Community Event PresentationYour NameEDU 620 Meeting Indivi.docx

Community Event Presentation
Your Name
EDU 620: Meeting Individual Student Needs with Technology
Instructor
Date
Hint 1: This template is intended to guide you; however, you’re
encouraged to add or delete from this format as long as your
final product aligns with the assignment requirements found
under Week 6>Final Project.
Hint 2: Delete these highlighted “hints” before final submission.
Hint 3: Delete the prompt text included on each slide and
replace it with your own content.
Title of your Event
Role you have selected to take (District Educator or Community
Center Representative)
Station 1: Universal Design for Learning
Audience
Discuss how you will get the audiences’ attention to visit this
station.
Information
Describe the most essential information attendees should know
about UDL and how it specifically pertains to the population of
Pre-Kindergarten through 12th grade students in the school
district or the adult learners at the community center.
Hint: Only include brief bullet-point statements under each
heading. You can include details in your written document.

Demonstrate
Discuss how you would demonstrate UDL in action. For
example, would you include a video of it being modeled, a
sample instructional plan, or an example of a resource or source
of technology that supports UDL?
Hint: Technology that supports UDL was discussed during
Week 4.
Differentiation
Discuss the impact UDL has on teaching and learning for the
specific population of PK through 12th grade students at the
school district or adult learners at the community center.
Include how incorporating UDL principles enhances learning by
providing differentiated learning opportunities. Be sure to
include a reference to at least one source to support this
information.
Interaction
Describe how attendees could interact in this station. How
might this increase their interest and appreciation for
educational use of technology?
Station 2: Technology & UDL for All Learners
Mission Statement Belief Statement

Craft an original mission and belief statement for your school
district or community center as it relates to technology
integration and career and technical education (CTE).
Goals
Construct two to three specific goals for the educational
programs or courses offered to the respective population served
that align with the mission and beliefs.
Hint: Use information from your state’s Department of
Education website, your local school district’s website, and/or
the Office of Career, Technical, and Adult Education website to
support your ideas for this station.
Course and/or Program Offerings
Course or Program #1
Hint: Construct a list of eight to ten courses or programs
including CTE courses offered in either the school district or
the community center to serve as examples to attendees of this
station.
Hint: The school district’s courses should include courses or
programs that impact all three levels of learners and school
environments including elementary, middle/junior high school,
and high school students.

Station 3: 21st Century Skills Acquisition & Employability
Technology and 21st Century Skills
Showcase one specific course from the courses offered list that
integrates technology.
Describe at least one 21st century skill from each of the four
21st century outcomes represented in the Partnership for 21st
Century Skills framework that students should gain as a result
of participating in the course
Describe how Information, Media, and Technology Skills, and
Literacy outcomes are addressed, specifically for applying
technology effectively, and how such applications will support
future employability.
Hint: The course described in this section should come from the
list you created on the previous slide.
Tools
Include an additional example of a tech/digital tool used in one
or more courses.
Interaction
Describe how attendees might interact with the information and
tool(s) presented at this station.
How might this increase their interest and appreciation for
Hint: Use relevant graphics to enhance the presentation. For
help using PowerPoint, see this resource.

New Technology
Discuss how school or community programs, courses, and
students would benefit from upgraded technology from
approved bond.
Hint: Remember to keep your bullet-points short and concise.
You can include details in your written document.
References
Include all references in APA style.
Hint: Provide a full reference list for all sources cited in your
presentation. For help with formatting your reference list in
APA style, please see this resource.
Your Name
Instructor
Date

Title of your Event
Audience
station.
Information
Demonstrate
Week 4.

Differentiation
information.
Interaction
Goals

station.

Tools
or more courses.
Interaction
New Technology
approved bond.

References
Your Name
Instructor
Date
Title of your Event
Audience
station.
Information

Demonstrate
Week 4.
Differentiation
information.
Interaction

Goals

station.
Tools
or more courses.
Interaction

New Technology
approved bond.
References
Your Name

Instructor
Date
Title of your Event
Audience
station.
Information
Demonstrate

Week 4.
Differentiation
information.
Interaction
Goals

station.

Tools
or more courses.
Interaction
New Technology

approved bond.
References
Week 6 Final Grading Rubric
Description:
Total Possible Score: 25.00
Audience
Total: 0.50
Distinguished - Thoroughly discusses how to get the audiences’
attention to visit this station.
Proficient - Discusses how to get the audiences’ attention to
visit this station. The discussion is slightly underdeveloped.
Basic - Partially discusses how to get the audiences’ attention to
visit this station. The discussion is underdeveloped.
Below Expectations - Attempts to discuss how to get the
audiences’ attention to visit this station; however, the
discussion is significantly underdeveloped.
Non-Performance - The discussion on how to get the audiences’
attention to visit this station is either nonexistent or lacks the
components described in the instructions.

Information
Total: 1.00
Distinguished - Clearly describes the most essential information
attendees should know about UDL and how it specifically
pertains to the population of Pre-Kindergarten through 12th
grade students in the school district or the adult learners at the
community center.
Proficient - Describes the most essential information attendees
should know about UDL and how it specifically pertains to the
population of Pre-Kindergarten through 12th grade students in
the school district or the adult learners at the community center.
The description is slightly underdeveloped.
Basic - Partially describes the most essential information
attendees should know about UDL and how it specifically
pertains to the population of Pre-Kindergarten through 12th
grade students in the school district or the adult learners at the
community center. The description is underdeveloped.
Below Expectations - Attempts to describe the most essential
information attendees should know about UDL and how it
specifically pertains to the population of Pre-Kindergarten
through 12th grade students in the school district or the adult
learners at the community center; however, the description is
significantly underdeveloped.
Non-Performance - The description of the most essential
information attendees should know about UDL is either
nonexistent or lacks the components described in the
instructions.
Demonstrate
Total: 1.00
Distinguished - Thoroughly discusses how to demonstrate UDL
in action.
Proficient - Discusses how to demonstrate UDL in action. The
discussion is slightly underdeveloped.
Basic - Partially discusses how to demonstrate UDL in action.
The discussion is underdeveloped.

Below Expectations - Attempts to discuss how to demonstrate
UDL in action; however, the discussion is significantly
underdeveloped.
Non-Performance - The discussion on how to demonstrate UDL
in action is either nonexistent or lacks the components
described in the instructions.
Differentiation
Total: 2.00
Distinguished - Thoroughly discusses the impact UDL has on
teaching and learning for the specific population of PK through
12th grade students at the school district or adult learners at the
community center. The discussion clearly includes how
incorporating UDL principles enhances learning by providing
differentiated learning opportunities.
Proficient - Discusses the impact UDL has on teaching and
learning for the specific population of PK through 12th grade
students at the school district or adult learners at the community
center. The discussion includes how incorporating UDL
principles enhances learning by providing differentiated
learning opportunities. The discussion is slightly
underdeveloped.
Basic - Minimally discusses the impact UDL has on teaching
and learning for the specific population of PK through 12th
grade students at the school district or adult learners at the
community center. The discussion partially includes how
differentiated learning opportunities. The discussion is
underdeveloped.
Below Expectations - Attempts to discuss the impact UDL has
on teaching and learning for the specific population of PK
through 12th grade students at the school district or adult
learners at the community center. The discussion includes how
differentiated learning opportunities; however, the discussion is
significantly underdeveloped.
Non-Performance - The discussion on the impact UDL has on

teaching and learning for the specific population is either
instructions.
Interaction
Total: 1.00
Distinguished - Clearly describes how attendees could interact
in this station and how this will increase their interest and
appreciation for educational use of technology.
Proficient - Clearly describes how attendees could interact in
this station and how this will increase their interest and
Basic - Partially describes how attendees could interact in this
station and how this will increase their interest and appreciation
for educational use of technology. The description is
underdeveloped.
Below Expectations - Attempts to describes how attendees could
interact in this station and how this will increase their interest
and appreciation for educational use of technology; however,
the description is significantly underdeveloped.
Non-Performance - The description how attendees could interact
in this station and how this will increase their interest and
appreciation for educational use of technology is either
instructions.
Mission, Belief, and Goals
Total: 3.00
Distinguished - Clearly crafts an original mission and belief
statement for the school district or community center as it
pertains to technology integration and career and technical
education (CTE). Constructs two to three specific goals for the
educational programs or courses offered to the respective
population served that clearly align with the mission and
beliefs. The mission and belief statements are well-developed

and the goals are appropriate.
Proficient - Crafts an original mission and belief statement for
the school district or community center as it pertains to
technology integration and career and technical education
(CTE). Constructs two to three specific goals for the
population served that align with the mission and beliefs. The
mission and belief statements are slightly underdeveloped or the
goals are slightly inappropriate.
Basic - Partially crafts an original mission and belief statement
for the school district or community center as it pertains to
(CTE). Constructs two to three specific goals for the
population served that mostly align with the mission and
beliefs. The mission and belief statements are underdeveloped
and/or the goals are inappropriate.
Below Expectations - Attempts to craft an original mission and
belief statement for the school district or community center as it
pertains to technology integration and career and technical
education (CTE). Constructs two to three specific goals for the
population served that somewhat aligns with the mission and
beliefs; however, the mission and belief statements are
significantly underdeveloped and the goals are entirely
inappropriate.
Non-Performance - The original mission and belief statement
for the school district or community center as it pertains to
(CTE) are either nonexistent or lack the components described
in the instructions.
Total: 1.00
Distinguished - Clearly constructs a list of eight to ten courses
or programs including CTE courses offered in either the school
district or the community center to serve as examples to

attendees of this station.
Proficient - Constructs a list of eight to ten courses or programs
station. The list is slightly underdeveloped.
Basic - Partially constructs a list of eight to ten courses or
programs including CTE courses offered in either the school
district or the community center to serve as examples to
attendees of this station. The list is underdeveloped.
Below Expectations - Attempts to construct a list of eight to ten
courses or programs including CTE courses offered in either the
school district or the community center to serve as examples to
attendees of this station; however, the list is significantly
underdeveloped.
Non-Performance - The list of eight to ten courses or programs
station is either nonexistent or lacks the components described
in the instructions.
Technology and 21st-Century Skills
Total: 5.00
Distinguished - Clearly showcases one specific course from the
list of courses offered that integrates technology. Thoroughly
describes at least one 21st-century skill from each of the four
21st-century outcomes represented in the Partnership for 21st-
of participating in the course. Comprehensively describes how
Information, Media, and Technology Skills (ICT) Literacy
outcomes ICT Literacy outcomes are addressed, specifically for
applying technology effectively, and how such applications will
support future employability.
Proficient - Showcases one specific course from the list of
courses offered that integrates technology. Describes at least
one 21st-century skill from each of the four 21st-century
outcomes represented in the Partnership for 21st-Century Skills
framework that students should gain as a result of participating

in the course. Describes how Information, Media, and
Technology Skills (ICT) Literacy outcomes ICT Literacy
outcomes are addressed, specifically for applying technology
effectively, and how such applications will support future
employability. The descriptions are slightly underdeveloped.
Basic - Vaguely showcases one specific course from the list of
courses offered that integrates technology. Minimally describes
at least one 21st-century skill from each of the four 21st-
century outcomes represented in the Partnership for 21st-
of participating in the course. Partially describes how
Information, Media, and Technology Skills (ICT) Literacy
outcomes ICT Literacy outcomes are addressed, specifically for
applying technology effectively, and how such applications will
support future employability. The descriptions are
underdeveloped.
Below Expectations - Attempts to showcase one specific course
from the list of courses offered that integrates technology,
describe at least one 21st-century skill from each of the four
21st-century outcomes represented in the Partnership for 21st-
of participating in the course, and describe how Information,
Media, and Technology Skills (ICT) Literacy outcomes ICT
future employability; however, the descriptions are significantly
underdeveloped.
Non-Performance - The showcase of one specific course from
the courses offered list that integrates technology is either
instructions.
Tools
Total: 1.00
Distinguished - Clearly includes an additional example of a
tech/digital tool used in one or more courses. The example is
clearly appropriate for the course.

Proficient - Includes an additional example of a tech/digital tool
used in one or more courses. The example is appropriate for the
course.
Basic - Partially includes an additional example of a tech/digital
tool used in one or more courses. The example is mostly
appropriate for the course.
Below Expectations - Attempts to include an additional example
of a tech/digital tool used in one or more courses; however, the
example is not appropriate for the course.
Non-Performance - The inclusion of an additional example of a
tech/digital tool used in one or more courses is either
instructions.
Interaction
Total: 1.00
Distinguished - Clearly describes how attendees could interact
in this station and how this might increase their interest and
Proficient -Describes how attendees could interact in this
station and how this might increase their interest and
appreciation for educational use of technology. The description
is slightly underdeveloped.
Basic - Partially describes how attendees could interact in this
station and how this might increase their interest and
appreciation for educational use of technology. The description
is underdeveloped.
Below Expectations - Attempts describe how attendees could
interact in this station and how this might increase their interest
and appreciation for educational use of technology; however,
the description is significantly underdeveloped.
Non-Performance - The description of how attendees could
interact in this station and how this might increase their interest

and appreciation for educational use of technology is either
instructions.
New Technology
Total: 1.00
Distinguished - Clearly discusses how school or community
programs, courses, and students would benefit from upgraded
technology from an approved bond.
Proficient - Discusses how school or community programs,
courses, and students would benefit from upgraded technology
from an approved bond. The discussion is significantly
underdeveloped.
Basic - Partially discusses how school or community programs,
courses, and students would benefit from upgraded technology
from an approved bond. The discussion is underdeveloped.
Below Expectations - Attempts to discuss how school or
community programs, courses, and students would benefit from
upgraded technology from an approved bond however, the
discussion is significantly underdeveloped.
Non-Performance - The discussion on how school or community
technology from an approved bond is either nonexistent or lacks
the components described in the instructions.
Written Synopsis
Total: 3.00
Distinguished - Creates a link to the presentation and follows
presentation guidelines.
Proficient - Creates a link to the presentation and follows
presentation guidelines but minor details are missing or slightly
unclear.
Basic - Creates a link to the presentation and follows
presentation guidelines. Important details are missing and/or
unclear.
Below Expectations - Attempts to create a link to presentation
and follow the presentation guidelines; however, significant

details are missing and severely unclear.
Non-Performance - The presentation is either nonexistent or
lacks the components described in the assignment instructions.
PowerPoint Presentation: Control of Syntax and Mechanics
Total: 0.50
Distinguished - Displays meticulous comprehension and
organization of syntax and mechanics, such as spelling and
grammar. Written work contains no errors and is very easy to
understand.
Proficient - Displays comprehension and organization of syntax
and mechanics, such as spelling and grammar. Written work
contains only a few minor errors and is mostly easy to
understand.
Basic - Displays basic comprehension of syntax and mechanics,
such as spelling and grammar. Written work contains a few
errors, which may slightly distract the reader.
Below Expectations - Fails to display basic comprehension of
syntax or mechanics, such as spelling and grammar. Written
work contains major errors, which distract the reader.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
PowerPoint Presentation: Resource Requirement
Total: 1.50
Distinguished - Uses more than the required number of
scholarly sources, which provide compelling evidence to
support ideas. All sources on the reference slide are used and
cited correctly within the body of the assignment.
Proficient - Uses the required number of scholarly sources to
support ideas. All sources on the reference slide are used and
cited correctly within the body of the assignment.
Basic - Uses less than the required number of sources to support
ideas. Some sources may not be scholarly. Most sources on the
reference slide are used within the body of the assignment.
Citations may not be formatted correctly.
Below Expectations - Uses an inadequate number of sources
that provide little or no support for ideas. Sources used may not

be scholarly. Most sources on the reference slide are not used
within the body of the assignment. Citations are not formatted
correctly.
PowerPoint Presentation: APA Formatting
Total: 2.50
Distinguished - Accurately uses APA formatting consistently
throughout the presentation, title and reference slides.
Proficient - Exhibits APA formatting throughout the
presentation; however, the layout contains a few minor errors.
Basic - Exhibits basic knowledge of APA formatting throughout
the presentation. The layout does not meet all APA
requirements.
Below Expectations - Fails to exhibit basic knowledge of APA
formatting. There are frequent errors, making the layout
difficult to distinguish as APA.
Technology Changes Everything
Name
EDU 620 Meeting Individual Student Needs with Technology
Instructor
Date

1
Evolution of Technology
- Three ways technology has impacted teaching & learning
Students in present in various classrooms are now well equipped
with technology gadgets like laptops and iPad. This is as a
result of successful technology advancement in this 21st
century.
Apart from allowing the learners to move at their own pace as
far as learning is concerned, technology has also allowed
instructors differentiate and integrate lessons (Edyburn, 2015).
This has allowed them reach more leaners and also win their
interest and uphold learner involvement.
Technology has significantly facilitated creativity in curriculum
and lesson delivery via various efficient ways like flipped
classrooms, utilization of smart boards. These methods makes
teachers look more of a coach than an instructor (TEDx Talks,
2012).
Students in present in various classrooms are now well equipped
with technology gadgets like laptops and iPad. This is as a
result of successful technology advancement in this 21st
century.
Apart from allowing the learners to move at their own pace as
far as learning is concerned, technology has also allowed
instructors differentiate and integrate lessons (Edyburn, 2015).
This has allowed them reach more leaners and also win their
interest and uphold learner involvement.
Technology has significantly facilitated creativity in curriculum
and lesson delivery via various efficient ways like flipped
classrooms, utilization of smart boards. These methods makes

teachers look more of a coach than an instructor (TEDx Talks,
2012).
2
Technology Examples
- Three ways technology supports diverse learners
Ticket to Read allows instructors equip learners with listening
and comprehension skills during their free time. The program is
flexible and adjustable, therefore, making learners stronger
readers.
Technology integration supports text to speech and speech to
text translation. Technology also allows translation and
transcription across diverse languages. Examples of text to
speech translation include Wordtalks and balabolka.
Translation softwares include iTranslate and Google translate.
Kahoot! And related software allows instructors to
automatically create quizzes and assignments for learners. This
facilitates the testing of the leaners level of understanding
(Conscious Educating, 2011). The fun nature of sch quizzes
motivates learners to go an extra mile in terms of their
performances.
Technology integration supports text to speech and speech to
text translation. Technology also allows translation and
transcription across diverse languages. Examples of text to
speech transla
Kahoot! And related software allows instructors to
automatically create quizzes and assignments for learners. This

facilitates the testing of the leaners level of understanding
(Conscious Educating, 2011). The fun nature of sch quizzes
motivates learners to go an extra mile in terms of their
performances.
tion include Wordtalks and balabolka. Translation softwares
include iTranslate and Google translate.
Ticket to Read allows instructors equip learners with listening
and comprehension skills during their free time. The program is
flexible and adjustable, therefore, making learners stronger
readers
Technology Influence
Three ways technology influences student independence
Technology offers learners with multiple ways of presenting
data and engaging with one another. Other software like
PowerPoint allows the learners prepare eye catching
presentations. Similar software to ppt allows the leaners present
their creativity when it comes to data presentation
(“Technology, Entertainment and Design , 2010”). This
expounds the learners experience.
Flipped classrooms offer learners more freedom on which
learning path to take. This is because leaners themselves are
responsible for the learning style they need to take and which
best suites them.
Technology enables learners enjoy an instant access to the vast
information over a short period of time. This equips learners
with the freedom of which information to access at any given
point in time.

References
Conscious Educating. (2011, October 2). Microsoft vision of the
classroom of the future. [Video file]. Retrieved from
http://youtu.be/aJu6GvA7jN8
Edyburn, D. L. (2015). Inclusive technologies: Tools for
helping diverse learners achieve academic success
[Electronic Version]. Retrieved from
https://content.ashford.edu/
Technology, Entertainment and Design [TED]. (2010, July) The
child-driven education. [Video file]. Retrieved from
https://www.ted.com/talks/sugata_mitra_the_child_driven_educ
ation#t-
TEDx Talks. (2012, June 15). Can technology change
education? Yes!: Raj Dhingra at TEDxBend. [Video file].
Retrieved from http://youtu.be/l0s_M6xKxNc
Week 6 Final Project Community Event
The Final Project is your opportunity to demonstrate what you
have learned throughout the course in a summative and
comprehensive assignment. Begin preparing for this assignment
by reading the Week Six Instructor Guidance and by imagining
the following scenario:
In just two months, members of your community will vote on an
$18 million educational technology bond intended to update the
technology infrastructure of both the school district and local
community center. The passing of the bond would provide
upgraded technology to improve learning for Pre-Kindergarten
through 12th grade students enrolled in the school district as

well as adult learners enrolled in the community’s blended adult
learning programs. The leadership teams of both the school
district and community have decided to join forces in an effort
to encourage voter participation. The leaders believe that by
raising awareness and interest in technology as a teaching and
learning tool, voters will have a better 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 is to get residents of
your community into the doors of your school and/or
community center to raise awareness of and interest in
technology integration in the learning environment. As such,
this event will need to provide opportunities for attendees to be
exposed to and interact with various types of technology. In
essence, your event will showcase current examples of
technology use in your respective learning environment 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 either the school board or community center administrative
team through a professional presentation detailing your plan
along with a written synopsis 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 assignment before submission to ensure you have
met the distinguished performance for each of the components
described below. For additional assistance, review the Week Six
Instructor Guidance page and, if needed, contact the instructor
for further clarifications.

Refer to:
Week 6 Presentation Template
Content Instructions
Based on the role you have selected to take (either a district
educator or a representative of the community center), you will
create two components for this assignment: a professional
presentation that will be recorded and a two-to- three page
handout of the specific ideas for your community event that will
be submitted to Waypoint for evaluation. Your community event
will consist of several different stations for attendees to visit
and gather information from and/or interact with. Your
presentation will describe what will be included at each station.
Remember that the goal of the event is to inform and excite
local residents about how technology is currently being
implemented in either the schools or community center and how
technology use and thus, instruction and learning would
improve if the bond is passed.
Part One: Presentation Content Expectations: Create a
professional presentation to be shared using any of the digital
presentation tools listed in Week One. You will talk through
your presentation, creating a video and/or audio recording with
the link provided in part two of the assignment. More specific
instructions can be located in the Week Six Instructor Guidance.
In your presentation, describe what will be included at the
following stations at the Community Event;
Station 1: Universal Design for Learning (UDL): Three to four
slides. Information shared on the slide(s) and viewed by the
audience should be succinct and void of excessive detail.
Specific details and descriptions should be included in part two;
the written synopsis.
· Audience (0.5 point): Discuss how you will get the audiences’
attention to visit this station. What might the station look like
or include to draw people to it?
· Information (1 points): Describe the most essential
information attendees should know about UDL and how it
specifically pertains to the population of Pre-Kindergarten

through 12th grade students in the school district or the adult
learners at the community center. Include references for at least
two sources to support this information.
· Demonstrate (1 point): Discuss how would you demonstrate
UDL in action. For example, would you include a video of it
being modeled, a sample instructional plan, or an example of a
resource or source of technology that supports UDL such as
what was reviewed during Week Four?
· Differentiation (2 points): Discuss the impact UDL has on
teaching and learning for the specific population of PK through
12th grade students at the school district or adult learners at the
community center. In your discussion, include how
differentiated learning opportunities. Also include a reference
for at least one source to support this information.
· Interaction (1 point): Describe how attendees could interact in
this station. How might this increase their interest and
appreciation for educational use of technology?
Station 2: Technology and UDL for All Learners: Two to three
slides. Utilize information gleaned from your state’s
Department of Education website, your local school district’s
website, and/or the Office of Career, Technical, and Adult
Education (OCTAE) (Links to an external site.) website to
support your ideas for this station. Information shared on the
slide(s) and viewed by the audience should be succinct and void
of excessive detail. Specific details and descriptions should be
included in part two; the written synopsis.
· Mission, Belief, and Goals (3 points): Craft an original
mission and belief statement for your school district or
community center as it pertains to technology integration and
career and technical education (CTE). Construct two to three
specific goals for the educational programs or courses offered to
the respective population served that align with the mission and
beliefs.
· Course and/or Program Offerings (1 point): Construct a list of
eight to ten courses or programs including CTE courses offered

in either the school district or the community center to serve as
examples to attendees of this station. The school district’s
courses should include courses or programs that impact all three
levels of learners and school environments including
elementary, middle/junior high school, and high school
students.
Station 3: 21st Century Skills Acquisition and Employability:
Two to three slides. Information shared on the slides and
viewed by the audience should be succinct and void of
excessive detail. Specific details and descriptions should be
included in part two; the written synopsis.
· Technology and 21st-Century Skills (5 points): Showcase one
specific course from the courses offered list that integrates
technology. Describe at least one 21st-century skill from each
of the four 21st-century outcomes represented in the Partnership
for 21st-Century Skills framework that students should gain as a
result of participating in the course. Describe how Information,
Media, and Technology Skills (ICT) Literacy outcomes ICT
Literacy (Links to an external site.) outcomes are addressed,
specifically for applying technology effectively, and how such
applications will support future employability.
· Tools (1 point): Include an additional example of a
tech/digital tool used in one or more courses.
· Interaction (1 point): Describe how attendees might interact
with the information and tool(s) presented at this station. How
· New Technology (1 points): Discuss how school or community
technology from approved bond.
· Slide Design and Format (2 points): Total of 8 to 10 slides
including the title and references slides. Use relevant graphics
to enhance the presentation without distracting from the main
focus. Slides should have a consistent theme, format, and font
that augment the readability of the presentation. Rather than
using the speaker’s notes on each slide, details that would be

shared with the audience will be provided in the second part of
the assignment; the written synopsis. Save the presentation as a
pdf., pwpt., or pwptx. file that shows speaker’s notes for
viewing in Waypoint and Turnitin.
· Title & References Slides (1 point): The Title slide should
include your name, course name and number (EDU620),
instructor’s name, the date, a title for your event and the role
you have selected to take for the project (district educator or
community center representative).
Part Two: Written Synopsis
Follow the same outline for all three stations of your event
featured in the Part One: Presentation. Here, you will provide
the details for each part that would help inform the audience
during your presentation. The details are what cannot be
included on the slides. This three to five page document will
include the link to your presentation and be submitted to
Waypoint for evaluation. Your instructor will use your recorded
presentation and the written synopsis to evaluate your work.
· Link to presentation (0.5 points)
· Follows presentation guidelines (2 points)
Written Communication Instructions
· Syntax and Mechanics (0.5 point): Display meticulous
comprehension and organization of syntax and mechanics, such
as spelling and grammar.
· Source Requirement (0.5 point): Utilize a minimum of five
resources in addition to the Edyburn (2013) text. All sources on
the references page need to be used and cited correctly within
the body of the assignment.
· APA Formatting (1 point): Use APA formatting consistently
throughout the assignment. Refer to the Ashford University
Writing Center for assistance with APA style and formatting or
your copy of the APA Style Manual.

Community Event PresentationYour NameEDU 620 Meeting Indivi.docx

Community Event PresentationYour NameEDU 620 Meeting Indivi.docx

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