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TSL 550 TOPIC 4 INTEGRATING TECHNOLOGY INTO MULTICULTURAL EDUCATION
Spend
time making observations in at least one classroom that services students for
whom English is an additional language in a Title 1, bilingual, or dual
language immersion setting. Let your mentors know that you will be observing
the learning environment and educational materials for evidence of
multicultural elements as well as examples of the integration of culture in the
teaching.
Based on your observations, create a table that
includes five technological resources that could be used to enhance teaching
within a multicultural educational setting. You may use the “Technology
Resource Template” to complete this assignment. Include the following:
- The title and brief description of each of the resources or
websites;
- Links to the resources that you would integrate into
your teaching;
- Rationale for each resource that explains how the resource
aligns with the theoretical framework of multicultural education.
Below
your table include a 250-word reflection that addresses the following:
- Why is teaching ELLs from a multicultural perspective
important?
- How would you incorporate your five technological resource
tools into your teaching?
While APA format is not required for the body of
this assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric
prior to beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to
LopesWrite.
Log the time that you spend making observations and
gathering information on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification
Form with the last assignment by the assignment due date. Directions for
submitting can be found on the College of Education site in the Student Success
Center.
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