Daren's IPT 287 internet saftey assigment

Article I read

The article I choose to read was the article from the For Strength of Youth pamphlet. Having been many years since I have been in the youth program, I though that it would be a good reminder to see what the church has to offer the youth about media. What the article continue was much different from what I remembered as a youth and reminded me that there are many threats that the youth in our church hast to deal with.

Video Resources

The video resources I watch were very eye opening. Through them, I was able to see many hardships that people faced that were related to internet problems. From child predators to cyber bulling, I saw that there are many problems people (not only children) can have if they are not wise with the way they use the internet.

Take-aways

Although there were many take-aways from the information I looked out, there were two things that stood out the most to me. First of all, you need to be very careful with the information you put on the internet. Even if the information you put on seems harmless, there are still many ways it can be used against you if it falls into the wrong hands. Second, special measures need to be taken with chatrooms. Although chatrooms may not seem bad, many of the examples I saw of people having problems seemed to start in the chatroom. Because of this, I feel that children (or adults for that matter) should not use chatrooms. It just does not seem worth the risk.

Doing Experience

After asking my person about what they knew about internet safety, I was not really surprised. The person I talked to knew all about how you should have blockers on your internet to keep bad stuff out and how you should have your computer in a well traffic place. My person also seemed to know about the problems with chatrooms and other things. What my person did not know was the degree to how bad some of these things can be. They did not know that how little of information a person needs to start out with in order to find where somebody lives. Nor did they know the degrees of dangerous cyber bulling or chatrooms can be. By informing them about the problems that can happen over the internet, I do not feel that I scared them, but I do feel that I gave them information that will help them improve what they know and keep their families safe.

I have also done parts 2-4 of my week 14 assigment.

IPT 301 Week 10, Personal and Moral Development

Week 10, Personal and Moral Development

1. Tell me about something interesting that you read in Modules 2, 3, or 5 and how it relates to you personally.

-One thing that really interested me was when they talked about young people finding their identity. It is very interesting to me how so many things can affect a person’s identity such as ethnics, race, or gender. It is also interesting to me how certain identities are expected of people because their background rather then their personality. For example, many people expect me to behave a certain way or have certain interest because I am a boy. But in many cases, I would not be in the categories of a typical male due to the fact that the only siblings I had were sisters who had a great impact on me and the type of identity I developed.

2. Please take this short 7 question survey on Qualtrics concerning the helpfulness of the assignments for this class.

-I did do the survey

Daren's ipt287 TPACK project report

Here is my TPACK project report.

Daren's IPT301 Week 9: Motivation

1. Do you think the students in your cohort classroom are more intrinsically motivated or extrinsically motivated? Why?

-I believe my class was more extrinsically motivated. It seemed that most of the time, the students were trying to complete a more boring project in order to do projects that were more fun like coloring or being a checker. There were also times in the lessons themselves where it seemed like the students had to do a part of the lesson that was less fun in order to move on to the end of the lesson which was the activity.

2. How are intrinsic and extrinsic motivation affected by rewards and praise?

-when students are learning through intrinsic motivation, it is important for teachers to be very carful with their rewards because they may make the students learning become extrinsic rather then intrinsic (they are doing the work to get the reward)

-When it comes to extrinsic motivation, rewards and praise are usually the main things that make this motivation work. Extrinsic motivation is where students are being motivated due to external rewards such as reward parties, stickers, a positive complement from the teacher, etc. Therefore, rewards and praises become one of the main roots that allow extrinsic motivation to work.

3. Why do expectancies and values influence student motivation?

-when a student expects something of themselves, there are going to be more willing to work harder to achieve that expectation because that goal is something that they feel they should be able to do or want to do. Same thing goes for values. If a student has a high value on something, they will do more to complete that task that they value since it is something that interests them. Yet at the same time, having low expectancies and values will have the reverse effect on students in that they will work less or not be motivated to accomplish a task.

4. Describe some examples of student-level and classroom-level strategies for increasing motivation that you saw in the classroom?

-Student-level- One type of motivation I saw on the student level was the job of being a checker. If a student was able to complete a task first and did it correctly, they were given the job to check all the other students work for that assignment. Many times the students would also be rewarded with a piece of candy for when they worked hard on their projects.

-Classroom-level- For a classroom motivation, the students were motivated with the knowledge that if they were good, they would get a reward party. In the back of the room was a paper party clock that the teacher would move every so often when the students were good. When the hand got to 12:00, the students got a party. Because of this knowledge, the students as a class were motivated to behave well and work hard so that they could get a party.

5. Of the behavioral, cognitive, and self-worth motivation theories, with which theory do you most agree and why?

-I agree with the self-worth motivation theory the most. I believe that students need to know that they have abilities and that they themselves can complete task and be competent in them. Now this does not mean that we should protect a students feelings at all cost, but it does mean that we should have a focus that is directed at helping a student have a greater self worth.

Daren's 3 lesson plans for IPT287

Here are the links to my three lesson plans:

http://docs.google.com/View?id=dhqj3td_7dmcnwdds

http://docs.google.com/View?id=dhqj3td_6g23mswhd

http://docs.google.com/View?id=dhqj3td_3fvknstdk

Daren's tec. Videos: most important idea, Week 10

While watching the three videos that showed how teacher used technology in their class, I learned that technology can be a very important due to its ability in letting students communicate during their education. Weather it is communicating with other students from other schools or having information communicated to the students from the web, technology is an important part of helping students to speak out and learn from the world rather then just being confined to the walls of their classroom.

Using technology to communicate with the outside world also allows teachers to open up to many more learning experiences for their students. For example, instead of just doing activities within their schools, teachers can set up a system on a website where students can communicate with other students in a completely different area. Dong this would not only allow the class to have another interactive experiences with other students, but would also show children that some people may see thing differently depending on where they live. This example is one of many communicating ideas that a teacher could do with technology in their classroom.

Daren IPT 287: Technology that is Avaliable

When looking around my teachers room, there is not really a lot of technology in the room itself. All that the room really contains is a overhead projector, CD player, a TV with a DVD player and a microphone sound system. Now, although the room only has a few technological things, it there is a little computer lab area right outside the classroom door with about 11 computers that all the class of that grade level share that can be used. Aside from these technologies, the teacher also has many other technologies such as a projector, digital cameras, smart board, and many other things that that are shared by all the teachers in the school that the teacher can arrange to have in her room.

Along with this paragraph, I have also completed the midcourse evaluation as well as the informed consent.

IPT 287, The Voice Threads I watched and what I learned

I watched the following peoples Voice Threads:

Kaylie, Aubrianne, and Laila

When viewing the different things you can do with technology in science classes, I saw that there is so much more you can do. When using physical models to teach science, you are truly limited to only teaching the science idea that that model relates to. On the other hand, you can use a science computer program or a probe to do many different types of science experiences since they have a larger range of features to them. Having this range of uses dose not only get more use out of your equipment, but also saves on having to buy and store items that are more limited on their uses.

Daren's science technology VoiceThread post

Here is my post for my science technology VoiceThread.

IPT 301 Daren and Laila Cognitive Development Disscussion

Daren Parker & Laila Samhouri discussion.

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While talking about Piaget’s and Vygotsky’s theories, we found that there were parts of both theories that we really liked. When we talked about Piaget’s theory, we felt that his theory had a very good foundation on cognition that showed that some development had to come first before learning occurs. After this learning occurs, we then feel that Vygotsky’s theory builds off this foundation Piaget’s theory set. We then felt that as children continue to grow older Piaget’s and Vygotsky’s theory then start to intertwine and are in a way both being used to help a student learn and develop as they grow.

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When it comes to language development, we were both more in agreement with Piaget’s theory on language development. He believes that language was a necessary but not a primary role in logical thinking. We agree with this because an infant has no language ability but is still processing information. Likewise, a deaf child, prior to being able to read, has no interactions with audio or written language, but can still classify and organize information through thinking. But we also agree with Vygotsky that once language is achieved, it does help to strengthen cognition and inner speech.

Daren's IPT287 science technology activity plan

Daren's Science Activity
My science activity will be covering 6th grade science, standard 4: objective 2 using the stellarium technology tool. For this activity, the students in my class are going to be using the stellarium program to locate and identify star consolations in the night sky. The teacher will give each student a list of constellations, star names that are in those consolations, and a specific time of night to look at, and what the constellations look like. It will then be up to the students to look at the night sky and the time given to them and to see if they can find the constellations pattern without using any special features. After they think they have identified a constellation, they can then use the more special features on the program to see if they have the right constellation. (Note. If there is enough time, the teacher can also have the student’s change the time of night they are looking at and see if the students can still find constellations that they found at the other time of night.)

TPACK
Content- We will be doing the Science Core Curriculum Standard 4: Objective 2 which is describing the appearance and apparent motion of groups of stars in the night sky relative to earth. We are doing this by locating and identify stars that are grouped in patterns in the night sky.

Pedagogy- I am using a teaching method where the students are learning how to find star groupings (constellations) are on their own. Doing this helps students internalize the lesson better since they are required to think about different ways to find the constellation. This also goes very well with the content since the focuses is to identify the star groupings. Being able to identify a constellation by themselves is much more effective then just being told where it is by the teacher.

Technology- My class will be using the stellarium technology to look at the night sky. This technology works very well with the pedagogy because it allows my class to look at the night sky on their own at any designated time (in this case, during class). Without this technology, the only time to do this kind of project would be at night with the real sky. Although using the night sky to find consolations would be great for the students, actually doing the project is much harder since you have to worry about weather and you cannot gather the class together at night.

The ups and downs of digital tours

I really like the fact that digital tours give students a lot of freedom to explore by themselves. Many times, when a teacher chooses all of the specific things students are to look, students can get board and not pay attention to the lesson. By being able to choose what they think is interesting, students will be more interested in the tour and will pay better attention. Unfortunately, the disadvantage I see with the digital tour is that it does take a lot of time to make. Going through and selecting all the places and what to look at while there takes a lot more time then just finding pictures on the internet to put on a PowerPoint. Therefor, because PowerPoint is easier, I think teachers will more likely do the PowerPoint presentation.

Also, I looked at the digital tours of Kaylie, Melissa, and Lisa.

ipt 301 social constructivism

Week 7 Social constructivism

1. What types of cooperative learning activates have you experience at both an elementary and college level?

-In elementary school, there were many times when we would have to work together to build model projects. One example was building a noodle bridge. During this activity, all the members had to bring different noodles and then took part in building different parts of the bridge. In collage, a lot of cooperative learning I have done has been in presentations. We would work as a group to put together a presentation during which, different parts were assigned to different people to do. The group relied on each other because if someone did not do their part, the presentation would be incomplete and everybody would get a bad grade on it.

2. In your opinion, do you feel that cooperative learning promotes learning? Why or why not?

-I believe that it can promote learning. By working together, students can help each other come to understand things so that the whole group can be effective in their project. Unfortunately, there are times when other group members may refuse or not care about helping others and just let the other members in the group fall behind, even though it is hurting the group project. In this case, cooperative learning becomes a negative experience.

3. What are the similarities and differences between Reciprocal questioning and instructional conversations?

-The differences between these two is that Reciprocal questioning seems to rely on the teacher for giving or reinforcing ideas while instructional conversations relies more on the students on giving their impute on a subject.
-although they are different, both of these methods are effective on helping students/teachers have a better understanding of the subject matter they are looking at.

4. What are some examples of when you would want to use ability grouping? When would mixed-grouping be more appropriate?

-One reason why I would want to use ability grouping is if I was trying to get just a few students prepared for a single event like a spelling bee or math tournament. Having students of the same ability would be needed for preparing for this since it is a specialized event that not everybody participates in
-For mixed-grouping- I would want to use it in curriculum where I want students to learn from each other. By having different levels of students in a group, students who may not have such an easy time on the subject when it is explained by the teacher may have a better understanding when instruction is coming from their peer who is more at their level and may understand their confusion in a different way from the teacher.

Daren's google Earth world tour on Religious buildings of the world

Here is my Google earth tour on Religious buildings.

Daren's IPT 301 Questions 6

Week 6 Behaviorism

1. List an example of contiguity learning from your own experience both in and outside of school.
-outside of school, as a child I learned through contiguity learning that whenever there was a car with flashing lights or making lots of sound, the car you are in needs to move over to the side because there is an emergency and the important vehicles like the ambulance and fire truck need to get by. As for in the school, a type of contiguity learning I had was during art class. Many times my art teacher would hold up pictures during the class showing different examples of the types of art we were doing. Having these examples helped me to learn the art styles quicker because I had an idea of what the outcome of the art should look like.

2. Describe some effective reinforcements you remember as an elementary school child.
-One of the biggest positive reinforcement I remembered in my elementary class was what we called the paper clip party. In our room we were put into different desk groups. When a group was good, they would get a paperclip that they would hang on a chain from the ceiling. When the paperclip chain reached the desks, that group was allowed to have a desk party during class. This positive reinforcement was very effective in the fact that we always want to behave because we new eventually we would be able to have a fun, enjoyable party during class. This was something that I have never seen done in another class since then.

3. Describe how you could use reinforcement schedules in the classroom.
-First, teachers can do reinforcement schedules by allowing the class to have a longer recess if they behave. A teacher can also have the positive reinforcement of allowing more fun curriculum activities such as children having more time to work on projects while talking to their friends, or having more time to read books of their choice. Both of these cases can work for positive reinforcement scheduling, but there are cases where they may also not work due to the fact that the students of that class may not like the specific positive reinforcement they are getting.

4. Identify potential contradictions between behaviorism and the gospel perspective of agency.
-When you look at our gospel, one of the biggest focuses is that we are given agency. This means that we are able to choice the things that we want to do weather they are right or wrong. Behaviorism does not follow this. With behaviorism, you are trying to control the behavior of the person to get them to do something. This in a senses is taking away choice since you are trying to get them to do only one thing rather than to choice between many things.

Daren's tour standers and reasons

My tour would be focused at 6th grade and would covered the social studies standard 1, Objective 2 which is as follows:

Standard 1
-Students will understand how ancient civilization developed and how the contributed to the current state of the world

Objective 2: Evaluate how religion has played a central role in human history from ancient times to today.

The reason I though to do a Google tour on religious sites is because I feel a student would be better able to understand the impact a religion has on a culture by comparing famous religious structures to the areas surrounding them. By looking at images of these structures and seeing what kind of impact they have on the city, I feel the students would get a better idea on how region has influenced cultures since these structures are right in the middle of their cities rather then out in the middle of no where. I also feel that using the Google tour would be more effective then using pictures due to the fact that the students could actually travel around the city and discover things that have been effected by religion on their own. I felt that this would be much more beatifically then just having the teacher show a lot of pictures of cultures affected by religion.

Daren's Google Earth tour plan

Location	Activity Description	Google Earth Content
1. Vatican in Rome	Students are to find out what church this building belongs too, write down one interesting fact that they found out about the building (historical, structural, etc.), and describe how that structure impacted the city around it.	3D buildings, 360 cities, panoramio.
2. Dome of the Rock in Israel	Students are to find out what church this building belongs too, write down one interesting fact that they found out about the building (historical, structural, etc.), and describe how that structure impacted the city around it.	3D buildings, 360 cities, panoramio.
3. Notre-Dame Cathedral in Paris	Students are to find out what church this building belongs too, write down one interesting fact that they found out about the building (historical, structural, etc.), and describe how that structure impacted the city around it.	3D buildings, 360 cities, panoramio.
4. St Paul's Cathedral in England	Students are to find out what church this building belongs too, write down one interesting fact that they found out about the building (historical, structural, etc.), and describe how that structure impacted the city around it.	3D buildings, 360 cities, panoramio.

Daren's IPT 301 Questions 5

1. Describe the two most helpful instructional strategies explained in Module 11 and how you see them as being useful to you in your teacher.

-The first strategies that is important is meaningful learning. When a student is just listening to something that has no meaning to them, they are not going to remember it. By making the topic more important to them by finding ways that it connects or is of interest to them will help students not only remember the lesson better, but will motivate them to learn more about the subject on their own.
- The second useful strategies to use is to provide visual imagery. A teacher that just talks and does not use any examples or items to demonstrate what they are saying is not going to have that big of an impact on their class. By having items for children to look at, students will not only once again be more interested in the lesson, but may be able to make connects visually that they would not be able to make by just listening to the lesson.

2. Define and give two examples of low-road transfer and high-road transfer not used in the textbook.

-Low-road transfer- the spontaneous, automatic transfer of highly practiced skills, with little need for reflective thinking
-Ex 1- a child learning to ride their bike to the point where they need no training wheels
-Ex 2- a student learning to type, gets to the point where their fingers move automatically
-High-road transfer- is when an individual purposely and consciously applies general knowledge, a strategy, or a principle learned in one situation to a different situation
-Ex 1- Use their knowledge of building a chair in class to repair a table leg at home
-Ex 2- Having knowledge on when a baseball is going to get to their glove, can determine how long a car will take before it passes on the road

3. Explain what kind of transfer, if any, you see most often used in public education and how it is used (ether from observation or from personal experience).

-To me it seems that the kind of transfer most teachers try to use is low-road transfer. Many teachers try to get children to do things automatically weather it is spelling or math problems. The problem I see with this is that it does not always seem like the best course to take. Although it may be good for students to be able to do their math problems automatically, if they are only able to do that and not understand the math behind it, they will not be able to use that knowledge in real life because they only have the low-road transfer and not the high-road transfer.

4. In what situations have you used an algorithm to solve a problem? When have you used a heuristic?

-well I have used algorithms in math all the time to solve problems, but I have also used many algorithms to help me build furniture in woodshop. In order to build a strong cabinet, you have to use an algorithm (or sequences of steps), otherwise your project will ether turn out ugly or not stable.
-a time when I have used a heuristic was when I started working at Subway. At the beginning, I was not told all the things I need to know in order to make the sandwiches. Because of this, I had to use a strategy and common sense in order to make the sandwiches. After awhile, I was corrected on a lot of things, yet I was never highly condemned for the sandwiches that I came made using my heuristic strategy.

Hardships of digital story telling

The think that I think becomes the biggest problem of using storytelling technology is the availability you have to computers and other technology tools required for digital story making. There are many children who may not always have access to a computer. Because of this, it could be very hard for some students to complete a project like this due to lack of equipment. One thing that could be done to allow all students to do this kind of project is to do the assignment in a computer lab during school. But even then, you may still have problems if your school does not have all the things you need to allow your entire class to work on the project. So over all, access to technology seems to be the biggest limitation to doing digital story telling as a assignment in a class.

Videos I have watched

I have watched and made comments on the following six peoples digital videos.

Sarah- Messy Room
Nichole- Health Movie
Nancy- Taiwan
Kaylie- The hunger games book trailer
Laila- First grade hand washing
Jill- Book trailer

Daren's ipt287 digital movie- Toys at night

Questions 4 for IPT 301

1. If you were asked in a job interview to describe four ways you would promote emotional intelligence within your classroom, how would you respond?

-I would first try to promote emotional understanding in my class. When a student is feeling angry or sad, I would want to explain to my class the reason why so that the rest of the students can understand why their peer feels the way they do
-the second thing I would try to do is respond correctly to student’s emotions. Sometimes teachers are quick to judge a child’s emotion that is causing problems as something negative. I would want to get to the point where I could step back and figure out why the child is feeling that way rather then going with the first impulse that comes to my mind.
-The third thing I do would be to try to teach the children emotional regulation. For example, when one of my students gets mad at their peer, I would want to encourage them to respond in a positive way using words like “please don’t do that because it hurts” rather then having them give in to their first emotion and just hit their peer.
-Last of all, I would want to keep my own emotions under control and try to keep them in a positive form so that my students will be able to have a good learning experience with a teacher who is positive.

2. Which theory, the Gardner’s Multiple Intelligence Theory or Sternberg’s Theory of successful intelligence, do you see as more useful to you as a teacher? Why?

-For me, Gardner’s theory seems to be more useful. The fact that Gardener has eight intelligences in his theory really appeals to me. There are a lot of people that are not good in certain areas of school such as English and math. But according to Gardener, if you are bad at these, you are only lacking in one intelligent rather then overall. With this knowledge, you can say to yourself that you may not be good in that one intelligent, but that means you are stronger in other areas of intelligent. With this view, it is easier to keep a positive view on things since you can say you are only lacking in one area, but not necessary in life.

3. What is your opinion on the usefulness of IQ testing?

-To me, it seems that IQ testing is too limited. Although you may be able to get a pretty good idea of how smart a student is through IQ testing, I believe that there are to many things happening in peoples lives that can change there IQ (for better or for worst) very easily. Because of this, I do not believe IQ is probably the best test to use to find out how smart a person is.

Daren's tpack explanationfor IPT 287

Tpack is when a teacher is able to incorporate their pedagogical knowledge, technological knowledge, and content knowledge all in the same lesson. Many times this is hard for teachers to do since a teacher may feel more comfortable with a specific area of knowledge or may not be comfortable in one of the areas and therefore try to avoid it. Although these are natural tendencies that teachers have, teachers should try to avoid them and use all three of these knowledge’s in a lesson. By doing so, not only will the lesson be more interesting for the students, but the students will also be able to have a richer learning experience that is clear and easy to understand.

picture of storyboard for ipt 287

Here is a picture of Daren's completed storyboard.

Week 3 questions IP&T 301

1. What are some examples of formative and summative assessments? Can a formative assessment be used as a summative assessment later?
-Formative assessments can be anything like homework assignments and quizzes. These kinds of assessments make it so teachers can plan what instructions they need to give their students as they progress through their grading area.
-Summative assessment can be things such as test and cumulative projects. These kinds of assessments are used to assess how a student is doing at the end of a grading period rather then during a grading period.
-In many cases a part of a formative assessment can be used for a summative assessment, but not usually a whole one. The reason I say this is because a formative assessment is assessing detail information that children are studying in the unite. Because the information is more detail, most teachers would not expect their students to remember all of, but just portions of it instead.

2. What is the difference between a standardized aptitude test and a standardized achievement test? Are they criterion-referenced or norm-referenced test?
-A standardized aptitude test assess a students future potential such as their capacity to learn. These test are then used by teachers in helping to place them in particular areas such as special classes or schools.
-A standardized achievement test asses current knowledge students have and help to identify the different strengths and weakness students have
-for both of these test, they could be used as a criterion or norm referenced test. It really depends on whether the education system wants to compare their students to a certain standard or a norm sample. Depending on which one of these the teacher chooses will determine which reference they will fall under.

3. Please read the case scenario on pg. 518-519. After reading the teacher responses, in your opinion, how concerned should Alexandria be about fall standardized scores?
-I feel that Alexandria should not be to concern, yet should still take a few actions on improving the test score. As many of the teachers pointed out, there were many factors of concern/ problems that could have affected the test, yet even with all these factors, the scores don’t seem to be extremely low yet. So although some improvements need to take place in order to improve test scores, I don’t feel that the school as of yet needs to make giant changes in improving their test scores.

4. How do you think you might specifically use the information from Modules 26 & 29 as a classroom teacher? What about as a parent?
-as a teacher, I see that there are a lot of different types of test/assessment that can be given to help determine different things about students. Because of this, I would want to use a number of these assessments and not just one. By using only one, it seems that you a limited on the information you can gain about your student and therefore cannot help them completely
-As a parent, this information helps me know different things about my child. I can see that just because my child did badly on one test, it does not mean that he is bad overall in his school curriculum. Instead, I can see that there may be a couple of areas to help my child improve in, but I would know that my child was probably not failing in ALL of his education.

synchronous assignment

Here is my picture for my synchronous assignment

asynchronous video message

Here is a picture of me doing the asynchronous video message.

most important thing I learned

I think that the most useful thing I have learned this week is how to make a website. With how important the internet has now become in our lives, it has become important to be able to display information on it. To me, the easiest way to do this is by having your own website. With a website, you can display all the information you need people to know all in the same place. Weather your information is concerning scheduling, maps, videos, or jokes, you can put all of it on your website.

Week 2 question IP&T 301

1. What is Bloom’s Taxonomy and what are the six areas that comprise it?
-Bloom’s Taxonomy is a categorization of six learning objectives which includes both lower and higher lever objects. The areas of comprise that are stated are remembering, understanding, applying, analyzing, evaluating, and creating.

2. What is the difference between validity and reliability? Why are these chractersitcs of high quality test?
-Validity means that a test gives you the correct results while reliability means that the test gives you the same results over and over. Therefore, if a test is has validity, it will be reliable because it gives you the correct results every time. On the other hand, a test can be reliable but not valid in that it is constantly giving you the wrong answer every time.

3. Give an example of a product performance assessment and a process performance assessment.
-Process Performance Assessment- a coach watches as a student hits a tennis ball against a wall and then provides feedback on their hitting, performance assessment- a student builds a table to demonstrate is woodworking skills.

4. Describe three different ways to evaluate performance assessment.
-you can use a checklist to check off specific elements that the students demonstrates during the assessment, you can use a rating scale to indicated the quality of performance the student portrays on the assessment, you can use a rubric as a means to score the student on the multiple criteria that the assessment is looking at

5. Why would an elementary school teacher need to be concerned with assessment bias?
-Sometimes elementary teacher can be effective in the way that children act or how hard they try on an assignment. For example, a teacher may see that a student tried very hard to complete a assignment, yet still did not do to well. Because the teacher does not want to give a bad grade to a young student, they may rate them higher then they actually deserve. This in turn is a form of bias and is not a far assessment.

Technology background

Concerning technology, I am not to far advance. I know the basics on computers such on how to do papers, search out information on the website, and make sideshows at a basic level. Things that are much more advance then this becomes harder for me, but sometimes I am able to figure out how to do it through expermintation which is sometimes a scary bussness.