FOR MORE CLASSES VISIT www.edu620aid.com This Tutorial contains 2 Paper for each Assignment (Not for DQs) EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT) EDU 620 Week 2 Assignment Games In The Classroom (2 Papers) EDU 620 Week 2 Discussion 1 Student Motivation And Technology EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2 Papers)

1. EDU 620 Entire Course (2 Paper for each Assignment)
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This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PP
T)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And Technology
EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2
Papers)
EDU 620 Week 3 Discussion 1 Introduction To Udl
EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And Resour
ces
EDU 620 Week 4 Discussion 2 Minimizing Modifications For Individ
ual Students
EDU 620 Week 5 Assignment Creating A Udl Instructional Plan (2 P
apers)
EDU 620 Week 5 Discussion 1 Career And Technical EDUcation
EDU 620 Week 6 Discussion 1 Course Reflection
EDU 620 Week 6 Final Project Community Event (2 Set)

2. ==============================================
EDU 620 Week 1 Assignment Technology Changes
Everything (2 PPT)
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This Tutorial contains 2 PPT
Technology Changes Everything. This assignment provides another o
pportunity for you to evaluate a variety of digital and assistive techn
ologies for supporting diverse learners. For this assignment, you will
create a presentation using Microsoft PowerPoint or other presentati
on software of your choice. To prepare for this assignment, it is reco
mmended that in addition to reading Edyburn (2013) Chapter 1 that
you also review the Week One Instructor Guidance. Additionally, be s
ure to view the TEDx Talks (2012) video Can Technology Change EDU
cation? Yes!: Raj Dhingra at TEDxBend. While you watch the video, p
ay particular attention to the story Dhingra tells about the Firefly Mo
bile Learning Bus utilized in Turkey and how students are connecting
to technology for teaching and learning in rural parts of the world.
Next, watch the Conscious EDUcating (2011) videoMicrosoft Vision of
the Classroom of the Future, which shows how technology might aff
ect a classroom in the future while considering how much technology
has changed in such a short period of time. Finally, watch the TED (2
010) videoThe Child-
Driven EDUcation in which Sugata Mitra discusses how the best teac
hers and the schools that need them the most can connect through e
ffective use of technology.

3. The purpose of this assignment is to showcase how technology has e
volved with regard to teaching and learning and to show the influenc
e it has on supporting all learners and encouraging student independ
ence. The videos listed above provide numerous examples to inform
the presentation requirements. It is recommended that you take so
me time to consider what will occur in the Week Six Final Project and
how the work completed in this assignment could inform the Final P
roject. Create your presentation using the content and written comm
unication instructions below. Use the Grading Rubric to review your
presentation before submission to ensure you have met the distingui
shed performance for each of the components described below. For
additional assistance, review the Week One Instructor Guidance and,
if needed, contact the instructor for further clarifications using the “
Ask Your Instructor” discussion forum.
==============================================
EDU 620 Week 2 Assignment Games In The Classroom (2
Papers)
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This Tutorial contains 2 Papers
Games in the Classroom. Recall that one of the major benefits of usin
g technology in the classroom is the ability to differentiate instructio
n to meet the needs of every student in every lesson. Just as each stu
dent grows and develops at different rates, research tells us that stu
dents also learn in different ways. Jane McGonagall is an expert at dif
ferentiation through the use of games, which is sometimes described

4. as a form of gamification. As featured in her engaging TED Talk (201
0), Gaming can make a better world; she discusses gamification in cla
ssroom contexts.
Create your assignment using the content and written communicatio
n instructions below. Use the Grading Rubric to review your assignm
ent before submission to ensure you have met the distinguished perf
ormance for each of the components described below. For additional
assistance, review the Week Two Instructor Guidance page and, if ne
eded, contact the instructor for further clarifications using the “Ask Y
our Instructor” discussion forum.
Compose a formal written response that addresses the following;
Content Instructions
· Gamification Influences (1 point): Evaluate the potential influenc
es gamification can have on teaching and learning.
· Gamification and Motivation (1 point): Evaluate the science behi
nd learner motivation and its connection with gamification.
· Differentiation Support (2 points): Analyze how gamifying suppo
rts differentiated ways to teach and learn.
· Technologies (1 point): Discuss how specific technologies and ga
mification are being used to enhance teaching and learning and
motivate learners.
==============================================
EDU 620 Week 2 Discussion 1 Student Motivation And
Technology
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Student Motivation and Technology.
1st Post Due by Day 3. This discussion provides an opportunity to eva
luate a variety of digital and assistive technologies for supporting dive
rse learners. Based on the required readings from Housand & Housan
d (2012), McCombs (2000), and Page (2002), you know that research
shows that effective technology integration can support student motiv
ation, engagement, and interest in learning. Furthermore, research has
shown that through thoughtful integration of audio, video, and other
media, instruction can be differentiated, ultimately increasing a studen
t’s motivation to learn. To explore this research, in this discussion you
will analyze how technology integration can be used as a method of i
ntervention to meet the needs of diverse learners. To prepare for this d
iscussion, review the Week Two Instructor Guidance and the Require
d Resources for the week. Next, access either The Teaching Channel
or Edutopia and conduct a search using the key words “using technolo
gy for learning motivation” or similar. Select one video that can infor
m your response to the discussion points below. If for some reason yo
u are unable to support your response to this discussion using the vide
o option, please contact your instructor for an alternative way to comp
lete this discussion.
Initial Post: Respond with an initial post that includes the following c
omponents:
a. Provide a link to the video you viewed and a succinct description of
the video’s focus, such as the grade-
level of students, the educator(s) involved, and the subject being taug
ht (e.g., science or language arts).
b. In at least one paragraph, describe how the technology is being use
d in the video and describe what you observed in the video that infor
ms you that students’ motivation is increased or otherwise supported
due to the use of the technology.
c. Next, succinctly describe how the use of the technology promotes st
udents’ engagement during the learning process.

6. d. Finally, describe the extent to which the use of technology and its
motivating factors outweighs the potential challenges the educator mi
ght face in acquiring the technology and learning how to effectively i
mplement it.
==============================================
EDU 620 Week 3 Assignment Udl/Cast Instructional Plan
Analysis (2 Papers)
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This Tutorial contains 2 Papers
UDL/CAST Instructional Plan Analysis
This assignment provides the opportunity for you to apply the principl
es of universal design for learning (UDL) in the design of instruction
and assessment. Recall that UDL provides access to the curriculum fo
r students with a wide variety of abilities and background. Therefore,
UDL aligns with inclusionary practices found in today’s schools. Furt
hermore, assistive technology supports the UDL framework to provid
e a means of learning for students with disabilities. To prepare for this
assignment, review the CAST (2010) video, UDL at a glance and rev
iew the Explore model UDL lesson plans (2011) web page, both of w
hich are listed in the Week Three Required Resources. Be sure to also
review the Week Three Instructor Guidance page for additional intell
ectual elaboration on UDL and assistance with this assignment.
Begin preparing for this assignment by selecting a specific model less
on from the Explore Model UDL Lesson Plans (2011) page of the CA
ST.org website. Analyze the lesson for the points described in the Con
tent Instructions included with this assignment, below. Click on the “
UDL Connections” buttons located at various points in the lesson to a

7. nalyze how UDL principles have been integrated. Next, create your as
signment to meet the content and written communication instructions
below. Use the Grading Rubric to review your assignment before sub
mission to ensure you have met the distinguished performance for eac
h of the components described below. For additional assistance with t
his assignment, review the Week Three Instructor Guidance page and,
if needed, contact the instructor for further clarifications using the “A
sk Your Instructor” discussion forum.
Content Instructions
a.
a. Lesson Description (1 point): Include the title of the model l
esson, the subject, and grade levels, and a one-
paragraph introduction of the lesson.
a.
a. Principle 1 (1 point): In one to three paragraphs, describe w
ays that multiple means of representation are included in the m
odel lesson.
a.
a. Principle 2 (1 point): In one-to-
three paragraphs, describe ways that multiple means of action
and expression are included in the model lesson.
a.
a. Principle 3 (1 point): In one to three paragraphs, describe w
ays that multiple means of engagement are included in the mo
del lesson.
a. Reflection (2 points): Close your essay with a personal reflectio
n that addresses the following four areas:
o A description of at least two concepts or strategies from the l
esson that serve as a means to motivate learners
o A description of how, overall, the lesson models differentiat
ed instruction

8. o A discussion of how your understanding of and appreciation
for instructional planning has changed as a result of your analy
sis,
o At least one specific concept or strategy from the lesson that
you would consider applying to your own practice and the pot
ential impact it may have on the population you serve.
Written Communication Instructions
a.
a. Length Requirement (0.5 point): Four to seven pages includi
ng the title and references pages.
a.
a. Syntax and Mechanics (0.5 point): Display meticulous com
prehension and organization of syntax and mechanics, such as
spelling and grammar.
a.
a. Source Requirement (0.5 point): Utilize at least two sources
in addition the model lesson plan and the Edyburn (2013) text
book. All sources on the references page need to be used and c
ited correctly within the body of the assignment.
a. APA Formatting (0.5 points): Use APA formatting consistently
throughout the assignment. Refer to the Ashford University Writin
g Center for assistance with APA style and formatting or your cop
y of the APA Style Manual.
==============================================
EDU 620 Week 3 Discussion 1 Introduction To Udl
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9. This discussion is an opportunity for you to apply the principles of Un
iversal Design for Learning (UDL) in the design of instruction and ass
essment. In essence, UDL provides a blueprint for creating instruction
al goals, methods, materials, and assessments that work for all learner
s. To prepare for this discussion, in addition to reviewing the Require
d Resources for Week Three, view the CAST (2010) video UDL at a
Glance and the Week Three Instructor Guidance where additional assi
stance for excelling in this discussion and intellectual elaboration abo
ut UDL is provided.
Initial Post: Create an initial response that addresses the following are
as.
a. Provide a succinct summary, in your own words, of the key concept
s that make up UDL.
b. Discuss how UDL and the incorporation of technology can be used
to individualize learning for students with varied backgrounds, learnin
g styles, and abilities and thereby create increased opportunities for le
arning.
c. Discuss the impact that using UDL may have on your current or ant
icipated teaching or professional role.
d. Share an idea; including what you learned to inform your initial res
ponse to this discussion, how might you include what you’ve learned
about UDL in your plan for the Week Six Final Project: Community
Event?
==============================================
EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And
Resources
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10. UDL Guidelines: Examples and Resources. [CLO3]
This discussion is an opportunity to further demonstrate your ability t
o apply the principles of Universal Design for Learning (UDL) to the
design of instruction and assessment. As you learned last week from r
eading Edyburn (2013) Chapter 5 and viewing the CAST (2010) vide
o UDL at a Glance, the three main principles supporting UDL are to P
rovide Multiple Means of (a) Representation (the “what of learning), (
b) Action and Expression (the “how” of learning), and (c) Engagemen
t (the “why” of learning). For this discussion you will review technolo
gy checkpoints as they relate to the three main principles of UDL. IT
may be helpful to review the Week Three Instructor Guidance page w
here UDL is explored in the intellectual elaboration and to take time n
ow to review your feedback from the Week Three assessments as well
. Then, to prepare for this discussion, read the Week Four Instructor G
uidance and then visit the UDL Guidelines -
Version 2.0: Examples and Resources (2014) website. At the website,
select the principle you have been assigned based on your last name u
sing the list below. You will then choose one checkpoint from the prin
ciple you have been assigned to review.
• If your last name begins with A-
J: Choose one checkpoint from any of the three guidelines from Princi
ple 1. Provide Multiple Means of Representation.
• If your last name begins with K-
O: Choose one Checkpoint from any of the three guidelines from Prin
ciple 2 Provide Multiple Means of Action and Expression.
• If your last name begins with P-
Z: Choose one checkpoint from any of the three guidelines from Princ
iple 3 Provide Multiple Means of Engagement
Within the checkpoint there are several examples and/or resources tha
t support the principle and checkpoint. Next, choose one example/reso
urce that interests you to explore, interact with, and evaluate. You ma
y also choose
to consider examples geared toward the grade level you are currently t
eaching, have experience in, or intend to teach.
Initial Post: Create a Jing tutorial or other multimedia-
based presentation with software such as Present.me to showcase the s

11. pecific UDL checkpoint example selected. Include the link to your Jin
g tutorial or presentation featuring the example/resource selected as w
ell as written responses to the discussion points below. Your written r
esponse needs to be between one and two paragraphs in length. One o
f the ways to make your discussion engaging and effective is by inclu
ding audio of your voice alongside a presentation of the information y
ou have investigated. You can talk through these points during your tu
torial. Keep in mind, the maximum length of a Jing video is five minu
tes so it will help to create a presentation in PowerPoint first that is fiv
e slides long with each slide covering one of the five points below. If f
or some reason you are unable to complete this discussion using the re
commended technology, please contact your instructor for an alternati
ve way to respond.
a. State the principle and checkpoint (number and description) analyz
ed.
b. Describe the specific example or resource selected (title given), the
age group intended for, and the content area it covers.
c. Describe the example/resource explored explaining how it works
d. Address each of the “Key Considerations” for the checkpoint.
e. Share an idea you have for how this resource might be used effectiv
ely during instruction or assessment opportunities in your current clas
sroom or your future practice.
Guided Response: Respond to two peers by first choosing two peers
with a different last name grouping then your own. View their multim
edia presentation and reflect on how their example relates to the three
principles of UDL. Provide specific feedback for the “Key Considerat
ions” as well as their idea of how the example/resource featured could
be effectively used for instruction. Though two replies is the basic ex
pectation, for deeper engagement and learning, you are encouraged to
provide responses to any comments or questions others have given to
you to further the conversation. The continued conversation also gives
you further opportunities to demonstrate your content expertise, critic
al thinking, and real world experiences with the topic of UDL.
==============================================
EDU 620 Week 4 Discussion 2 Minimizing Modifications For
Individual Students

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Minimizing modifications for individual students. [CLO 3]. 1st Post
Due by Day 3.This discussion is an opportunity for you to apply the p
rinciples of Universal Design for Learning (UDL) in relationship to c
onstructivism and meeting the needs of all students. To prepare for thi
s discussion, aside from reviewing the Week Four Instructor Guidanc
e, you will need to view the video UDL Minimizes modifications for i
ndividual students at the CAST website. To view the video, you will n
eed to sign up for a free CAST account.
Initial Post: Create an initial response that addresses the following are
as.
a. Evaluate how the video has strengthened or otherwise changed your
views about differentiated instruction? Do you have a deeper underst
anding and appreciation for differentiated instruction now? Why/ Wh
y not?
b. Analyze the benefits for both students and the teacher when instruct
ion follows the UDL framework when compared to the practice of iso
lating learners and planning for specific modifications for individual s
tudents.
c. Discuss what you learned in the video about setting up a non-
threatening learning environment that does not isolate students. For ex
ample, what connections can you make between this and what you ob
served when analyzing the lesson during Week Three and when evalu
ating the example or resource in the Week Four Discussion 1.
==============================================
EDU 620 Week 5 Assignment Creating A Udl Instructional
Plan (2 Papers)
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13. This Tutorial contains 2 Papers
Creating a UDL Instructional Plan.This assignment is another opportu
nity to apply the principles of universal design for learning (UDL) in t
he design of instruction and assessment. In this assignment, you devel
op a lesson plan that incorporates UDL and effectively leverages educ
ational technologies in the classroom. Specifically, using the Cast UD
L Lesson Builder (2011) website (see instructions below on how to ac
cess this website), you will create a lesson in either English/language
arts (ELA) or mathematics that includes the components listed in the c
ontent expectations, below.
Create your assignment using the content and written communication
instructions below. Use the Grading Rubric to review your assignmen
t before submission to ensure you have met the distinguished perform
ance for each of the components described below. For additional assis
tance, review the Week Five Instructor Guidance page and, if needed,
contact the instructor for further clarifications using the “Ask Your In
structor” discussion forum.
There are two parts to this assignment: Part I is an actual instructional
plan and Part II is a final summary.
To prepare for Part I, you must first log onto the CAST UDL Lesson
Builder (2011) website. Create a free account. Next, click on “Create,
Save & Edit My Own UDL Lesson Plans” and begin constructing sin
gle lesson for a specific grade level focusing on either reading/langua
ge arts or math only. Each respective portion of the plan is inserted by
selecting “Edit” and are detailed below in the Part I Content Expectat
ions. For more information on each part of the lesson plan, click on th
e “More Information” button located in the lesson plan builder.
Content Instructions
1. Lesson Overview (1 point): Include the title, author, subject, gra
de level(s), and duration of the lesson. (Lesson should be 30 to 90
minutes long, depending on your population.)
2. Lesson Description for the Day (0.5 point): Include a brief descr
iption of the essential learning to be experienced by students and p

14. racticed during the lesson. Include the approximate duration of the
lesson (30 to 90 minutes total).
3. State Standard/s (1 point): Include the state grade-
level standard this lesson aligns with. Include the whole standard r
ather than just its label (see Instructor Guidance for an example).
You may use a standard from the Common Core State Standards o
r your own state standards.
4. Lesson Goals (1 point): Also known as the lesson objectives. Co
nstruct one to two content-
specific objectives for lesson. The objectives should be written in s
tudent terms and contain a single, observable, and measurable verb
indicating the skill in students will be assessed for during instructi
on.
5. Teaching Methods:
o Describe the anticipatory set (1 point)
o Address how you will introduce and model new knowledge (
1 point)
o Describe the guided practice (1 point)
o Describe the independent practice (1 point)
o Wrap-
Up (Closing) (1 point): Explain how you will close the lesson a
nd in what manner students will debrief from the learning expe
rience.
6. Assessment (1.5 points): Describe what you will assess during t
he lesson (formative assessment) as described in either or both the
guided practice and/or independent practice stages of the lesson.
7. Save your instructional plan as a doc. file and upload it along wi
th Part II to the classroom for evaluation.
Written Communication Instructions
1. Syntax and Mechanics (1 point): Display meticulous comprehen
sion and organization of syntax and mechanics, such as spelling an
d grammar.
Part Two – Analysis/Summary Content Instructions
1. Reflection (3 points): In a separate two-to-
three page Word document, include a reflection in which you addr
ess the following questions:
o How does your lesson serve as motivation for learners?

15. o How does your lesson stimulate critical thinking in your stud
ents?
o How does the lesson model a non-
threatening environment providing differentiated learning oppo
rtunities without isolating students?
Written Communication Instructions
1. Length Requirement (0.5 point): Two to three pages not includi
ng the title and references pages.
2. Syntax and Mechanics (0.5 points): Display meticulous compre
hension and organization of syntax and mechanics, such as spellin
g and grammar.
3. Source Requirement (0.5 points): Utilize at least two scholarly r
esources and the Edyburn (2013) textbook. All sources on the refe
rences page need to be used and cited correctly within the body of
the assignment.
4. APA Formatting (1 point): Use APA formatting consistently thr
oughout the assignment. Refer to the Ashford University Writing
Center for assistance with APA style and formatting or your copy
of the APA Style Manual.
==============================================
EDU 620 Week 5 Discussion 1 Career And Technical
EDUcation
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Career and Technical EDUcation [CLO 1]. 1st Post Due by Day 3.Thi
s discussion is an opportunity for you to evaluate how the purposeful i
ntegration of technology in instruction and assessment supports stude
nt acquisition of 21st-
century skills and more importantly career and technical education (C
TE). In the past few weeks, you have had the opportunity to consider t
he inclusion of technology in teaching and learning as well as the prin

16. ciples of UDL in practice. Now, we consider how UDL supports the a
cquisition of 21st-
century skills as these relate to career and technical education. To pre
pare your response for this discussion, you will review Chapter 5 fro
m the Edyburn text (2013), the 21st-
century skills videos, and the ACTE website section on career and tec
hnical education and then evaluate them in relation to the principles of
UDL. As always, reviewing the Instructor Guidance for the week is s
trongly encouraged for intellectual elaboration on the topics for the w
eek and additional assistance for all assessments.
When contemplating 21st-
century skills, associations must be made with respect to creativity, cr
itical thinking, problem solving and metacognition and a host of relev
ant life skills. Keeping in mind your knowledge gained thus far on U
DL and 21st century skills. You will review three sources to inform y
our initial response to the discussion including the ACTE website on
Career and Technical EDUcation (CTE), a short video by Inside Scho
ols titled High School: What is Career and Technical EDUcation?, an
d your own state’s Department of EDUcation website or local school
district website, specifically, information pertaining to Career and Tec
hnical EDUcation (CTE).
==============================================
EDU 620 Week 6 Discussion 1 Course Reflection
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Course Reflection. This discussion is an opportunity to analyze the im
pact that technological competency has on your own professional dev
elopment. Consider that the role of the classroom teacher is the crucia
l factor in the full development and use of technology adoption in sch
ools. As a result, to reach the goal of preparing teachers for effective t
echnology use, a well-
designed professional development program is essential. Professional

17. development as it relates to best practices of technology use in the cla
ssroom must be viewed as an ongoing and integral part of teachers' pr
ofessional lives.
==============================================
EDU 620 Week 6 Final Project Community Event (2 Set)
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This Tutorial contains 2 Set of Final
Community Event. The Final Project is your opportunity to demonstra
te what you have learned throughout the course in a summative and c
omprehensive assignment. Begin preparing for this assignment by rea
ding the Week Six Instructor Guidance and by imagining the followin
g scenario:
In just two months, members of your community will vote on an $18
million educational technology bond intended to update the technolog
y infrastructure of both the school district and local community center
. The passing of the bond would provide upgraded technology to impr
ove learning for Pre-
Kindergarten through 12th grade students enrolled in the school distri
ct as well as adult learners enrolled in the community’s blended adult
learning programs. The leadership teams of both the school district an
d community have decided to join forces in an effort to encourage vot
er participation. The leaders believe that by raising awareness and inte
rest in technology as a teaching and learning tool, voters will have a b
etter understanding of and appreciation for the issues pertaining to the
bond, which will increase the likelihood of it passing at the polls.
Since this is a joint effort between the school district and community
center, you will assume the role of either an educator in the district, or
a representative of the community center and plan a portion of a local
event involving community members. Your goal for the Final Project

18. is to get residents of your community into the doors of your school an
d/or community center to raise awareness of and interest in technolog
y integration in the learning environment. As such, this event will nee
d to provide opportunities for attendees to be exposed to and interact
with various types of technology. In essence, your event will showcas
e current examples of technology use in your respective learning envir
onment as well as feature the impact that the bond money would have
(i.e., how teaching and learning would improve) if passed.
Once a written plan is drafted, you will propose your event plan to eit
her the school board or community center administrative team throug
h a professional presentation detailing your plan along with a written s
ynopsis of the event plans provided to your audience. Select from one
of the two roles shared in the content expectations below and include
each component in your Community Event Plan.
Create your assignment using the content and written communication
instructions below. Use the Grading Rubric to review your assignmen
t before submission to ensure you have met the distinguished perform
ance for each of the components described below. For additional assis
tance, review the Week Six Instructor Guidance page and, if needed, c
ontact the instructor for further clarifications using the “Ask Your Inst
ructor” discussion forum.
==============================================