Instructions Resources: https://techterms.com/definition/digital_footprint https

Instructions
Resources:
https://techterms.com/definition/digital_footprint
https://www.internetsociety.org/tutorials/your-digital-footprint-matters/
https://www.coe.int/en/web/digital-citizenship-education/digital-citizenship-and-digital-citizenship-education
Forum
Reflection
Description: Keeping up with current news and
research in education is imperative to maintaining your effectiveness as a
teacher. As such, you have been tasked with reading, watching and reflecting on
the resources/links above pertinent to your field as a teacher.
Directions: Answer each question in paragraph
form (5-7 complete & complex sentences). Please ensure that the question is
completely answered and that all answers are relevant to the forum prompt.
Summarize the readings and
media clip to determine at least 5 main points of this topic.
How is this applicable to 21st
century learners?
How will you use this knowledge
in your classroom?
If you wanted to expand your
knowledge in this topic, what else would you like to explore? (Ex. If the
readings were about climate change, a topic you might want to explore is
the effect of air pollution on regions in the Pacific.)
In order to complete the task, you must read
the attached articles, watch the supplemental media clips, and reflect using
the set template above.
Reflection Guidelines:
Individual answers reflect some semblance of
the required readings/video clips provided Answers are clear and concise ☐ Answered each of the four questions
provided on the template
Answer in the desired format (paragraph form;
5-7 complete & complex sentences) ☐ Forum Posts are written professionally, without slang, etc.

Instructions: Solve the following problems. Please refer to Task Characteristi

Instructions: Solve the following problems. Please refer to Task Characteristic #3 (Lester 2003, p. 69 of Teaching Mathematics through Problem Solving, see last page) and Polya’s How to Solve Itsteps (see Problem Solving Process Infogram link on the next page) when explaining and justifying your solution paths. Show your work or offer clear explanation of the solution process you used. Please do not discuss problems with other members of the class until the homework has been assessed. See assessment rubric to be used for your solution process for each problem. Provide evidence of all problem solving steps (see Problem Solving Process Infogram). (10 points each)
1. Patio Problem: A landscaper wants to make a brown tile border around the entire perimeter of a green tile patio. Both the brown and green tiles are squares of the same size. The landscaper has not decided what size to make the patio, but is thinking that it will be a square.
a. Provide a solution to this problem using problem-solving strategies. Hint: Provide an equation for the number of brown tiles needed for any patio size. Show your work. (8 points)
b. What grade level is most appropriate for this problem? See the Common Core State Mathematics Standards (content and process standards) and/or Florida B.E.S.T. Mathematics Standards. How would you present this problem to these students? How can you adapt this problem for other grade levels? Explain
c. What mathematics (and/or science) skills and concepts are involved in this problem? What possible misconceptions could these students have? How would they approach this problem? Be specific.
2. Band Around the EPCOT Center’s Geodesic Sphere: Imagine a steel band that is wrapped around the EPCOT Center’s geodesic sphere at its widest point. (Part a and b are 8 points)
a. Would you be able to crawl under the band if you added 10 feet to the length of the steel band, and evenly spaced it above the sphere surface? Explain your solution to this problem. Show your work.
b. Assume that you do the same around the Earth’s widest point using a steel band and adding 10 feet, evenly spaced, to the length of new steel band, would you be able to crawl under this steel band (at any given point between the Earth and the steel band)? Explain. Provide evidence of all problem solving steps (see Problem Solving Process Infogram).
c. What grade level is most appropriate for this problem? See the Common Core State Mathematics Standards (content and process standards) and/or Florida B.E.S.T. Mathematics Standards. How would you present this problem to these students? How can you adapt this problem for other grade levels? Explain.
d. What mathematics (and/or science) skills and concepts are involved in this problem? What possible misconceptions could these students have? How would they approach this problem? Be specific.

My research is pedagogical usability + language learning mobile application Plea

My research is pedagogical usability + language learning mobile application
Please see File 1 – there is 3 Rubics in file.
Please design “one Rubic” to analyze language learning application by considering (techinical and pedagogical usability) and in remaining pages please write the reason why this designed rubic by you was built – Please desing easy to use Rubic for app analysis.
File 2& 3 are for reference, file 2 explain rubic 1, file 3 is for rubic 2+3 which I provide if you need them
Thank you so much!