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布里斯班代寫assignment

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The four other postings will 布里斯班代寫assignment your selection of one out of each group of the tools explored in Weeks 1 – 6.
Each posting for this assignment must reflect and analyse one of the technologies drawn weekly, from EACH of the four sets of technologies presented in the coursework.布里斯班代寫assignment Each posting should include the following:
An overview of the technical aspects  - what can this technology do? What learning outcomes can they support in a classroom? What sorts of materials/activities will they support?
Your analysis should be followed by suggestions on how you would apply these to your teaching context. This is intended to be strongly contextual, and related to the students you teach. Remember it is critical that you focus not only on your own use, but more importantly your students’ use of ICT for learning.
A model of the technology to demonstrate your technical skill in using the tool. This model may be uploaded to your blog, or in some cases, to your wiki. They may also be linked from your blog. It is expected that evidence is provided to support your claim to technical skill (such as uploaded images, video or other files, links to your wiki, website or external content etc.).

Use the Blog links wiki to share your Blog URL with your Campus Lecturer, and fellow course members (peers). It is strongly recommended that you participate in the work of others through commenting, and sharing your blog with others demonstrates your commitment to the use of technology for collaboration.
The Reflective Synopsis
<标题> Your reflective synopsis will be submitted in Week 7. You are invited to use your previously assessed Blog postings as appendices to your reflective synopsis. The Reflective Synopsis will create links between the learning theory, the theory of e-learning, your understanding of pedagogy, and your practice and explorations presented earlier in your blog reflections. A detailed overview of the reflective synopsis is provided in an Appendix at the end of this task overview.

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