Timeline for Implementation and Itemized Budget Project Assignment

Timeline for Implementation and Itemized Budget Project Assignment

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Running Head: GROUP WORK 1 Names of Team Members University Name Instructor Name Course No. Date GROUP WORK 2 Committee Members 1. 2. 3. 4. 5. One person can do the job of a committee, but a committee is relevant because the different people have a different background, abilities, and viewpoints meaning that they will help in dissecting the problem thoroughly and providing insight that a single person would not have thought about. Different individuals will assist in providing insightful recommendations. Mission Statement To equip learners with skills to prepare them for the career they choose to pursue once they complete their high school studies. Vision Statement To help students prepare for the job market by giving them relevant skills that give them a competitive advantage in this tech-savvy generation. Value Statements 1. Nurture future professionals 2. Change with the changing times 3. Knowledge SMART Goal #1 • By the end of the school year, the students should know how to conduct an internet search for information and in turn improve their performance. Strategies • The teacher should give students assignments that require them to participate in online discussions. These discussions should contribute to their final grade. • The school should have an online university library containing different books and journals so that the students can access it. Skills addressed Communication; in the discussions, everyone has to contribute meaning that, people will have to explain. GROUP WORK 3 Critical thinking: Students will need to think critically so that they can make sense of the information they read online. Creativity: The online discussion will require the students to be creative for them to present a relevant argument. Rationale The reason why the students need to be given their device is so that they can use it to do research when they have an assignment or when they need to learn something. For a student to do an internet search, they need to connect to the internet. The internet has many resources that can help the student in both their academic and personal life (Al-Khafaji & Sriram, 2015). For example, when a teacher gives a question, the students can Google it, read the available information on the topic, and form an argument. The performance of the student is paramount since anything that doesn’t lead to better performance is not worth introducing in the school system Online discussions will need the students to know how to use the internet to access the website where the discussion will be held so they can give their opinion. For them to form an opinion, they’ll need to do an internet search. A person needs to know the right keyword to use when conducting an internet search so that the search results will be relevant to the question (Kwak, 2015). Such assignments will help the learner to know how to do an internet search. Also, if the school sets up an online library, the students will need to know how to use the internet and how to conduct an internet search so that they can find the book or article they need. The online library will also increase their ability to find learning materials to help them in their academics. Expected outcomes • The student should know how to conduct an internet search • Students should be more knowledgeable • Students should know how to use the internet to their advantage. Evaluation measures • • Teacher IT specialists Professional Development Plan • Timeline for Implementation • Itemized Budget • Wifi for a school GROUP WORK 4 Define the Children’s Internet Protection Act (CIPA) and E-Rate. Explain the relationship between CIPA and E-Rate. (2-3 Paragraphs) Define the Children’s Online Privacy Protection Act. Include a brief description of how this may impact your school district. (1 Paragraph) GROUP WORK 5 References Al-Khafaji, S., & Sriram, B. (2015). “Using Online Learning Resources: A Self Learning Tool”. doi:10.14236/ewic/bcsme2014.15 Kwak, J. (2015). How Essential and Biased are Search Engines? Empirical Evidence from the Flow of Internet Traffic. SSRN Electronic Journal. doi:10.2139/ssrn.2598396
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