Educ 840reflection Summary Paper Grading Rubriccriterialevels Of Achie ✓ Solved

EDUC 840 Reflection Summary Paper Grading Rubric Criteria Levels of Achievement Content Advanced Proficient Developing Not present Summary Depth 28 to 30 points Reflection Summary demonstrates an in-depth reflection on one current educational issue/trend learned/discussed this term. Incorporation and personalization of the theories, concepts, and/or strategies are included. Viewpoint and interpretations are insightful and well supported. Clear, detailed thoughts, to include scriptural support, is provided. 26 to 27 points Reflection Summary demonstrates a general reflection on on one current educational issue/trend learned/discussed this term.

Reasonable incorporation and personalization of the theories, concepts, and/or strategies are included. Viewpoint and interpretations are included. Appropriate thoughts, to include scriptural support is provided. 1 to 25 points Reflection Summary demonstrates a minimal reflection on one current education issue/trend. Incorporation and personalization of the theories, concepts, and/or strategies is lacking and needs development.

Viewpoint and interpretations are vague or omitted. Scriptural development and support requires strengthening. 0 points Not Present Summary Evidence of Practice 24 to 25 points Reflection Summary shows strong evidence of synthesis of ideas presented and insights gained throughout the entire course. Future implications of these insights for the candidate’s overall role as an educational leader are clearly and thoroughly detailed. 22 to 23 points Reflection Summary shows reasonable evidence of synthesis of ideas presented and insights gained throughout the entire course.

Future implications of these insights for the candidate’s overall role as an educational leader are detailed. 1 to 21 points Reflection Summary shows a need of development regarding evidence of synthesis of ideas presented and insights gained throughout the entire course. Future implications of these insights for the candidate’s overall role as an educational leader are minimally addressed. 0 Points Not Present Summary Components 14 to 15 points Reflection Summary includes all components and exceeds all requirements indicated in the instructions. Each component or part of the assignment is addressed clearly and thoroughly.

13 points Reflection Summary includes all components and meets all requirements indicated in the instructions. Each component or part of the assignment is addressed. 1 to 12 points Reflection Summary includes some components. More development is needed according to the requirements indicated in the instructions. Some components are missing and/or addressed vaguely.

0 Points Not Present Structure Advanced Proficient Developing Not present Grammar & Mechanics 10 points Correct spelling and grammar are used throughout the assignment. There are 0–1 errors in grammar or spelling that distract the reader from the content. 9 points There are occasional errors in grammar or spelling. There are 1–2 errors in grammar or spelling that distract the reader from the content. 1 to 8 points There are 3–4 errors per page in grammar or spelling that distract the reader from the content.

0 points Not Present APA 10 points Minimum of 3 scholarly references are included. The use of current APA formatting standards is correct for each source. A title page and reference page are included in current APA style. No errors are present in formatting. 9 points Minimum of 3 scholarly references are included.

The use of current APA formatting standards is mostly correct for each source. A title page and reference page are included in current APA style. There are 1–3 errors are present in formatting. 1 to 8 points Less than 3 scholarly references are included. The use of current APA formatting standards is incorrect for the majority of sources.

The title page or reference page are missing. There are more than 3 errors in formatting. 0 points Not Present Word Count 10 points Word count is a minimum of 500 words. 9 points Word count is between words. 1 to 8 points Word count is fewer than 450 words.

0 Points Not Present Name:____________ RELS 105PM May 10th, 2021 Define the following terms: Abortion, Bioethics, Chastity, , Human Dignity, Euthenasia, Dogma, Sexuality, Racism. Answer six of the following: 1. According to the Church, when does human life begin? When does human life end? 2.

What is the principle of the "double effect?" Where do we find this most often? 3. The church states that all people have a set of basic human rights. What are they and ehy? 4.

What is Capital Punishment? Has the church changed it's position through the years? 5.What is the environmental crisis? What are it's effects? 6.

Can a war ever be just? If so, list the conditions necessary for a war that would be considered just.man life end? EDUC 840 Reflection Summary Paper Assignment Instructions Reflecting on the varied emerging issues and trends related to educational leadership (textbook readings) discussed this term; reflect on one (1) current educational issue/trend that you found interesting and are most interested in investigating further. Your reflection should share what concerned you the most, what you still need to learn about this issue in order to be an effective educational leader. Additionally, identify what you believe will be the greatest challenge responding to the emerging issue in your respective position.

Conclude your reflective essay by articulating how you will use what you learned about the chosen issue to improve your practice as an autonomous educational leader. Incorporate how you plan to use support services, parents, community, and other stakeholders to assist you in exploring, expanding, and/or solving the issue. You must include scriptural insight and understanding as it applies. The Reflection Summary Paper must be a minimum of 500 words, align with current APA formatting, and must include a minimum of three (3) scholarly sources (you may also cite the textbook for this course as one citation).

Paper for above instructions

EDUC 840 Reflection Summary Paper on Educational Trends: The Impact of Technology on Learning
Introduction
In contemporary educational settings, the integration of technology into teaching and learning has emerged as a significant trend. The advantages of technological tools have revolutionized traditional education, introducing innovative methods for enhancing the learning experience. However, it has also raised important questions regarding equity, accessibility, and the implications of digital learning environments on student development (Gee, 2018). This essay reflects on the pressing issue of technology's impact on education, highlighting the challenges and implications for my role as an educational leader. The reflections offered herein incorporate insights from educational theory and scripture, providing depth and personal resonance while addressing the complexities surrounding technology in education.
Emerging Trends and Reflections
Modern educational trends highlight technology’s pervasive role in shaping teaching methodologies. From virtual classrooms to digital assessments and online resources, technology facilitates flexible learning environments (Johnson, 2016). However, while access to technology presents opportunities for enhanced learning, it also raises concerns regarding the digital divide (Warschauer, 2018). As an educational leader, I am increasingly aware of how technology can widen existing gaps between students who have ready access to devices and high-speed internet, and those who do not, particularly in underprivileged communities.
The concerning aspect of this technological trend is not merely its presence but the way institutions deploy tools to enrich learning experiences. The capability of technology to improve engagement and motivation among students is undeniable (Ally, 2020). However, I still have much to learn about creating a balanced environment that embraces technology while nurturing essential interpersonal skills and critical thinking (Selwyn, 2016). As I reflect on these challenges, the integration of diverse learning styles and accessibility concerns comes to the forefront.
Moreover, as highlighted by educational theorists such as Vygotsky, learning is a socially mediated process (Vygotsky, 1978). Thus, I must explore how to harness technology in ways that foster collaboration and communication rather than relying solely on individual digital interactions. In practice, this means seeking methods to combine technological tools with face-to-face interactions, thereby striking a balance between the digital and physical realms of learning.
Future Implications and Evidence of Practice
The insights derived from this reflection bring clarity to my evolving role as an educational leader. Understanding technology's catalytic potential in transforming education compels me to advocate for equitable access, ensuring that all students can benefit from digital advancements. One of the greatest challenges will be advocating for resources and support from stakeholders, including parents, community leaders, and educational boards, to help address the disparities in access (Hattie, 2015). Active engagement with these stakeholders is paramount, as collaboration can lead to shared resources and insights that promote inclusivity.
In my future practice as an autonomous educational leader, I intend to leverage technology as a transformational tool rather than a crutch. This involves creating professional development opportunities for educators to familiarize themselves with current technologies, aiding them in designing coherent learning experiences that utilize these tools effectively. Additionally, it will be vital to engage parents in understanding new technological methods to bridge the gap between home and school learning.
As I ponder the integration of technology into educational initiatives, I also recognize the spiritual dimensions of leadership. Aligning my practices with scriptural insights can provide moral guidance when navigating complex educational decisions. For instance, the biblical principle of stewardship (Matthew 25:14-30, New International Version) resonates profoundly when considering resource allocation and access to technology. Appropriate stewardship might include sourcing funding and resources to ensure every student's success, creating an equitable environment that promotes faithful engagement with these tools.
Conclusion
In reviewing the trend of technology's influence on education and my evolving role within it, I realize the enormous responsibility that rests upon educational leaders. It is not solely about embracing technology, but about navigating the challenges it presents while ensuring equity and inclusivity. Understanding different learning styles and incorporating them into technological applications will enhance student engagement, critical thinking, and collaboration—a goal that echoes throughout educational theory.
Moving forward, I am committed to actively engaging with community stakeholders and seeking out additional learning opportunities that equip me to lead effectively in the digital age. The balance between fostering technological integration and nurturing essential human connections represents the crux of modern educational leadership challenges. By adhering to scriptural principles of stewardship, I will strive to create an educational environment that honors every student's dignity, promoting not only academic success but personal growth and character development as well.
References
Ally, M. (2020). The Impact of Technology on Education. Routledge.
Gee, J. P. (2018). Learning, Media, and Technology: Reflections on the Impacts of Digital Technologies on Learning. Routledge.
Hattie, J. (2015). What Works Best in Education: The Politics of Collaborative Expertise. Pearson.
Johnson, L. (2016). Technology in Education: Innovations, Trends, and Issues. chapter 5, in Facing the Future: Educating Students for a Changing World.
Selwyn, N. (2016). Is Technology Good for Education? UCL Institute of Education Press.
Vygotsky, L. S. (1978). Interaction between Learning and Development. In Mind and Society (pp. 79-91). Harvard University Press.
Warschauer, M. (2018). Technology and Social Inclusion: Rethinking the Digital Divide. MIT Press.