Assignment Description | Readings | Assessment | Technology Integration Observation Instrument | Videos Technology Integration
_____ ED386 Distributed Cognition Assessment
For this assignment, my assessment is distributed in the following manner across two rubric domains:
Articulate An Argument
The domain relates to understanding and the development of ideas. Does technology make us smarter? How are a student’s capacities to learn augmented by the educational technologies s/he’s working with? Alternatively how are a teacher’s capacities to teach augmented by the educational technologies s/he’s working with? What does/can it mean that cognition is distributed between and among students and the technologies they learn with or teachers and the technologies that augment their classroom practices?
Exceeding | The writer demonstrates a thorough understanding of context and purpose in selecting an appropriately complex topic and thoroughly developing and supporting an argument through appropriate organization, presentation, content knowledge, and style. [5 points]
Meeting | The writer demonstrates an adequate understanding of context and purpose in selecting an appropriately complex topic and thoroughly developing and supporting an argument through appropriate organization, presentation, content knowledge, and style. [3 points]
Approaching | The writer demonstrates an awareness of context and purpose in selecting a topic and attempting to develop and support an argument through appropriate organization, presentation, and content knowledge. [1 point]
Needing Improvement | The writer demonstrates minimal or no attention to context and purpose in selecting a topic and/or the topic may be unsuitable, and/or the writer may not develop or support an argument through appropriate organization, presentation. [0 point]
Sources, Evidence, and Documentation
Synthesize course readings and detailed field observations of student and/or teacher engagement in technologically enhanced learning environments.
Exceeding | The writer supports the argument with compelling evidence appropriate to the discipline and/or writing task(s) drawn from high quality, credible, relevant sources which are documented consistently using a citation style appropriate to the discipline or writing task(s) with no errors. [5 points]
Meeting | The writer supports the argument with evidence appropriate to the discipline and/or writing task(s) drawn from credible, relevant sources which are documented consistently using a citation style appropriate to the discipline or writing task(s) with no more than a few errors of formatting. (All important citation information is present). [3 points]
Approaching | The writer attempts to support the argument with evidence drawn from sources which are documented using a citation style. Formatting errors may occur, but all important citation information is present. [1 point]
Needing Improvement | The writer fails to support the argument with evidence from sources which are documented inconsistently, or some important citation information is missing. [0 grade points]
Educational Technology in the World | David 