EDU 620 AID Introduction Education--edu620aid.com

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 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 Week 3 Discussion 1 Introduction To Udl
EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And
Resources
EDU 620 Week 4 Discussion 2 Minimizing Modifications For
Individual Students
EDU 620 Week 5 Assignment Creating A Udl Instructional Plan (2
Papers)
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)
==============================================

EDU 620 Week 1 Assignment Technology Changes
Everything (2 PPT)
www.edu620aid.com
This Tutorial contains 2 PPT
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) videoMicrosoft 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) videoThe 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.
==============================================
EDU 620 Week 2 Assignment Games In The Classroom (2
Papers)
www.edu620aid.com
This Tutorial contains 2 Papers
Games in the Classroom. Recall that one of the major benefits of usin
g technology in the classroom is the ability to differentiate instructio
n to meet the needs of every student in every lesson. Just as each stu
dent grows and develops at different rates, research tells us that stu
dents also learn in different ways. Jane McGonagall is an expert at dif
ferentiation through the use of games, which is sometimes described
as a form of gamification. As featured in her engaging TED Talk (201

0), Gaming can make a better world; she discusses gamification in cla
ssroom contexts.
Create your assignment using the content and written communicatio
n instructions below. Use the Grading Rubric to review your assignm
ent before submission to ensure you have met the distinguished perf
ormance for each of the components described below. For additional
assistance, review the Week Two Instructor Guidance page and, if ne
eded, contact the instructor for further clarifications using the “Ask Y
our Instructor” discussion forum.
Compose a formal written response that addresses the following;
Content Instructions
· Gamification Influences (1 point): Evaluate the potential influenc
es gamification can have on teaching and learning.
· Gamification and Motivation (1 point): Evaluate the science behi
nd learner motivation and its connection with gamification.
· Differentiation Support (2 points): Analyze how gamifying suppo
rts differentiated ways to teach and learn.
· Technologies (1 point): Discuss how specific technologies and ga
mification are being used to enhance teaching and learning and
motivate learners.
==============================================
EDU 620 Week 2 Discussion 1 Student Motivation And
Technology
www.edu620aid.com

Student Motivation and Technology.
1st Post Due by Day 3. 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:
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 taught (e.g., science or
language arts).

b. 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.
c. Next, succinctly describe how the use of the technology promotes
students’ 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
might face in acquiring the technology and learning how to
effectively implement it.
==============================================
EDU 620 Week 3 Assignment Udl/Cast Instructional Plan
Analysis (2 Papers)
www.edu620aid.com
UDL/CAST Instructional Plan Analysis
This assignment provides the opportunity for you to apply the
principles of universal design for learning (UDL) in the design of
instruction and assessment. Recall that UDL provides access to the
curriculum for students with a wide variety of abilities and
background. Therefore, UDL aligns with inclusionary practices found
in today’s schools. Furthermore, assistive technology supports the
UDL framework to provide a means of learning for students with
disabilities. To prepare for this assignment, review the CAST (2010)

video, UDL at a glance and review the Explore model UDL lesson
plans (2011) web page, both of which are listed in the Week Three
Required Resources. Be sure to also review the Week Three
Instructor Guidance page for additional intellectual elaboration on
UDL and assistance with this assignment.
Begin preparing for this assignment by selecting a specific model
lesson from the Explore Model UDL Lesson Plans (2011) page of the
CAST.org website. Analyze the lesson for the points described in the
Content Instructions included with this assignment, below. Click on
the “UDL Connections” buttons located at various points in the
lesson to analyze how UDL principles have been integrated. Next,
create your assignment to meet the content and written
communication instructions below. Use the Grading Rubric to review
your assignment before submission to ensure you have met the
distinguished performance for each of the components described
below. For additional assistance with this assignment, review the
Week Three Instructor Guidance page and, if needed, contact the
instructor for further clarifications using the “Ask Your Instructor”
discussion forum.
a.
a. Lesson Description (1 point): Include the title of the model lesson,
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 ways
that multiple means of representation are included in the model
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 ways
that multiple means of engagement are included in the model
lesson.
a. Reflection (2 points): Close your essay with a personal reflection
that addresses the following four areas:
o A description of at least two concepts or strategies from the lesson
that serve as a means to motivate learners
o A description of how, overall, the lesson models differentiated
instruction
o A discussion of how your understanding of and appreciation for
instructional planning has changed as a result of your analysis,
o At least one specific concept or strategy from the lesson that you
would consider applying to your own practice and the potential
impact it may have on the population you serve.
Written Communication Instructions
a.
a. Length Requirement (0.5 point): Four to seven pages including the
title and references pages.
a.

a. Syntax and Mechanics (0.5 point): Display meticulous
comprehension 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) textbook. All
sources on the references page need to be used and cited 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 Writing
Center for assistance with APA style and formatting or your copy of
the APA Style Manual.
==============================================
EDU 620 Week 3 Discussion 1 Introduction To Udl
www.edu620aid.com
This discussion is an opportunity for you to apply the principles of
Universal Design for Learning (UDL) in the design of instruction and
assessment. In essence, UDL provides a blueprint for creating
instructional goals, methods, materials, and assessments that work
for all learners. To prepare for this discussion, in addition to
reviewing the Required Resources for Week Three, view the CAST
(2010) video UDL at a Glance and the Week Three Instructor
Guidance where additional assistance for excelling in this discussion
and intellectual elaboration about UDL is provided.

Initial Post: Create an initial response that addresses the following
areas.
a. Provide a succinct summary, in your own words, of the key
concepts that make up UDL.
b. Discuss how UDL and the incorporation of technology can be used
to individualize learning for students with varied backgrounds,
learning styles, and abilities and thereby create increased
opportunities for learning.
c. Discuss the impact that using UDL may have on your current or
anticipated teaching or professional role.
d. Share an idea; including what you learned to inform your initial
response 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
www.edu620aid.com
UDL Guidelines: Examples and Resources. [CLO3]
This discussion is an opportunity to further demonstrate your ability
to apply the principles of Universal Design for Learning (UDL) to the
design of instruction and assessment. As you learned last week from
reading Edyburn (2013) Chapter 5 and viewing the CAST (2010) video
UDL at a Glance, the three main principles supporting UDL are to

Provide Multiple Means of (a) Representation (the “what of
learning), (b) Action and Expression (the “how” of learning), and (c)
Engagement (the “why” of learning). For this discussion you will
review technology checkpoints as they relate to the three main
principles of UDL. IT may be helpful to review the Week Three
Instructor Guidance page where UDL is explored in the intellectual
elaboration and to take time now to review your feedback from the
Week Three assessments as well. Then, to prepare for this
discussion, read the Week Four Instructor Guidance 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 using the list below. You will then choose
one checkpoint from the principle you have been assigned to review.
• If your last name begins with A-J: Choose one checkpoint from any
of the three guidelines from Principle 1. Provide Multiple Means of
Representation.
• If your last name begins with K-O: Choose one Checkpoint from any
of the three guidelines from Principle 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 Principle 3 Provide Multiple Means of
Engagement
Within the checkpoint there are several examples and/or resources
that support the principle and checkpoint. Next, choose one
example/resource that interests you to explore, interact with, and
evaluate. You may also choose
to consider examples geared toward the grade level you are
currently teaching, 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
specific UDL checkpoint example selected. Include the link to your
Jing tutorial or presentation featuring the example/resource selected
as well as written responses to the discussion points below. Your
written response needs to be between one and two paragraphs in
length. One of the ways to make your discussion engaging and
effective is by including audio of your voice alongside a presentation
of the information you have investigated. You can talk through these
points during your tutorial. Keep in mind, the maximum length of a
Jing video is five minutes so it will help to create a presentation in
PowerPoint first that is five slides long with each slide covering one
of the five points below. If for some reason you are unable to
complete this discussion using the recommended technology, please
contact your instructor for an alternative way to respond.
a. State the principle and checkpoint (number and description)
analyzed.
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
effectively during instruction or assessment opportunities in your
current classroom 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
multimedia presentation and reflect on
==============================================

EDU 620 Week 4 Discussion 2 Minimizing Modifications For
Individual Student
www.edu620aid.com
Minimizing modifications for individual students. [CLO 3]. 1st Post
Due by Day 3.This discussion is an opportunity for you to apply the
principles of Universal Design for Learning (UDL) in relationship to
constructivism and meeting the needs of all students. To prepare for
this discussion, aside from reviewing the Week Four Instructor
Guidance, you will need to view the video UDL Minimizes
modifications for individual students at the CAST website. To view
the video, you will need to sign up for a free CAST account.
Initial Post: Create an initial response that addresses the following
areas.
a. Evaluate how the video has strengthened or otherwise changed
your views about differentiated instruction? Do you have a deeper
understanding and appreciation for differentiated instruction now?
Why/ Why not?
b. Analyze the benefits for both students and the teacher when
instruction follows the UDL framework when compared to the
practice of isolating learners and planning for specific modifications
for individual students.
c. Discuss what you learned in the video about setting up a non-
threatening learning environment that does not isolate students. For
example, what connections can you make between this and what
you observed when analyzing the lesson during Week Three and

when evaluating the example or resource in the Week Four
Discussion 1.
==============================================
EDU 620 Week 5 Assignment Creating A Udl Instructional
Plan (2 Papers)
www.edu620aid.com
Creating a UDL Instructional Plan.This assignment is another
opportunity to apply the principles of universal design for learning
(UDL) in the design of instruction and assessment. In this assignment,
you develop a lesson plan that incorporates UDL and effectively
leverages educational technologies in the classroom. Specifically,
using the Cast UDL Lesson Builder (2011) website (see instructions
below on how to access this website), you will create a lesson in
either English/language arts (ELA) or mathematics that includes the
components listed in the content expectations, below.
Create your assignment using the content and written
below. For additional assistance, review the Week Five Instructor
Guidance page and, if needed, contact the instructor for further
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 single
lesson for a specific grade level focusing on either reading/language
arts or math only. Each respective portion of the plan is inserted by
selecting “Edit” and are detailed below in the Part I Content
Expectations. For more information on each part of the lesson plan,
click on the “More Information” button located in the lesson plan
builder.
1. Lesson Overview (1 point): Include the title, author, subject, grade
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
description of the essential learning to be experienced by students
and practiced 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 rather than just its
label (see Instructor Guidance for an example). You may use a
standard from the Common Core State Standards or your own state
standards.
4. Lesson Goals (1 point): Also known as the lesson objectives.
Construct one to two content-specific objectives for lesson. The
objectives should be written in student terms and contain a single,
observable, and measurable verb indicating the skill in students will
be assessed for during instruction.
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
and in what manner students will debrief from the learning
experience.
6. Assessment (1.5 points): Describe what you will assess during the
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 with
Part II to the classroom for evaluation.
1. Syntax and Mechanics (1 point): Display meticulous
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 address the following
questions:
o How does your lesson serve as motivation for learners?
o How does your lesson stimulate critical thinking in your students?

o How does the lesson model a non-threatening environment
providing differentiated learning opportunities without isolating
students?
1. Length Requirement (0.5 point): Two to three pages not including
the title and references pages.
2. Syntax and Mechanics (0.5 points): Display meticulous
3. Source Requirement (0.5 points): Utilize at least two scholarly
resources and the Edyburn (2013) textbook. All sources on the
references page need to be used and cited correctly within the body
of the assignment.
4. APA Formatting (1 point): Use APA formatting consistently
throughout the assignment. Refer to the Ashford University Writing
Center for assistance with APA style and formatting or your copy of
the APA Style Manua
==============================================
EDU 620 Week 5 Discussion 1 Career And Technical
EDUcation
www.edu620aid.com
Career and Technical EDUcation [CLO 1]. 1st Post Due by Day 3.This
discussion is an opportunity for you to evaluate how the purposeful
integration of technology in instruction and assessment supports

student acquisition of 21st-century skills and more importantly
career and technical education (CTE). In the past few weeks, you
have had the opportunity to consider the inclusion of technology in
teaching and learning as well as the principles of UDL in practice.
Now, we consider how UDL supports the acquisition of 21st-century
skills as these relate to career and technical education. To prepare
your response for this discussion, you will review Chapter 5 from the
Edyburn text (2013), the 21st-century skills videos, and the ACTE
website section on career and technical education and then evaluate
them in relation to the principles of UDL. As always, reviewing the
Instructor Guidance for the week is strongly encouraged for
intellectual elaboration on the topics for the week and additional
assistance for all assessments.
When contemplating 21st-century skills, associations must be made
with respect to creativity, critical thinking, problem solving and
metacognition and a host of relevant life skills. Keeping in mind your
knowledge gained thus far on UDL and 21st century skills. You will
review three sources to inform your initial response to the discussion
including the ACTE website on Career and Technical EDUcation (CTE),
a short video by Inside Schools titled High School: What is Career and
Technical EDUcation?, and your own state’s Department of
EDUcation website or local school district website, specifically,
information pertaining to Career and Technical EDUcation (CTE).
==============================================
EDU 620 Week 6 Discussion 1 Course Reflection
www.edu620aid.com

Course Reflection. This discussion is an opportunity to analyze the
impact that technological competency has on your own professional
development. Consider that the role of the classroom teacher is the
crucial factor in the full development and use of technology adoption
in schools. As a result, to reach the goal of preparing teachers for
effective technology use, a well-designed professional development
program is essential. Professional development as it relates to best
practices of technology use in the classroom must be viewed as an
ongoing and integral part of teachers' professional lives.
==============================================
EDU 620 Week 6 Final Project Community Event (2 Set)
www.edu620aid.com
This Tutorial contains 2 Set of Final
Community Event. The Final Project is your opportunity to
demonstrate what you have learned throughout the course in a
summative and comprehensive assignment. Begin preparing for this
assignment by reading the Week Six Instructor Guidance and by
imagining the following scenario:
In just two months, members of your community will vote on an $18
million educational technology bond intended to update the
technology infrastructure of both the school district and local
community center. The passing of the bond would provide upgraded
technology to improve learning for Pre-Kindergarten through 12th
grade students enrolled in the school district as well as adult learners
enrolled in the community’s blended adult learning programs. The

leadership teams of both the school district and community have
decided to join forces in an effort to encourage voter participation.
The leaders believe that by raising awareness and interest in
technology as a teaching and learning tool, voters will have a better
understanding of and appreciation for the issues pertaining to the
bond, which will increase the likelihood of it passing at the polls.
Since this is a joint effort between the school district and community
center, you will assume the role of either an educator in the district,
or a representative of the community center and plan a portion of a
local event involving community members. Your goal for the Final
Project is to get residents of your community into the doors of your
school and/or community center to raise awareness of and interest
in technology integration in the learning environment. As such, this
event will need to provide opportunities for attendees to be exposed
to and interact with various types of technology. In essence, your
event will showcase current examples of technology use in your
respective learning environment as well as feature the impact that
the bond money would have (i.e., how teaching and learning would
improve) if passed.
Once a written plan is drafted, you will propose your event plan to
either the school board or community center administrative team
through a professional presentation detailing your plan along with a
written synopsis of the event plans provided to your audience. Select
from one of the two roles shared in the content expectations below
and include each component in your Community Event Plan.
Create your assignment using the content and written

below. For additional assistance, review the Week Six Instructor
Guidance page and, if needed, contact the instructor for further
==============================================

EDU 620 AID Introduction Education--edu620aid.com

More Related Content

What's hot

Similar to EDU 620 AID Introduction Education--edu620aid.com

Recently uploaded

EDU 620 AID Introduction Education--edu620aid.com