Graduate Programs Discussion Boards Discussion Boards DB are a key component of online learning. They foster active participation of learners

Graduate Programs Discussion Boards
Discussion Boards (DB) are a key component of online learning. They foster active participation of learners and dialog with fellow learners and instructors. Graduate-level courses require learners to create original posts to course DBs and to engage in dialogue by responding to posts created by others throughout the course. Original posts and responses should be substantive, and if references are made to the works of others, APA guidelines for in-text citations and references apply.
Minimum Weekly DB Expectations
Post an original and thoughtful Main Post to the DB prompt.
Respond to at least 2 other posts from learners and/or the instructor (Response Posts).
The first contribution (Main Post or Response Post) must be posted before midnight (Central time) on Friday of each week.
Two additional responses are required after Friday of each week.
For DB assignment prompts with a Part One and Part Two, Part One should be addressed in the first week of the unit with a Main Post and minimum of 2 Response Posts, and Part Two should be addressed in the second week of the unit with a Main Post and a minimum of 2 Response Posts.
More on DBs
At the end of each unit, DB participation is assessed based on level of engagement and the quality of the contribution to the discussion. DBs allow learners to learn through sharing ideas and experiences as they relate to course content. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB are accepted after the end of the unit. Learners must demonstrate an appropriate depth of understanding of course content to receive credit for having submitted substantive posts. Typically, this is achieved with 4–5 strong paragraphs for Main Posts and 4–5 strong paragraphs for Response Posts.
Library Research Assignment
PART I
Your school has recently purchased several new technology tools for classroom use. As you observe the teachers in the classroom, you see that many of them are not using the technology on a regular basis. Discussions with several faculty members indicate that there is a lack of knowledge regarding the tools and a desire for training. What would you do as an administrator to encourage the use of new technology tools? What leadership errors or omissions may have contributed to the situation? What problem analysis procedure should the leader use?
PART II
If you were to create a professional development plan to address new technology issues in your organization what would you recommend as the core components of this type of professional development plan? Do you think that a professional development plan will work to motivate and educate teachers to embrace new technologies in their classrooms? IS there a different approach that you could use as an administrator to encourage teachers to embrace new technologies in their classrooms? What motivational theories would apply, and how would you use them? How might you use the affective domain and taxonomy in this situation?
In your own words, post a substantive response to the Discussion Board question(s) and comment on other postings.
Your response should address the DB question(s) and move the conversation forward.
You will be graded on the quality of your postings, including mastery of the concept as well as critical thinking.
If asked for your opinion, do not simply state that it is a good or bad idea; elaborate on your reasons and argument. Include enough detail to substantiate your thinking as well as your position on the questions or comments.
Your assignment will be graded in accordance with the following criteria. Click here to view the grading rubric.

 

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