Educational Research Project

Essay Assignment: Utilize web-based tools to find and research classroom resources

Requirements:

• Preferably typed in Microsoft Word; contact me if you need to use a different format
• 2000 word minimum
• Fulfills all conditions of assignment rubric (Found on course site)

FINAL ESSAY REQUIREMENTS — 1/12/2018

 

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Essay Assignment: Utilize web-based tools to find and research classroom resources

Requirements:

· Preferably typed in Microsoft Word; contact me if you need to use a different format

· 2000 word minimum

· Fulfills all conditions of assignment rubric (Found on course site)

 

For this essay assignment, you will choose, analyze, compare and contrast 2 web sites that allow teachers to: 1) access information relevant to their teaching and 2) conduct research using tools and resources available on each site for building lesson plans and interactive activities (twin goals). In other words, you will analyze websites and other digital resources that provide the type of information and research tools that a practicing teacher must use on a regular basis.  In analyzing this site, you will look at all features, including function, reliability of content, and whether or not this site is an effective resource for educators, thereby successfully meeting the twin goals stated above.  In addition, you will use the site as designed to access information, research an issue, or test a hypothesis to show how you make effective and efficient choices to enhance your teaching. 

The two sites you choose must be from the list of approved sites below.  If you wish to choose a different site, please check with me first and seek approval before continuing.  Any site chosen must also meet the twin goals stated above.  

 

ThinkFinity:  

http://www.thinkfinity.org

PBS Teachers: 

http://www.pbs.org/teachers

Discovery Education: 

http://www.discoveryeducation.com/teachers/

Edutopia: 

http://www.edutopia.org

Scholastic Teachers: 

http://www.scholastic.com/teachers/

Smithsonian Education: 

http://www.smithsonianeducation.org/educators/

Library of Congress: Teachers: 

http://www.loc.gov/teachers

Intel® Education: 

http://www.intel.com/content/www/us/en/education/k12/teachers.html

National Science Foundation: Where Discovery Begins: 

http://www.nsf.gov/news/classroom

The Metropolitan Museum of Art: For Educators: 

http://www.metmuseum.org/learn/for-educators

Illuminations: Resources for Teaching Mathematics: 

http://illuminations.nctm.org/

TeacherTube: 

http://teachertube.com

Smithsonian Education: 

http://www.smithsonianeducation.org/educators/index.html

The Teachers Corner: 

http://www.theteacherscorner.net/

Teachers Network: 

http://teachersnetwork.org/

Education World: 

http://www.educationworld.com/

The Gateway to 21st Century Skills: 

http://www.thegateway.org/

Teacher.Net: 

homepage

A to Z Teacher Stuff: 

http://atozteacherstuff.com/

TeachersFirst: 

http://www.teachersfirst.com/index.cfm

TeachHUB: 

Home

Annenberg Learner: 

Annenberg Learner

My TeacherTools: 

http://www.myteachertools.com/

Teachnology: 

http://www.teach-nology.com/

LD Online: www.ldonline.org

You want to focus on the utility of each site: what it does, the content it produces, and whether or not it provides educational resources to teachers (effectiveness).  What are the pros/cons of using each of these sites in the classroom?  Consider learner, teacher, parent, and community factors.  In all examples, you must demonstrate (through written evidence, examples and support) that you have used the site and found highlights and pitfalls as they relate to the twin goals above.  Ultimately, you will be graded on your ability to:

“Skillfully employ technology (the sites you choose) to access information, research an issue, or test a hypothesis, and communicate findings and make effective and efficient choices. (You must also)  Demonstrate a sophisticated understanding of the strengths and limitations of a particular technology (or methodology the technology allows). Correctly identify what types of problems or tasks it is suited to and which it is not, and why.”  (As outlined in the SAS Undergraduate Core Standards goal y – “Student is able to… Employ current technologies to access information, to conduct research, and to communicate findings.”)

More information can be found here: 

http://sas.rutgers.edu/images/stories/undergrad_office/0211_sas_core_brochure12

More specifically, an outstanding essay must address each of the following criteria.  Please break your essay into identified sections (in other words, include paragraph headings) that cover each of the following 5 categories:

· Purpose/Function: Identify a feature/tool of each site that is essential to its use. Discuss how the tool can be used to explore, research, or develop hypotheses about a topic germane to education. Describe how you gain access to information with those tools. Explain how those features or tools are important to their site. 

· Content Reliability:  Going above and beyond purpose/function, content that is found on the site must be reviewed for reliability.  Judgments about the reliability of the content must be supported by evidence.  Choose and answer at least 2 of the 5 options below for each of the sites:

· Who is the author of the site or materials found on the site?  What are his/her credentials or other evidence of expertise in the area?  Is s/he presenting opinion, argument, or evidence?  How do you know?

· Where does the author get his/her information?  Is the source reliable?  Provide support for your assertion. 

· Is the information current and up-to-date?  This doesn’t necessarily mean that the publish date is within the last few years; rather, it means that the page/site provides information that is generally accepted to be the latest thinking or still useful today.  

· Are citations included?  Are the citations to reliable sources?  Provide support for your assertion. 

· Who sponsors this web site?  What is the parent organization?  What is their purpose?  Is this a for-profit enterprise?  Is this a group with a political or ideological agenda that it is promoting?  Where does the site/organization get its funding?  Do the funders have an agenda that might skew the reliability of information provided?  (For example, a drug-maker may not be the best source of information about a particular medical condition and appropriate treatments.  Similarly, the NRA might not be a completely objective source of information on gun violence.  

· Research & Theory:  This aspect of the assignment focuses on two concerns of modern professions: research and theory. Reflect on the information, content, and resources offered in each of the websites chosen for this project with regard to research and theory. Examine a particular resource from each site.  a) Determine ways that each of these resources can be used by education professionals to conduct research or possibly test a hypothesis relevant to their work AND b) relate your examples to the learning theories you’ve learned about in this course that underlie their development and use.  Be sure to provide support for your assertions in both a) and b) 

· You MUST cite the source of the learning theory you discuss.  For example, if you are discussing something that appears in a reading, it must be followed by the author’s name and page number.  If you are citing something in one of my presentations, it must be shown which one.

· Strengths & Limitations:    In this section look again at the various resources offered by each of the chosen sites. Which of these resources would the most useful to you as a teacher? Explain. Which of these resources would be the least useful to you as a teacher? Explain. Use theories of learning or what you have learned about the role of technology in education (cited from course reading) to support each of your examples.

· You MUST cite the source of the learning theory/course readings you discuss.  For example, if you are discussing something that appears in a reading, it must be followed by the author’s name and page number.  If you are citing something in one of my presentations, it must be shown which one. 

· Stakeholders: The sites that you have examined for this assignment are targeted to specific audiences. Examine each of the sites. How can each site be made more inclusive or broaden its appeal/usefulness to stakeholders such as students, parents, administrators or even policy makers? Why should the sponsors of the site aim to include those potential stakeholders?  Consider what you have learned about theory, research, and educational technology when developing your response.  Provide support for your assertions from cited course readings.

 

Essay Project Rubric:

 

 

OUTSTANDING (4 Points)	GOOD (3 Points)	SATISFACTORY (2 Points)	UNSATIFACTORY (D/F) (0-1 Points)
1. Purpose/Function(4 points) Learner scores “Outstanding” where at least one example from each site’s tools/features is identified and shown to be critical to the site’s function.  In addition, learner must also include full explanation of how to access information on the sites or search for teaching materials in order to score “Satisfactory” or better.	A function of each site described in advanced detail.  Must include full explanation of how to access information on the site, search for teaching materials, and explains how tools/features are important to that site.	A function of each site described in detail.   Must include some explanation of how to access information on the site, search for teaching materials, and explains how tools/features are important to that site.	A function of each site described.   Includes some explanation of how to access information on the site, search for teaching materials, and explains how tools/features are important to that site.	A function of each site poorly described, not explained, or not described at all.
2. Reliability of Content (4 points) Going above and beyond functionality, content that is found on the site must be reviewed for reliability by comparison.  Learner scores “Outstanding” where they identify and support (2 examples from each site) content reliability backed by evidence – in order to score “Satisfactory” or better.	Provides judgments about the reliability of the content supported by evidence.  For example: · Author credentials/evidence of expertise · Reliability of sources  · Current/up-to-date? · Citations to reliable sources · Sponsors of website/parent organization.   At least 2 well-supported examples from each site	Provides judgments about the reliability of the content supported by evidence.  For example: · Author credentials/evidence of expertise  · Reliability of sources  · Current/up-to-date? · Citations to reliable sources · Sponsors of website/parent organization.    At least 1 well-supported example s from each site	Provides judgments about the reliability of the content supported by evidence.  For example: · Author credentials/evidence of expertise  · Reliability of sources  · Current/up-to-date? · Citations to reliable sources · Sponsors of website/parent organization.    At least 1 well-supported example	Little to no judgment provided about the reliability of the content or judgments not supported by evidence.

 

3. Research & Theory (4 points) Learner scores “Outstanding” where they identify an example from each site that    Each of these resources can be used by education professionals to test hypotheses or conduct research that impacts their work.      Examples relate appropriately to the learning theories discussed in this course that underlie their development and use.     Both of the above examples must be adequately supported.	One resource from each site examined.  Student determines ways that each resource can be used by an education professional to conduct research or possibly to test a hypothesis relevant to their work in advanced detail with support.  Each example must be supported with learning theory from the course.	One resource from each site examined.  Student determines ways that each resource can be used by an education professional to conduct research or possibly to test a hypothesis relevant to their work in some detail with some support.  Each example must be supported with learning theory from the course.	One resource from each site examined.  Student determines ways that each resource can be used by an education professional to conduct research or possibly to test a hypothesis relevant to their work in some detail with some support.  Each example must be supported with learning theory from the course.  Minimal detail, weak support, or some required components missing.	Neither resource acceptable, weak support and not supported with learning theory.
4. Strengths & Limitations (4 points) Learner scores “Outstanding” where they identify and support one example of a useful resource and one example of the least useful resource.  Learner must show a relationship to the readings or educational theory that was discussed in the course, paying particular attention to technology’s role.  Examples must be cited from course readings.	Identifies one useful resource and one least useful from each site in advanced detail.  Examples are supported by course readings or learning theory. (Citations must accompany readings/theory)	Identifies one useful resource and one least useful from each site in detail.  Examples are supported by course readings or learning theory. (Citations must accompany readings/theory)  May be missing one or two required elements, but no more than that.	Identifies one useful resource and one least useful from each site.  Examples are supported by course readings or learning theory. (Citations must accompany readings/theory).  May be missing some required elements.	Description of strengths and limitations weak or not addressed at all.  (Weak or no examples/citations don’t match or are not present).
5. Stakeholders (4 points) Learner scores “Outstanding” where they examine this assignment for specific audiences. They show how the site can become more inclusive or broaden its appeal to a wider range of stakeholders such as students, parents, administrators or even policy makers.  Identifies why sponsors of the site aim to include those potential stakeholders, Consideration for theory, research, or educational technology. Support provided from cited course readings to score “Satisfactory”	Identifies ways in (advanced detail) which each site can be made more inclusive while relating what has been learned about theory, research, or educational technology.  Provides support for assertions from cited course readings.	Identifies ways (some detail) in which each site can be made more inclusive while relating what has been learned about theory, research, or educational technology. Provides support from cited course readings	Identifies ways in which each site can be made more inclusive while relating what has been learned about theory, research, or educational technology.  Provides support for assertions from cited course readings. Some support or relationships not well-made.	Limited or no ways identified in which each site can be made more inclusive. Support or relationships not identified.