the potential for distraction, the appropriateness of content, and the need for effective pedagogical strategies to ensure that the use of games supports, rather than hinders, learning. Furthermore, there are technical issues to consider, such as the availability of devices and internet access, particularly in low-resource settings. This report focuses on the use of mobile games specifically designed for educational purposes, rather than the use of commercial off-the-shelf games in education. While the latter is a significant area of research, it is beyond the scope of this report. Similarly, the report focuses on the use of mobile games in formal educational settings, such as schools and universities, rather than informal learning contexts.