Digital learning tools have become ubiquitous in virtual and in person classrooms as teachers found creative ways to engage students during the COVID 19 pandemic. Even before the pandemic and widespread remote learning, however, digital learning tools were increasingly common and a typical part of many classrooms. While all digital learning tools are worthy of study, math digital learning tools (MDLTs) designed for K - 8th grade in particular raise questions of efficacy and usefulness for classrooms. This paper shows that MDLTs are an effective tool to raise students’ math achievement across K - 8th grade, and that time spent on MDLTs can lead to better understanding of a topic than traditional, teacher led instruction. However, if the MDLT is being delivered in a language the student is not familiar with, that student will not be able to benefit from MDLTs in the way other students do. This is also true of students who receive Special Education services. Additionally, higher quality MDLTs that provide feedback that attaches meaning to students’ work creates a better learning environment for students than one with simpler feedback. Based on my experiences with student teaching this year and using the popular MDLT IXL frequently, I recommend that MDLTs not just be used for independent practice time, but for whole class, problem solving sessions where students have to use mathematical thinking in new content areas. This will build deeper conceptual learning and a greater sense of achievement in students.

This project is intended to fill gaps in the professional knowledge of music educators in the state of Arizona concerning the pedagogy, content, and importance of a visual education program in the scholastic marching band. It also aims to contribute to the general pool of knowledge surrounding visual education. While music educators are often expected to begin teaching marching band immediately following their graduation, many do not ever receive proper training in the visual aspect of the marching arts. The marching band is the most visible element of a holistic educational music program, and often represents the school to the community and the educator to their administrators. While significant music training is given at the collegiate level, many educators have not had further experience in the marching arts. The author uses his experience in Drum Corps International, as well as in teaching marching band to synthesize research-based practices into a handbook of immediately applicable visual pedagogical information that would be immediately useful to any music educator.

Making Use of Massinger seeks to provide a framework by which educators can facilitate more meaningful discussion about premodern and early modern texts including playwrights like Shakespeare and Phillip Massinger. Establishing modes of engaging with literature (and thus the uses of literature) from the scholarship of Dr. Rita Felski and Dr. Ayanna Thompson, this project analyzes a study conducted by Haley Rominger on ASU undergraduate students on their reactions to Phillip Massinger's play "The Roman Actor". Ultimately this study showed that a deeper dialogue was attained in discussing topics that had modern implications such as race, gender, and power dynamics.