Part 1 Read the Hammond and Manfra article about aligning technology and pedagog

Part 1 Read the Hammond and Manfra article about aligning technology and pedagogy within TPACK for Social Studies instruction. Be prepared to describe and reflect upon the three-part model (Giving, Prompting, Making) that the authors discuss for how teachers might use technology when teaching Social Studies content. Also, review TPACK articles and Ground Tech Integration from previous weeks in this course. View the virtual field experience, Social Studies Class: Lewis and Clark Expedition, and reflect on the topics listed on the Virtual Field Experience Template. Consider what content is being taught. Think about what and how the students are learning. Reflect upon how the content is being taught. What technology is being used to enhance student learning? Complete the Virtual Field Experience Template. You will use this Virtual Field Experience again on the Major Assessment for Week 6. Typically, when studying Social Studies content, students (especially upper elementary students) learn about primary and secondary sources. Watch the Primary vs. Secondary Sources video to define the differences. Websites like The Library of Congress and The National Archives provide search capabilities for students (and teacher candidates) to locate actual primary documents about content being taught. Preview these websites and locate a primary resource about the Lewis and Clark expedition. After watching the virtual field experience and analyzing the teaching episode focusing on TPACK (content, pedagogy, and technology) within the Hammond & Manfra framework (Giving, Prompting, Making), reflect on the use of technology and how or if any primary or secondary sources were used within the lesson. In your Week 6 Discussion post, be sure to include: Which pedagogical model the teacher uses (Giving, Prompting, Making) and explain why you came to that conclusion How was technology used to support diverse learners? How can background knowledge of the students impact the instructional design? Was there evidence of primary or secondary sources being used? If so, how were they used? List a primary source you found and how that might be incorporated into this lesson? How was student learning assessed in the lesson? Part 2 Write a 2- to 3-page paper addressing the following prompts: Identify the different types of data collected and shared in your educational setting. Discuss how they are shared, and input is solicited. Be sure to include a description of the types of data that is collected, who sees the data(the principal , how decisions are made for the findings from the data. Discuss several ways your educational setting can improve its use of data and increase its level of data literacy. How can your ideas guide robust research exploration in your classroom? How does data shape the way the teacher approaches student instruction? How might you or your educational setting improve the use of data? In what ways have you changed the way you think about data literacy for continuous P-12 educational improvement? What can you do to start moving your organization toward greater data literacy? How does data literacy support Action Research? _______________________________________ Part3 Review the Learning Resources on action research data collection. Write a 2- to 3-page paper addressing the following prompts: Identify multiple sources of data (i.e., at least three) and describe a plan to collect data directly related to your question in Part I. Consider both qualitative and quantitative sources (observations, field notes, teaching journal, questionnaires surveys, interviewing, artifacts, etc.). Explain why the identified data are appropriate for the issue being researched. Describe your plan of action. What will you do? How will you collect the data? When? How often? Explain how each data source will be analyzed.