Assignment: Capella University Positive Change Teacher Dispositions for Teaching Paper

Assignment: Capella University Positive Change Teacher Dispositions for Teaching Paper

Assignment: Capella University Positive Change Teacher Dispositions for Teaching Paper

Question Description
I’m working on a exercise and need support.



Write a 10-12 page paper evaluating how your own professional practice aligns with recommended teacher dispositions for teaching and learning in the digital age.

Submit a 10–13-page scholarly APA-formatted paper in which you:

Synthesize the professional literature related to recommended teacher dispositions in the digital age (2 pages).
Describe the teacher dispositions that you feel are most relevant to teaching in the digital age (1–2 pages).
Provide a rationale for the teacher dispositions you have deemed most important (1–2 pages).
Evaluate how your own teacher dispositions align with those you have chosen from the professional literature (5 pages).
Include specific examples of this alignment from your professional practice.
Include an analysis of areas for growth in your professional practice in terms of the teacher dispositions you have chosen from the professional literature.
Include an explicit plan of action for enabling growth in each of the areas you have delineated.

Summarize the reflective, analytical, and evaluative experience in terms of future professional practice (1–2 pages).
In order to complete this assignment, you engaged in a process of reflection, analysis and evaluation. For this criterion, you are now being asked to reflect on that three-stage process and its potential impact on your future professional practice. Consider the insights you have gained from engaging in the process of reflection, analysis and evaluation. Have your perspectives changed as a result of the experience? Have you made any decisions about future professional practice based on this experience?
Johnson, D. (2013). Technology skills every teacher needs. Educational Leadership, 70(6), 84–85.
This article explains the creation of a rubric of effective technology for teachers, which includes “designing lessons based on available digital technology resources, demonstrating a positive attitude toward educational technology, and using online communication methods.”
Kaufman, A. R., Warner, S. A., & Buechele, J. R. (2011). The characteristics of a model technology education teacher. Technology & Engineering Teacher, 70(8), 25–33.
This study explores the characteristics of a model technology education teacher.
Lemley, J. B., Schumacher, G., & Vesey, W. (2014). What learning environments best address 21st-century students’ perceived needs at the secondary level of instruction? NASSP Bulletin, 98(2), 101–125.
This study determines “what learning environments best address the needs of 21st century students at the secondary level… the presence of a positive 21st century learning environment is related to student satisfaction and student-teacher relationships.”
Martinez, M., & McGrath, D. (2014). Technology alone won’t transform teacher to facilitator. Phi Delta Kappan, 96(1), 41–45.
This article “discusses the role of technology in facilitating educational reform in the U.S., arguing that technological innovations in isolation will not bring about effective educational change… only re-examination of curriculum design, student learning, and teacher roles could promote deeper learning when paired with technological innovations.”
Cox, J. (2017). Teaching strategies: The value of self-reflection. K–12 Teachers Alliance. Retrieved from…
Danielson, L. (2009). Fostering reflection. Educational Leadership, 66(5). Retrieved from…
Jaeger, E. L. (2013). Teacher reflection: Supports, barriers, and results. Issues in Teacher Education, 22(1), 89–101.
This article identifies elements of successful teacher reflection.
Naidoo, K., & Kirch, S. A. (2016). Candidates use a new teacher development process, transformative reflection, to identify and address teaching and learning problems in their work with children. Journal of Teacher Education, 67(5), 379–391.
This article “aims to offer a new model for a teacher preparation course that features reflection and teaching as integral, inseparable actions and to provide empirical evidence from an exploratory ethnography to demonstrate teacher development possibilities with this model.”
Taylor, T. (2014). Changing pedagogy for modern learners: Lessons from an educator’s journey of self-reflection. Journal of Educational Technology & Society, 17(1), 79–85.
This article reflects on the differences between the modern learner and a traditional teaching model, and emphasizes “process rather than content.”
Tripp, T., & Rich, P. (2012). Using video to analyze one’s own teaching. British Journal of Educational Technology, 43(4), 678–704.
This article is a study of using video for self-analysis.

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.


Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.