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 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.
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.
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.
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 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 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)
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 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 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.
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.
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.
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 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 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)
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 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 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 Education for Service--edu620aid.comkopiko65
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 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 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.
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.
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 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.
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.
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 unit introduces middle school students to digital media and advertising through various lessons and activities. Students analyze commercials and advertisements, track commercial data using spreadsheets, and create their own video commercial using a web 2.0 tool. Formative assessments include student presentations, peer critiques, and use of rubrics. The goal is for students to develop skills in technology and digital media important for future careers. Interviews with teachers found the project beneficial and engaging for all students when appropriately modified.
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.
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.
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.
The document discusses Universal Design for Learning (UDL), a framework for designing instruction to meet the needs of diverse learners. UDL aims to provide multiple means of presentation, expression, and engagement by considering three networks of the brain - recognition, strategic, and affective. The document provides examples of UDL strategies like using flexible models of skills, scaffolding practice, and offering choices to support learner variability. It also shares tools like videos, wikis, and audiobooks that can be used to implement UDL principles.
This document outlines a flipped classroom collaborative learning session on web services and their applications conducted by Dr. M. Kaliappan. Students were divided into heterogeneous groups and assigned pre-class study materials including a video lecture. During class time, groups participated in discussion, an online quiz, and presented solutions to a business automation case study. Students' individual and group performance was continuously assessed using rubrics. The goal was to enhance students' communication, problem-solving, and independent learning skills for career success in fields like software development.
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 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.
.
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 Education for Service--edu620aid.comkopiko65
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 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 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.
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.
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 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.
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.
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 unit introduces middle school students to digital media and advertising through various lessons and activities. Students analyze commercials and advertisements, track commercial data using spreadsheets, and create their own video commercial using a web 2.0 tool. Formative assessments include student presentations, peer critiques, and use of rubrics. The goal is for students to develop skills in technology and digital media important for future careers. Interviews with teachers found the project beneficial and engaging for all students when appropriately modified.
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.
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.
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.
The document discusses Universal Design for Learning (UDL), a framework for designing instruction to meet the needs of diverse learners. UDL aims to provide multiple means of presentation, expression, and engagement by considering three networks of the brain - recognition, strategic, and affective. The document provides examples of UDL strategies like using flexible models of skills, scaffolding practice, and offering choices to support learner variability. It also shares tools like videos, wikis, and audiobooks that can be used to implement UDL principles.
This document outlines a flipped classroom collaborative learning session on web services and their applications conducted by Dr. M. Kaliappan. Students were divided into heterogeneous groups and assigned pre-class study materials including a video lecture. During class time, groups participated in discussion, an online quiz, and presented solutions to a business automation case study. Students' individual and group performance was continuously assessed using rubrics. The goal was to enhance students' communication, problem-solving, and independent learning skills for career success in fields like software development.
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 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.
.
(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.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 ...
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.
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.
Required Resources (I will pay $30 for all three of these together.docxkarlhennesey
This document provides required and recommended resources for learning about Universal Design for Learning (UDL). The required resources include a textbook chapter on UDL principles, a video introducing UDL, and websites from CAST and the National Center on UDL exploring model UDL lesson plans and the relationship between UDL and technology. Recommended supplemental resources include an article linking UDL and assistive technology, a video on assistive technology for UDL, and information on the Common Core State Standards. Students are assigned to review these resources, watch the introductory UDL video, discuss how UDL principles apply to their own learning styles and strengths, examine a model UDL lesson plan, and develop their own UDL lesson plan incorporating educational technology
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 .
1. The document discusses technology enhanced learning (TEL) and online pedagogy, highlighting various models for developing online curricula, including the SOLSTICE model and Salmon's 5 stage model of online participation.
2. It also addresses student expectations of higher education and technology use, noting both opportunities and challenges in connecting with digital native students.
3. Guidelines are provided for effective online discussion, emphasizing the importance of structure, reflection, and facilitating meaningful discourse among students.
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.
First AssignmentUniversal Design for Learning (UDL) can be def.docxhoundsomeminda
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
Online Tutorials:
Creating a VoiceThread
Glogster - Learning the Basics
How to create a narrated PowerPoint using Present.me
How to create a Voki
Get started with Prezi.
Getting started with Pearltrees
Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
This document summarizes the benefits of professional development resources provided by ISTE for educators. It discusses how ISTE connects teachers through communities and provides current resources to help implement technology standards. Journals, blogs, and podcasts introduce trends and creative uses of technology. The ISTE conference provides collaborative learning opportunities through presentations on topics like using games in the classroom and integrating tools like Microsoft Teams. Overall, involvement in these ISTE resources helps new teachers like the author gain skills and ideas for incorporating technology into lessons to benefit all students.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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EDU 620 NERD Lessons in Excellence--edu620nerd.com
1. EDU 620 Entire Course (2 Paper for each Assignment)
FOR MORE CLASSES VISIT
www.edu620nerd.com
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
2. EDU 620 Week 6 Final Project Community Event (2 Set)
==============================================
EDU 620 Week 1 Assignment Technology Changes Everything (2
PPT)
FOR MORE CLASSES VISIT
www.edu620nerd.com
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)
3. 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)
FOR MORE CLASSES VISIT
www.edu620nerd.com
4. Games in the Classroom. Recall that one of the major benefits of using
technology in the classroom is the ability to differentiate instruction to
meet the needs of every student in every lesson. Just as each student
grows and develops at different rates, research tells us that students also
learn in different ways. Jane McGonagall is an expert at differentiation
through the use of games, which is sometimes described as a form of
gamification. As featured in her engaging TED Talk (2010), Gaming can
make a better world; she discusses gamification in classroom contexts.
Create your assignment using the content and written communication
instructions below. Use the Grading Rubric to review your assignment
before submission to ensure you have met the distinguished performance
for each of the components described below. For additional assistance,
review the Week Two Instructor Guidance page and, if needed, contact
the instructor for further clarifications using the “Ask Your Instructor”
discussion forum.
Compose a formal written response that addresses the following;
Content Instructions
· Gamification Influences (1 point): Evaluate the potential
influences gamification can have on teaching and learning.
· Gamification and Motivation (1 point): Evaluate the science
behind learner motivation and its connection with gamification.
· Differentiation Support (2 points): Analyze how gamifying
supports differentiated ways to teach and learn.
· Technologies (1 point): Discuss how specific technologies and
gamification are being used to enhance teaching and learning and
motivate learners.
==============================================
5. EDU 620 Week 2 Discussion 1 Student Motivation And
Technology
FOR MORE CLASSES VISIT
www.edu620nerd.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
6. 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)
FOR MORE CLASSES VISIT
7. www.edu620nerd.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
8. 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.
Content Instructions
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.
9. 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.
10. 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.
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EDU 620 Week 3 Discussion 1 Introduction To Udl
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11. 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?
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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 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.
13. • 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.
14. 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 how their example relates to the
three principles of UDL. Provide specific feedback for the “Key
Considerations” as well as their idea of how the example/resource
featured could be effectively used for instruction. Though two replies is
the basic expectation, 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, critical thinking, and real world experiences with the
topic of UDL.
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EDU 620 Week 4 Discussion 2 Minimizing Modifications For
Individual Students
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15. 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.
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16. EDU 620 Week 5 Assignment Creating A Udl Instructional Plan
(2 Papers)
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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 communication
instructions below. Use the Grading Rubric to review your assignment
before submission to ensure you have met the distinguished performance
for each of the components described below. For additional assistance,
review the Week Five Instructor Guidance page and, if needed, contact
the instructor for further clarifications using the “Ask Your Instructor”
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 single
17. 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.
Content Instructions
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)
18. 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.
Written Communication Instructions
1. Syntax and Mechanics (1 point): Display meticulous
comprehension and organization of syntax and mechanics, such as
spelling and 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 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?
Written Communication Instructions
1. Length Requirement (0.5 point): Two to three pages not including
the title and references pages.
19. 2. Syntax and Mechanics (0.5 points): Display meticulous
comprehension and organization of syntax and mechanics, such as
spelling and grammar.
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 Manual.
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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.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
20. 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).
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EDU 620 Week 6 Discussion 1 Course Reflection
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21. 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.
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EDU 620 Week 6 Final Project Community Event (2 Set)
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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
22. learning for Pre-Kindergarten through 12th grade students enrolled in
the school district as well as adult learners enrolled in the community’s
blended adult learning programs. The leadership teams of both the
school district and community have decided to join forces in an effort to
encourage voter participation. The leaders believe that by raising
awareness and interest in technology as a teaching and learning tool,
voters will have a better understanding of and appreciation for the issues
pertaining to the bond, which will increase the likelihood of it passing at
the polls.
Since this is a joint effort between the school district and community
center, you will assume the role of either an educator in the district, or a
representative of the community center and plan a portion of a local
event involving community members. Your goal for the Final Project is
to get residents of your community into the doors of your school and/or
community center to raise awareness of and interest in technology
integration in the learning environment. As such, this event will need to
provide opportunities for attendees to be exposed to and interact with
various types of technology. In essence, your event will showcase
current examples of technology use in your respective learning
environment as well as feature the impact that the bond money would
have (i.e., how teaching and learning would improve) if passed.
Once a written plan is drafted, you will propose your event plan to either
the school board or community center administrative team through a
professional presentation detailing your plan along with a written
synopsis of the event plans provided to your audience. Select from one
of the two roles shared in the content expectations below and include
each component in your Community Event Plan.
Create your assignment using the content and written communication
instructions below. Use the Grading Rubric to review your assignment
before submission to ensure you have met the distinguished performance
for each of the components described below. For additional assistance,
review the Week Six Instructor Guidance page and, if needed, contact
23. the instructor for further clarifications using the “Ask Your Instructor”
discussion forum.
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