Prior to beginning work on this discussion, review the following websites to research the technology tools designed to enhance instructional delivery of content in the classroom:
Virtual Field Trips on Google EarthLinks to an external site.
Mini-Lessons on TeacherTubeLinks to an external site.
Instant Feedback with SocrativeLinks to an external site.
Math Games on ProdigyLinks to an external site.
National Library of Virtual ManipulativesLinks to an external site.
Build and Share Charts on ChartblocksLinks to an external site.
Identify a technology tool used to enhance instructional delivery of content to increase student achievement that you would use in your own classroom. You may choose one of the tools provided, or you may conduct research on the Internet, or refer to your experience in a classroom.
After selecting the tool you desire to use in your classroom, elaborate on the following criteria:
Explain why you chose that particular tool.
Describe how you plan on using that tool in your own classroom.
Summarize the advantage of using technology tools to instruct students and drive them toward academic mastery.
Sample Solution
regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pieces of data that can be put away in prompt (present moment) memory, how much data inside every one of those lumps can be very high, without unfavorably influencing the review of similar number>
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regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pieces of data that can be put away in prompt (present moment) memory, how much data inside every one of those lumps can be very high, without unfavorably influencing the review of similar number>
