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 AID Become Exceptional--edu620aid.comkopiko128
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)
This document provides an overview and instructions for assignments in the EDU 620 course. It outlines assignments for each week that involve creating presentations and papers on topics like how technology changes education, using games in the classroom, universal design for learning, and a final community event project. Instructions are provided for two papers or presentations to complete for each assignment. The document also shares resources like videos to help with the assignments and explains how to use a grading rubric for feedback.
This document provides an overview and instructions for assignments in the EDU 620 course. It outlines assignments for each week that require submitting papers or presentations on topics like the impact of technology on education and using games in the classroom. Instructions are provided for analyzing lesson plans using principles of Universal Design for Learning and applying assistive technologies. Students are directed to additional resources and are expected to address specific content in their written work.
EDU 620 AID Introduction Education--edu620aid.comkopiko206
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 AID Education Planning--edu620aid.comThanika1
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 AID Knowledge Specialist--edu620aid.comchrysanthemu99
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 AID Remember Education--edu620aid.comchrysanthemu16
This document provides an overview and instructions for assignments in an EDU 620 course. It includes assignments for each week that involve creating presentations, papers, and discussions applying principles of universal design for learning (UDL) and analyzing how technology can support differentiated instruction and student motivation. Learners are asked to design instructional plans using the UDL framework and analyze example lesson plans focusing on the three UDL principles of representation, action and expression, and engagement.
Edu 620 Effective Communication-snaptutorial.comjhonklinz17
For more classes visit
www.snaptutorial.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)
EDU 620 AID Become Exceptional--edu620aid.comkopiko128
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)
This document provides an overview and instructions for assignments in the EDU 620 course. It outlines assignments for each week that involve creating presentations and papers on topics like how technology changes education, using games in the classroom, universal design for learning, and a final community event project. Instructions are provided for two papers or presentations to complete for each assignment. The document also shares resources like videos to help with the assignments and explains how to use a grading rubric for feedback.
This document provides an overview and instructions for assignments in the EDU 620 course. It outlines assignments for each week that require submitting papers or presentations on topics like the impact of technology on education and using games in the classroom. Instructions are provided for analyzing lesson plans using principles of Universal Design for Learning and applying assistive technologies. Students are directed to additional resources and are expected to address specific content in their written work.
EDU 620 AID Introduction Education--edu620aid.comkopiko206
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 AID Education Planning--edu620aid.comThanika1
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 AID Knowledge Specialist--edu620aid.comchrysanthemu99
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 AID Remember Education--edu620aid.comchrysanthemu16
This document provides an overview and instructions for assignments in an EDU 620 course. It includes assignments for each week that involve creating presentations, papers, and discussions applying principles of universal design for learning (UDL) and analyzing how technology can support differentiated instruction and student motivation. Learners are asked to design instructional plans using the UDL framework and analyze example lesson plans focusing on the three UDL principles of representation, action and expression, and engagement.
Edu 620 Effective Communication-snaptutorial.comjhonklinz17
For more classes visit
www.snaptutorial.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)
EDU 620 Enhance teaching - snaptutorial.com donaldzs63
For more classes visit
www.snaptutorial.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 Exceptional Education-snaptutorial.comrobertleses17
This document outlines the course content and assignments for EDU 620. It includes 2 papers or presentations for each weekly assignment, covering topics such as the influence of technology on education, using games in the classroom, universal design for learning (UDL), and creating an instructional plan. It provides instructions for completing each assignment, including content requirements and APA formatting guidelines. The course aims to help students evaluate technologies for supporting diverse learners and design inclusive lessons following UDL principles.
EDU 620 Education Organization / snaptutorial.comMcdonaldRyan45
This document outlines the course content and assignments for EDU 620. It includes 2 papers or presentations for each weekly assignment, covering topics such as the influence of technology on education, using games in the classroom, universal design for learning (UDL), and creating inclusive lesson plans. It provides resources and instructions for completing each assignment, including analyzing example UDL lesson plans and discussing how UDL principles support diverse learners. The document contains the learning objectives and requirements for the entire course.
EDU 620 NERD Lessons in Excellence--edu620nerd.comthomashard88
This document provides an overview and instructions for assignments in EDU 620 Entire Course. It outlines the weekly topics, assignments, and discussions which include analyzing how technology impacts education, creating lesson plans using universal design for learning principles, and discussions on student motivation, UDL guidelines and resources, and minimizing modifications for individual students. Students complete 2 papers or presentations for most weekly assignments. The course aims to help students apply principles of differentiated instruction and universal design for learning.
Edu 620 Education Specialist-snaptutorial.comrobertledwes2
For more classes visit
www.snaptutorial.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
EDU 620 AID Possible Is Everything / edu620aid.comrock1234563
This document provides an overview and materials for EDU 620 Entire Course. It includes assignments, discussions, and a final project for each of the 6 weeks. The assignments generally involve creating presentations, papers, or instructional plans analyzing topics like the impact of technology, using games in the classroom, universal design for learning (UDL), and a final community event project. Materials are provided for each item, including videos, articles, and example lesson plans to inform the work. The document emphasizes applying UDL principles to support diverse learners through differentiated instruction and technology integration.
This action research aims to determine if incorporating instructional videos with printed lessons is an effective strategy for teaching email skills to immigrant senior learners. Participants will be divided into two groups - one receiving printed lessons only, and the other receiving printed lessons plus videos. Pre- and post-instruction assessments of email skills and perceptions will be administered and compared between groups to analyze the impact of the multimedia incorporation. The researcher hypothesizes that the group receiving the multimedia will demonstrate greater gains in skills and more positive perceptions.
The document provides information on several online educational resources:
- Google Drive allows students to collaborate, edit, revise, comment and share documents with a Gmail account. It helps students socially collaborate.
- Brain Pop features educational videos on various subjects accompanied by activity sheets and questions. Videos are aligned to standards.
- Quizlet is a free website for students to create and study flashcards digitally. It includes text-to-speech and practice sets for standardized tests.
- Read, Write, Think is a website with English language arts resources, lessons, and interactive programs for students. It also has videos of teacher instruction.
- Grammar Gorillas is a website with grammar games to help students practice their skills
This document provides summaries of various technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, Voki, and GoAnimate. It describes the purpose and key features of each resource and how teachers can integrate them into lessons. Connections are drawn between the resources and Universal Design for Learning guidelines to illustrate their accessibility and flexibility. Finally, relevant Common Core State Standards are listed that align with the use of these digital tools.
Technology Resources for English Teachers (7-12)adidio
This document provides summaries of various technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, Voki, and GoAnimate. It describes the purpose and key features of each resource and how they connect to Universal Design for Learning guidelines and Common Core State Standards. Connections are made to principles of providing multiple means of representation, action and expression, and engagement.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
ClipFlair Conceptual Framework and Pedagogical MethodologyClipFlair
This document provides the conceptual framework and the pedagogical methodology for foreign language learning through the interaction of verbal signs (written and spoken language) and image (still or moving) and/or sounds (music, noises, etc.)
This document includes:
• Fundamental principles and factors involved in language learning and video awareness, including a synthesis of the latest specialised literature and relevant educational projects.
• Definition of terms.
• Educational specifications for the revoicing and captioning tool of the web platform, including: methodological distinctions between bilingual and monolingual clips and exercises, attention to all four skills (writing, reading, listening and speaking), as well as different levels of language knowledge and proficiency (CEFR A1-C2).
• Use case scenarios.
• Activity samples.
• Clip selection criteria, and ideas and instructions for developing and personalizing one’s own video-clip library.
1) The document outlines a plan to address writing skills issues through the use of technology in a Bangladeshi English Language Teaching (ELT) course.
2) The plan identifies weak academic writing skills, such as poor paragraph structure, as an issue and proposes using Padlet and Nicenet to provide exercises and feedback opportunities to help students improve their paragraph writing.
3) Exercises and assessments will be provided through Padlet, students will write paragraphs and provide peer feedback through Nicenet, and progress will be measured by comparing paragraphs written at the start and end of the course housed in an online portfolio.
This document discusses how teachers can use technology to interact with students to improve participation and success. It outlines 4 goals: 1) conducting a technology use survey, 2) presenting guidelines for proper tech implementation, 3) interacting with peers using discussion tools, and 4) assessing learning with a short quiz. The presentation provides an overview of how interactive technology aligns with social cognitive learning theory and encourages attention, retention, and motivation. It highlights the functionality and financial benefits of tablet computers and interactive whiteboards for engaging lessons.
This document outlines a workshop for teachers on using Movie Maker to create digital stories. The workshop will introduce teachers to Movie Maker's features and provide examples of how it can be used across grade levels and subjects. Teachers will learn how to drag and drop images, video, text and more to create presentations and demonstrations for students. Through hands-on practice, teachers will start building their own digital stories on a topic of their choice. Feedback from an online survey will help improve future workshops on integrating accessible technology like Movie Maker to enhance student learning.
IM634 Tk20 Design Doc DBlanchard MHowe Final VersionDave Blanchard
This document provides an analysis for the development of eLearning modules to help education students at St. Cloud State University learn how to use Tk20, a portfolio and assessment system. It identifies that students find the existing Tk20 instructions confusing. The proposed eLearning modules would cover compressing videos, uploading artifacts, and reviewing portfolios before submission. As the modules target adult learners, principles of andragogy and multimedia design will guide their creation. Each module will include modeling, practice opportunities, and assessments to help students achieve the learning objectives.
Gc edu 225 instructional technology entire courseYolanda Stacey
This document provides information about the GC EDU 225 Instructional Technology Entire Course, including discussion questions, assignments, and a final benchmark assignment to create a comprehensive classroom technology plan. The course examines how to use technology to enhance communication, instruction, assessment, and student learning. Through various assignments, students develop a classroom website and explore tools for presentations, task cards, and online assessments. The culminating project combines sections on vision/mission, communications, instructional integration, differentiated instruction, and assessment to demonstrate understanding of applying instructional technology.
This discussion provides an opportunity to evaluate a variety of.docxjwilliam16
This discussion provides an opportunity to evaluate a variety of digital and assistive technologies for supporting diverse learners. Based on the required readings from Housand & Housand (2012), McCombs (2000), and Page (2002), you know that research shows that effective technology integration can support student motivation, 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 student’s motivation to learn. To explore this research, in this discussion you will analyze how technology integration can be used as a method of intervention to meet the needs of diverse learners. To prepare for this discussion, review the Week Two Instructor Guidance and the Required Resources for the week. Next, access either
The Teaching Channel (Links to an external site.)
or
Edutopia (Links to an external site.)
and conduct a search using the key words “using technology for learning motivation” or similar. Select one video that can inform your response to the discussion points below. If for some reason you are unable to support your response to this discussion using the video option, please contact your instructor for an alternative way to complete this discussion.
Initial Post:
Respond with an initial post that includes the following components:
Provide a link to the video you viewed and a succinct description of the video’s focus, such as the grade and/or ability-levels of students, the educator(s) involved, and the subject being taught (e.g., science or language arts).
In at least one paragraph, describe how the technology is being used in the video and describe what you observed in the video that informs you that students’ motivation is increased or otherwise supported due to the use of the technology.
Next, succinctly describe how the use of the technology promotes students’ engagement during the learning process.
Finally, describe the extent to which the use of technology and its motivating factors outweighs the potential challenges the educator might face in acquiring the technology and learning how to effectively implement it.
Please see attached files.
.
This document contains an electronic portfolio created by Syeda Ume Kalsom for her ICT course. The portfolio includes assignments on using technology to support teaching and learning in Pakistan, analyzing standards for teachers and students, and debating views on technology in education presented by Sir John Daniel and Dr. Robert Kozma. The document provides tables outlining the portfolio assignments and reflections on using technology effectively in the classroom while avoiding potential weaknesses.
(if you have any question please let me know)Technology Chang.docxtaishao1
(if you have any question please let me know)
Technology Changes Everything
This assignment provides another opportunity for you to evaluate a variety of digital and assistive technologies for supporting diverse learners. For this assignment, you will create a presentation using Microsoft PowerPoint or other presentation software of your choice. To prepare for this assignment, it is recommended that in addition to reading Edyburn (2013) Chapter 1 that you also review the Week One Instructor Guidance. Additionally, be sure to view the TEDx Talks (2012) video
Can Technology Change Education? Yes!: Raj Dhingra at TEDxBend
. While you watch the video, pay particular attention to the story Dhingra tells about the Firefly Mobile 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) video
Microsoft Vision of the Classroom of the Future
, which shows how technology might affect a classroom in the future while considering how much technology has changed in such a short period of time. Finally, watch the TED (2010) video
The Child-Driven Education
in which Sugata Mitra discusses how the best teachers and the schools that need them the most can connect through effective use of technology.
The purpose of this assignment is to showcase how technology has evolved with regard to teaching and learning and to show the influence it has on supporting all learners and encouraging student independence. The videos listed above provide numerous examples to inform the presentation requirements. It is recommended that you take some time to consider what will occur in the Week Six Final Project and how the work completed in this assignment could inform the Final Project. Create your presentation using the content and written communication instructions below. Use the Grading Rubric to review your presentation before submission to ensure you have met the distinguished 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.
(if you have any question please let me know)
Content Instructions
Slide Length and Design
(0.5 point): The presentation should be five slides in length including title and references slides. Use relevant and appropriate graphics, sound, and/or animation that assist in presenting the overall main point but do not distract from the information presented. Slides should have a consistent theme, format, and font that augment the readability of the presentation.
Evolution of Technology
(1 point): Discuss three ways the evolution of technology has impacted teaching and learning.
Technology Examples
(2 points): Describes three examples of how digital and assistive technologies can be used to support diverse learners.
Technology I ...
EDU 620 Enhance teaching - snaptutorial.com donaldzs63
For more classes visit
www.snaptutorial.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 Exceptional Education-snaptutorial.comrobertleses17
This document outlines the course content and assignments for EDU 620. It includes 2 papers or presentations for each weekly assignment, covering topics such as the influence of technology on education, using games in the classroom, universal design for learning (UDL), and creating an instructional plan. It provides instructions for completing each assignment, including content requirements and APA formatting guidelines. The course aims to help students evaluate technologies for supporting diverse learners and design inclusive lessons following UDL principles.
EDU 620 Education Organization / snaptutorial.comMcdonaldRyan45
This document outlines the course content and assignments for EDU 620. It includes 2 papers or presentations for each weekly assignment, covering topics such as the influence of technology on education, using games in the classroom, universal design for learning (UDL), and creating inclusive lesson plans. It provides resources and instructions for completing each assignment, including analyzing example UDL lesson plans and discussing how UDL principles support diverse learners. The document contains the learning objectives and requirements for the entire course.
EDU 620 NERD Lessons in Excellence--edu620nerd.comthomashard88
This document provides an overview and instructions for assignments in EDU 620 Entire Course. It outlines the weekly topics, assignments, and discussions which include analyzing how technology impacts education, creating lesson plans using universal design for learning principles, and discussions on student motivation, UDL guidelines and resources, and minimizing modifications for individual students. Students complete 2 papers or presentations for most weekly assignments. The course aims to help students apply principles of differentiated instruction and universal design for learning.
Edu 620 Education Specialist-snaptutorial.comrobertledwes2
For more classes visit
www.snaptutorial.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
EDU 620 AID Possible Is Everything / edu620aid.comrock1234563
This document provides an overview and materials for EDU 620 Entire Course. It includes assignments, discussions, and a final project for each of the 6 weeks. The assignments generally involve creating presentations, papers, or instructional plans analyzing topics like the impact of technology, using games in the classroom, universal design for learning (UDL), and a final community event project. Materials are provided for each item, including videos, articles, and example lesson plans to inform the work. The document emphasizes applying UDL principles to support diverse learners through differentiated instruction and technology integration.
This action research aims to determine if incorporating instructional videos with printed lessons is an effective strategy for teaching email skills to immigrant senior learners. Participants will be divided into two groups - one receiving printed lessons only, and the other receiving printed lessons plus videos. Pre- and post-instruction assessments of email skills and perceptions will be administered and compared between groups to analyze the impact of the multimedia incorporation. The researcher hypothesizes that the group receiving the multimedia will demonstrate greater gains in skills and more positive perceptions.
The document provides information on several online educational resources:
- Google Drive allows students to collaborate, edit, revise, comment and share documents with a Gmail account. It helps students socially collaborate.
- Brain Pop features educational videos on various subjects accompanied by activity sheets and questions. Videos are aligned to standards.
- Quizlet is a free website for students to create and study flashcards digitally. It includes text-to-speech and practice sets for standardized tests.
- Read, Write, Think is a website with English language arts resources, lessons, and interactive programs for students. It also has videos of teacher instruction.
- Grammar Gorillas is a website with grammar games to help students practice their skills
This document provides summaries of various technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, Voki, and GoAnimate. It describes the purpose and key features of each resource and how teachers can integrate them into lessons. Connections are drawn between the resources and Universal Design for Learning guidelines to illustrate their accessibility and flexibility. Finally, relevant Common Core State Standards are listed that align with the use of these digital tools.
Technology Resources for English Teachers (7-12)adidio
This document provides summaries of various technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, Voki, and GoAnimate. It describes the purpose and key features of each resource and how they connect to Universal Design for Learning guidelines and Common Core State Standards. Connections are made to principles of providing multiple means of representation, action and expression, and engagement.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
ClipFlair Conceptual Framework and Pedagogical MethodologyClipFlair
This document provides the conceptual framework and the pedagogical methodology for foreign language learning through the interaction of verbal signs (written and spoken language) and image (still or moving) and/or sounds (music, noises, etc.)
This document includes:
• Fundamental principles and factors involved in language learning and video awareness, including a synthesis of the latest specialised literature and relevant educational projects.
• Definition of terms.
• Educational specifications for the revoicing and captioning tool of the web platform, including: methodological distinctions between bilingual and monolingual clips and exercises, attention to all four skills (writing, reading, listening and speaking), as well as different levels of language knowledge and proficiency (CEFR A1-C2).
• Use case scenarios.
• Activity samples.
• Clip selection criteria, and ideas and instructions for developing and personalizing one’s own video-clip library.
1) The document outlines a plan to address writing skills issues through the use of technology in a Bangladeshi English Language Teaching (ELT) course.
2) The plan identifies weak academic writing skills, such as poor paragraph structure, as an issue and proposes using Padlet and Nicenet to provide exercises and feedback opportunities to help students improve their paragraph writing.
3) Exercises and assessments will be provided through Padlet, students will write paragraphs and provide peer feedback through Nicenet, and progress will be measured by comparing paragraphs written at the start and end of the course housed in an online portfolio.
This document discusses how teachers can use technology to interact with students to improve participation and success. It outlines 4 goals: 1) conducting a technology use survey, 2) presenting guidelines for proper tech implementation, 3) interacting with peers using discussion tools, and 4) assessing learning with a short quiz. The presentation provides an overview of how interactive technology aligns with social cognitive learning theory and encourages attention, retention, and motivation. It highlights the functionality and financial benefits of tablet computers and interactive whiteboards for engaging lessons.
This document outlines a workshop for teachers on using Movie Maker to create digital stories. The workshop will introduce teachers to Movie Maker's features and provide examples of how it can be used across grade levels and subjects. Teachers will learn how to drag and drop images, video, text and more to create presentations and demonstrations for students. Through hands-on practice, teachers will start building their own digital stories on a topic of their choice. Feedback from an online survey will help improve future workshops on integrating accessible technology like Movie Maker to enhance student learning.
IM634 Tk20 Design Doc DBlanchard MHowe Final VersionDave Blanchard
This document provides an analysis for the development of eLearning modules to help education students at St. Cloud State University learn how to use Tk20, a portfolio and assessment system. It identifies that students find the existing Tk20 instructions confusing. The proposed eLearning modules would cover compressing videos, uploading artifacts, and reviewing portfolios before submission. As the modules target adult learners, principles of andragogy and multimedia design will guide their creation. Each module will include modeling, practice opportunities, and assessments to help students achieve the learning objectives.
Gc edu 225 instructional technology entire courseYolanda Stacey
This document provides information about the GC EDU 225 Instructional Technology Entire Course, including discussion questions, assignments, and a final benchmark assignment to create a comprehensive classroom technology plan. The course examines how to use technology to enhance communication, instruction, assessment, and student learning. Through various assignments, students develop a classroom website and explore tools for presentations, task cards, and online assessments. The culminating project combines sections on vision/mission, communications, instructional integration, differentiated instruction, and assessment to demonstrate understanding of applying instructional technology.
This discussion provides an opportunity to evaluate a variety of.docxjwilliam16
This discussion provides an opportunity to evaluate a variety of digital and assistive technologies for supporting diverse learners. Based on the required readings from Housand & Housand (2012), McCombs (2000), and Page (2002), you know that research shows that effective technology integration can support student motivation, 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 student’s motivation to learn. To explore this research, in this discussion you will analyze how technology integration can be used as a method of intervention to meet the needs of diverse learners. To prepare for this discussion, review the Week Two Instructor Guidance and the Required Resources for the week. Next, access either
The Teaching Channel (Links to an external site.)
or
Edutopia (Links to an external site.)
and conduct a search using the key words “using technology for learning motivation” or similar. Select one video that can inform your response to the discussion points below. If for some reason you are unable to support your response to this discussion using the video option, please contact your instructor for an alternative way to complete this discussion.
Initial Post:
Respond with an initial post that includes the following components:
Provide a link to the video you viewed and a succinct description of the video’s focus, such as the grade and/or ability-levels of students, the educator(s) involved, and the subject being taught (e.g., science or language arts).
In at least one paragraph, describe how the technology is being used in the video and describe what you observed in the video that informs you that students’ motivation is increased or otherwise supported due to the use of the technology.
Next, succinctly describe how the use of the technology promotes students’ engagement during the learning process.
Finally, describe the extent to which the use of technology and its motivating factors outweighs the potential challenges the educator might face in acquiring the technology and learning how to effectively implement it.
Please see attached files.
.
This document contains an electronic portfolio created by Syeda Ume Kalsom for her ICT course. The portfolio includes assignments on using technology to support teaching and learning in Pakistan, analyzing standards for teachers and students, and debating views on technology in education presented by Sir John Daniel and Dr. Robert Kozma. The document provides tables outlining the portfolio assignments and reflections on using technology effectively in the classroom while avoiding potential weaknesses.
(if you have any question please let me know)Technology Chang.docxtaishao1
(if you have any question please let me know)
Technology Changes Everything
This assignment provides another opportunity for you to evaluate a variety of digital and assistive technologies for supporting diverse learners. For this assignment, you will create a presentation using Microsoft PowerPoint or other presentation software of your choice. To prepare for this assignment, it is recommended that in addition to reading Edyburn (2013) Chapter 1 that you also review the Week One Instructor Guidance. Additionally, be sure to view the TEDx Talks (2012) video
Can Technology Change Education? Yes!: Raj Dhingra at TEDxBend
. While you watch the video, pay particular attention to the story Dhingra tells about the Firefly Mobile 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) video
Microsoft Vision of the Classroom of the Future
, which shows how technology might affect a classroom in the future while considering how much technology has changed in such a short period of time. Finally, watch the TED (2010) video
The Child-Driven Education
in which Sugata Mitra discusses how the best teachers and the schools that need them the most can connect through effective use of technology.
The purpose of this assignment is to showcase how technology has evolved with regard to teaching and learning and to show the influence it has on supporting all learners and encouraging student independence. The videos listed above provide numerous examples to inform the presentation requirements. It is recommended that you take some time to consider what will occur in the Week Six Final Project and how the work completed in this assignment could inform the Final Project. Create your presentation using the content and written communication instructions below. Use the Grading Rubric to review your presentation before submission to ensure you have met the distinguished 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.
(if you have any question please let me know)
Content Instructions
Slide Length and Design
(0.5 point): The presentation should be five slides in length including title and references slides. Use relevant and appropriate graphics, sound, and/or animation that assist in presenting the overall main point but do not distract from the information presented. Slides should have a consistent theme, format, and font that augment the readability of the presentation.
Evolution of Technology
(1 point): Discuss three ways the evolution of technology has impacted teaching and learning.
Technology Examples
(2 points): Describes three examples of how digital and assistive technologies can be used to support diverse learners.
Technology I ...
This discussion provides an opportunity to evaluate a variety of dig.docxmeagantobias
This discussion provides an opportunity to evaluate a variety of digital and assistive technologies for supporting diverse learners. Based on the required readings from Housand & Housand (2012), McCombs (2000), and Page (2002), you know that research shows that effective technology integration can support student motivation, 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 student’s motivation to learn. To explore this research, in this discussion you will analyze how technology integration can be used as a method of intervention to meet the needs of diverse learners. To prepare for this discussion, review the Week Two Instructor Guidance and the Required Resources for the week. Next, access either The
Teaching Channel
or
Edutopia
and conduct a search using the key words “using technology for learning motivation” or similar. Select one video that can inform your response to the discussion points below. If for some reason you are unable to support your response to this discussion using the video option, please contact your instructor for an alternative way to complete this discussion.
Initial Post:
Respond with an initial post that includes the following components:
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 taught (e.g., science or language arts).
In at least one paragraph, describe how the technology is being used in the video and describe what you observed in the video that informs you that students’ motivation is increased or otherwise supported due to the use of the technology.
Next, succinctly describe how the use of the technology promotes students’ engagement during the learning process.
Finally, describe the extent to which the use of technology and its motivating factors outweighs the potential challenges the educator might face in acquiring the technology and learning how to effectively implement it.
.
This discussion provides an opportunity to evaluate a variety of dig.docxterirasco
This discussion provides an opportunity to evaluate a variety of digital and assistive technologies for supporting diverse learners. Based on the required readings from Housand & Housand (2012), McCombs (2000), and Page (2002), you know that research shows that effective technology integration can support student motivation, 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 student’s motivation to learn. To explore this research, in this discussion you will analyze how technology integration can be used as a method of intervention to meet the needs of diverse learners. To prepare for this discussion, review the Week Two Instructor Guidance and the Required Resources for the week. Next, access either The
Teaching Channel
or
Edutopia
and conduct a search using the key words “using technology for learning motivation” or similar. Select one video that can inform your response to the discussion points below. If for some reason you are unable to support your response to this discussion using the video option, please contact your instructor for an alternative way to complete this discussion.
Initial Post:
Respond with an initial post that includes the following components:
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 taught (e.g., science or language arts).
In at least one paragraph, describe how the technology is being used in the video and describe what you observed in the video that informs you that students’ motivation is increased or otherwise supported due to the use of the technology.
Next, succinctly describe how the use of the technology promotes students’ engagement during the learning process.
Finally, describe the extent to which the use of technology and its motivating factors outweighs the potential challenges the educator might face in acquiring the technology and learning how to effectively implement it.
.
Community Event PresentationYour NameEDU 620 Meeting Indivi.docxmccormicknadine86
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.
Station 1: Universal Design for Learning
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.
Station 1: Universal Design for Learning
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.
Station 2: Technology & UDL for All Learners
Course and/or Program Offerings
Course or Program #1
Course or Program #2
Course or Program #3
Course or Program #4
Course or Program #5
Course or Program #6
Course or Program #7
Course or Program #8
Hint: Construct a list of eight to ten courses or programs including CTE courses ...
This discussion provides an opportunity to evaluate a variety of.docxgasciognecaren
This discussion provides an opportunity to evaluate a variety of digital and assistive technologies for supporting diverse learners. Based on the required readings from Housand & Housand (2012), McCombs (2000), and Page (2002), you know that research shows that effective technology integration can support student motivation, 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 student’s motivation to learn. To explore this research, in this discussion you will analyze how technology integration can be used as a method of intervention to meet the needs of diverse learners. To prepare for this discussion, review the Week Two Instructor Guidance and the Required Resources for the week. Next, access either
The Teaching Channel
or
Edutopia
and conduct a search using the key words “using technology for learning motivation” or similar. Select one video that can inform your response to the discussion points below. If for some reason you are unable to support your response to this discussion using the video option, please contact your instructor for an alternative way to complete this discussion.
Initial Post:
Respond with an initial post that includes the following components:
Provide a link to the video you viewed and a succinct description of the video’s focus, such as the grade and/or ability-levels of students, the educator(s) involved, and the subject being taught (e.g., science or language arts).
In at least one paragraph, describe how the technology is being used in the video and describe what you observed in the video that informs you that students’ motivation is increased or otherwise supported due to the use of the technology.
Next, succinctly describe how the use of the technology promotes students’ engagement during the learning process.
Finally, describe the extent to which the use of technology and its motivating factors outweighs the potential challenges the educator might face in acquiring the technology and learning how to effectively implement it.
Websites
Edutopia
(http://www.edutopia.org)
· This website sponsored by the George Lucas Educational Foundation is dedicated to improving the K-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Articles, videos, and much more are readily available on a variety of educational topics. This source is recommended for the Week Two Discussion.
Accessibility Statement does not exist.
Privacy Policy
The Teaching Channel site.
(https://www.teachingchannel.org)
· This website is for The Teaching Channel where you can find a wealth of resources to assist you in your current and future practice as an educator. This resource is required for completing the Week Two Discussion.
Accessibility Statement does not exist.
Privac ...
Dan Winter introduces himself in his personal portfolio wiki for EDU5315 Technology Applications for the Classroom. He provides a picture and biography, noting that he works as an instructional technology coach and previously taught science. Winter is taking this class as part of an instructional technology program, and hopes to learn new techniques for implementing technology into curriculum to stay current on educational technology trends and strategies. He created a wiki page to post all course assignments.
Discussion 1Common Core State StandardsCommon Core State Standar.docxfelipaser7p
Discussion 1
Common Core State Standards
Common Core State Standards (CCSS) establish clear expectations for student learning and are the standards for a set of learning for all students in the United States regardless of geographic location. This discussion is focused on
CCSS
and the role these standards take in the school setting.
There are two parts to this discussion as explained below.
Part One:
First, in one paragraph, summarize your understanding of the foundation of the CCSS for Math and English Arts. Next, adopting the perspective of a teacher leader, in at least two paragraphs, evaluate how CCSS (Math and English Language Arts) can be used to influence the use of technology-enhanced differentiated instructional strategies to support the needs of all learners. Finally, in one paragraph, justify why it is important to have purposeful planning of differentiated instructional strategies to promote student learning and provide at least one specific example to support your justification.
Part Two:
Include a link to your
ePortfolio (Pathbrite)
in your initial post along with a one-paragraph reflection about your experience with the redesign for the Week One Assignment in terms of challenges you encountered and how you overcame those challenges. Be sure to include any difficulties you experienced in revising to meet the components of 21st century student outcomes and 21st century support systems.
Discussion 2
Common Core Presentation
In the Common Core State Standards discussion for Week Two, you describe the foundation of
CCSS
and discuss how CCSS can be used to influence the use of technology-enhanced instructional strategies to support the needs of all learners. Here, you continue the discussion on CCSS, but from the perspective of linking report cards to the CCSS. It is common to think about how creating report cards that are linked to CCSS will define expectations for student learning, communicate student progress to parents, provides a consistent approach to assessment evaluations, and focuses on academic achievement. As needed, review the
Hunt Institute video
(Click this link to view the
video transcript
)
, which covers the history and development of the CCSS.
For this discussion, you will adopt the role of a school leader and create a digital presentation using the software of your choice (e.g.,
PowerPoint
,
Present.me
,
YouTube
,
Prezi
,
Jing
,
SlideRocket
, or another program). Your audience for this presentation can be either a school board or a stakeholder directly in the school setting, such as teachers, other staff, or students. If you use software other than PowerPoint, submit notes for each slide as part of your post. If you use PowerPoint, be sure to include notes for each talking point on slides in the notes section for each slide. The presentation needs to be six to eight slides, excluding the title and references slides, and cite at least one scholarly source in addition to the required resources f.
Gc edu 225 instructional technology entire courseThelmaSneed
This document provides information about the GC EDU 225 Instructional Technology Entire Course, including discussion questions, assignments, and a final benchmark assignment to create a comprehensive classroom technology plan. The course examines how to use technology to enhance communication, instruction, assessment, and student learning. Through various assignments, students develop a classroom website and explore tools for presentations, task cards, and online assessments. The culminating project combines sections on vision/mission, communications, instructional integration, differentiated instruction, and assessment to demonstrate understanding of applying instructional technology.
Gc edu 225 instructional technology entire courseDennisHine
This document provides information about the GC EDU 225 Instructional Technology Entire Course, including discussion questions, assignments, and a final benchmark assignment to create a comprehensive classroom technology plan. The course examines how to use technology to enhance communication, instruction, assessment, and student learning. Through various assignments, students develop a classroom website and explore tools for presentations, task cards, and online assessments. The culminating project combines sections on vision/mission, communications, instructional integration, differentiated instruction, and assessment to demonstrate understanding of applying instructional technology.
Technology Integration In The Classroom1 Week 2Casey
This document provides an agenda and overview for a university course on technology integration in the classroom. It outlines the objectives and tasks for the first two weeks. The objectives for the first class are to examine the advantages and disadvantages of blogging and to define and understand 21st century learning skills and how they relate to New Jersey state standards. Tasks include reviewing an article and video, discussing implications of 21st century standards for teachers, and designing a draft technology-integrated lesson plan related to a state standard.
The use of technology is a means for empowering students with ex.docxpelise1
The use of technology is a means for empowering students with exceptionalities. It provides an opportunity for students to access grade-level curriculum and activities and engage in meaningful learning opportunities, as well as accomplish tasks that would often involve barriers as a result of physical and/or learning disabilities. For this Assignment, you will demonstrate your understanding of the technology proficiencies and their impact on educational integration to support the learning needs of students with exceptionalities.
To prepare:
Review the Walden Technology Proficiencies. Reflect on your experiences with technology as you read through the proficiencies
Consult and reflect on the course resources as well as outside resources (e.g., peer-reviewed journal articles) that you found and integrated into your work to illustrate and support your Discussion posts and your Assignments—you will use these as resources to complete your work for this Assignment.
Reflect on the training needs of staff working within educational settings regarding technology and advancing from enhancement to transformation.
Ask yourself the following question: How have the resources and the concepts presented throughout the course affected my learning in order for me to implement technology throughout my educational practices and prepared me for ongoing learning on current technology tools?
Section 1: Design of Learning Experiences and Environment (1–2 pages)
Identify two evidence-based teaching strategies to enhance learning through the use of technology. One evidence-based strategy should focus specifically on writing or fine-motor difficulties.
Describe the age level, disability category, and content/skill development, and explain how it will increase the learning and engagement of your students.
Section 2: Facilitation of Learning and Assessment (2–3 pages)
Summarize how your evidence-based strategies that enhance learning through the use of technology can increase student engagement in exploring real-world issues and authentic problems. Provide at least one specific example focusing on writing or fine-motor skills.
Explain how the strategies you identified meet the needs of diverse learners and how you ensure that students have equitable access to digital tools and resources.
Identify at least one evidence-based practice that you will use to support students from diverse cultural and linguistic backgrounds when implementing technology tools.
Explain how you will use appropriate technology to assess and monitor the progress of evidence-based strategies you selected.
Section 3: Communication and Collaboration (8–12 slides)
Using evidence-based practices and course resources, create a PowerPoint presentation to address strategies to improve communication and collaboration through the use of digital media tools. Create 2–3 slides for each topic:
Students
Families (one strategy needs to address collaborating and communicating with families .
Science, Technology & Society (STS) is an interdisciplinary field of study that seeks to explore and understand the many ways that modern science and technology shape modern culture, values, and institutions, and how modern values shape science and technology.
The document provides guidance for effectively integrating technology into instruction to engage students and support learning. It discusses using technology to have students answer essential questions, providing choice and focusing on authentic products. It also outlines steps to design lessons, including identifying resources, instructional strategies, student activities and assessments. Tips are provided on classroom management and evaluating lessons that integrate technology.
Similar to EDU 620 AID Education for Service--edu620aid.com (15)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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1. EDU 620 Entire Course (2 Paper for each Assignment)
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 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)
FOR MORE CLASSES VISIT
www.edu620aid.com
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)
FOR MORE CLASSES VISIT
www.edu620aid.com
This Tutorial contains 2 Papers
Games in the Classroom. Recall that one of the major benefits of usi
ng technology in the classroom is the ability to differentiate instructi
on to meet the needs of every student in every lesson. Just as each st
udent grows and develops at different rates, research tells us that st
udents also learn in different ways. Jane McGonagall is an expert at d
ifferentiation through the use of games, which is sometimes describe
d as a form of gamification. As featured in her engaging TED Talk (20
4. 10), Gaming can make a better world; she discusses gamification in cl
assroom 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
FOR MORE CLASSES VISIT
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5. 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.
d. Finally, describe the extent to which the use of technology and its
motivating factors outweighs the potential challenges the educator mi
6. 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)
FOR MORE CLASSES VISIT
www.edu620aid.com
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
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
7. 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
o A discussion of how your understanding of and appreciation
for instructional planning has changed as a result of your analy
sis,
8. 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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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
9. 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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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), (
10. 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
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
11. 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
12. 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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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
13. 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
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-
14. 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?
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.
15. 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
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
16. 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
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
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.
18. 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.
==============================================