http://projects.web2teach.com/ 2009-10-07T17:00:31-07:00 http://projects.web2teach.com/ http://projects.web2teach.com/lib/images/favicon.ico text/html 2009-10-01T19:24:10-07:00 http://projects.web2teach.com/books?rev=1254450250&do=diff Books/Resources They Say/I Say: The Moves That Matter in Persuasive Writing By Gerald Graff, Cathy Birkenstein A very innovative book about scholarly arguments/writing. R.M. text/html 2009-10-01T19:22:24-07:00 http://projects.web2teach.com/rubrics?rev=1254450144&do=diff Rubric Samples EPY Preliminary Exam (initial author Putney) EdTech M.Ed. Comprehensive Exam (initial author Strudler) AERA Paper Review Criteria APA Notes Books text/html 2009-10-01T18:42:43-07:00 http://projects.web2teach.com/apa_notes?rev=1254447763&do=diff APA Notes Writing is more formal but not dull. Use active verbs. Orderly Presentation of Ideas Use transitions freely (then, next . . . therefore, because, . . . moreover, in addition, . . . however, conversely). Avoid literary devices used in creative writing. Unexpected shifts, ambiguity and irony should be avoided. text/html 2009-10-01T17:49:30-07:00 http://projects.web2teach.com/aera_paper_review_criteria?rev=1254444570&do=diff AERA Paper Review Criteria *Objectives or purposesMin: 1: (Insignificant) Max: 5: (Critically Significant) *Perspective(s) or theoretical frameworkMin: 1: (Not Articulated) Max: 5: (Well Articulated) *Methods, techniques, or modes of inquiryMin: 1: (Not Well Executed) Max: 5: (Well Executed) text/html 2009-10-01T17:39:44-07:00 http://projects.web2teach.com/edtech_m.ed._comprehensive_exam?rev=1254443984&do=diff EdTech M.Ed. Writing Style Essay includes a clear, well- sequenced progression of ideas. All points are developed in the appropriate sections of the response. Explicit transitions or subheadings support the organization of the essay. The writing style is exceptionally clear and articulate. text/html 2009-10-01T17:36:17-07:00 http://projects.web2teach.com/epy_preliminary_exam?rev=1254443777&do=diff EPY Prelim Exam Organization Well organized; recognizable form; on topic; consistent tone; clear beginning, middle, end; paragraphs intact; coherent; smooth and flowing; identifiable thesis; strong transitions; forceful, memorable introduction and conclusion; in-depth text/html 2009-07-27T14:29:55-07:00 khartley http://projects.web2teach.com/nevada?rev=1248730195&do=diff 2008 Nevada EdTech Needs Assessment Documents * [Final Report] * [Report Presentation] * [Original Proposal] * Old State EdTech Plan * National Center for Technology Planning * District Information * Related Research Documents * 2007 Evaluation of Educational Technology In Nevada - for Legislative Bureau of Educational Accountability and Program Evaluation of the Legislative Council Bureau. * 2003 Evaluation of Educational Technology In Nevada - for LBEAPE text/html 2009-03-19T13:46:59-07:00 http://projects.web2teach.com/web2?rev=1237495619&do=diff projects.web2teach.com/web2 Web 2.0 Video --> Early Tech Support --> text/html 2009-03-17T09:17:20-07:00 http://projects.web2teach.com/nevada/research?rev=1237306640&do=diff Related Research Documents * New Hampshire Levels of Technology Integration * Pennsylvania Technology Inventory * Vannatta, R. A., & Fordham, N. (2004). [Teacher dispositions as predictors of classroom technology use]. Journal of Research on Technology in Education 36(3), 253-271. * Park and Ermter (2007)[Impact of Problem-Based Learning (PBL) on Teachers' Beliefs Regarding Technology Use.] * describe 1st and 2nd order barriers. text/html 2009-03-04T15:33:17-07:00 http://projects.web2teach.com/instructional_management_systems?rev=1236209597&do=diff Instructional Management Systems’ Impact on Critical High School Student Outcomes Current Draft To Do: * Kendall - reframe intro around impacts ID * Biggest bang for the buck * How can we use IT to enhance performance . . . * Performance improvement . . . * Not a learning issue, it is a performance issue . . . * How can you self-regulate if you don't know how you are doing.