The role of technology in teacher education and de

The role of technology in teacher education and development

The primary theme of the paper is The role of technology in teacher education and development in which you are required to emphasize its aspects in detail. The cost of the paper starts from $59 and it has been purchased and rated 4.9 points on the scale of 5 points by the students. To gain deeper insights into the paper and achieve fresh information, kindly contact our support.

INSTRUCTIONS:

Title: The role of technology in teacher education and development.

Target Audience: School leaders.

1000 words

NOTE ANOTHER ATTACHMENT INCLUDED ON A POLICY PAPER IS AN EXAMPLE DO NOT COPY FROM THAT AS ITS JUST A GUIDE ON HOW TO CREATE A POLICY PAPER REMEMBER THIS IS NOT LIKE AN ESSAY ITS CREATED OUT LIKE A “REPORT STYLE” FORMAT. SO PLEASE DO READ THROUGH THE EXAMPLE OF THE POLICY PAPER ATTACHED SO YOU CAN HAVE A BETTER UNDERSTANDING ON HOW TO CREATE A POLICY PAPER. THANK YOU.

NOTE SLIDE CALLED WORKSHOP 4 IS THE MAIN SLIDE.

select a general theme for the content of the briefing paper from the given three options. Each option relates to a key contemporary issue involving educational technology. The three options for general theme are as follows: The role of technology in teacher education and development.

The target audience for this paper should be selected from amongst local or national educational policy-makers (e.g. those working in England’s Department for Education, English local authorities or multi-academy trusts, universities, colleges, schools). Students are responsible for selecting their own specific policy-maker audience, for making this selection clear to the reader, and for tailoring the paper’s content to the specific needs of this audience. The target audience is SCHOOL LEADERS.

Once students have chosen one of these three general themes, they are then free to focus on specific issues, examples and case studies within this theme. These focus should be selected on the basis of relevance and interest to the target audience. (ILL LET THE WRITER DECIDE ON THIS BIT).

Students are required to complete their briefing paper using the following ‘report-style’ format, i.e you must make use of the following headings (the bold bullet points). Reports are quite different from ‘essays’ and so it is really important that you consider the suggestions/tips for each of the required sections carefully.

• Title page (not included in word count)
  • Main heading: This should be your chosen general theme (e.g. ‘Personalised learning and assessment with technology’
  • Sub heading: This should be ‘A policy briefing paper for [insert your selected policy-maker target audience here]’
  • Month/Year (e.g. `January 2018`)
  • Your P number (not name, as this is an anonymous submission)
  • Introduction (c.100 words)
    • Likely to be a brief (one paragraph) explanation. Write in third person.
    • Outline your objectives for the briefing paper and what will be covered. Think about your general theme and the needs/interests of your chosen target audience. How have you focused in and why?
    • Any necessary background information needed to understand what the briefing paper is about, e.g. key dates, key documents/initiatives/laws/policies, definitions of any specialist terms, technologies and abbreviations

 (You will probably find it easiest to do this page last.)

• Discussion (c.500 words)
  • This is sometimes referred to as the ‘main body’ in study guides.
  • This should feature logical sections with clear sub headings, if appropriate.
  • Write in full sentences but in a clear, brief and direct style. Remember your readers are busy professionals and need to digest this information fast. Write in the third person.
  • Use the classic ‘point-evidence-explain’ approach to setting out your arguments but…
  • …don’t forget to compare/contrast arguments and evidence as this is likely to make your writing more critical and balanced.
  • Try to pick out the most important/clearest examples and pieces of evidence. These should be cited properly using standard Harvard referencing conventions.
  • Try to draw on a range of appropriate theory, research, professional and policy literature.
  • Think about how images, diagrams, graphs or tables can help you get your message across in a concise way. You need to provide captions for these (e.g. ‘Figure 1: a picture of…) and refer to them in the main body (e.g. ‘As Figure 1 shows…’) You also need to reference the sources of these figures in the same way as you would a quote (i.e. with author, date and, where appropriate, page number).
  • Think carefully before using direct quotations, particularly long ones. It may save space and make your writing more critical if you paraphrase a point and just add a citation in brackets.
  • Conclusion (c.200 words)
    • Draw together your findings and tell readers which findings you consider to be most important.
    • Explain what you believe to be the significance of your findings.
    • There should be a good link between your objectives from the intro and this section, e.g. check back to see if you have accomplished what you set out to do.
    • You may wish to suggest areas for further research/consideration but don’t bring in significant new content/sources here.
    • Recommendations (c.200 words)
      • A short, numbered list of things you believe should happen as a result of your research. These must logically relate to the findings in your report.
      • Remember your audience here – try to tailor the recommendations to suit their needs and sphere of influence. E.g. don’t tell a school head teacher that there needs to be a new National Curriculum; they can’t do anything about that!
      • Reference list[1] (not included in word count)
        • Use standard Harvard referencing format you are used to from other modules.
        • Present your references in alphabetical order, by author.
        • Accurate referencing is not only important because this is a university assignment. It is also important as your readers may wish to track down some of your sources so that they can find out more information – you have to give them the information they need to do