The whole purpose of education is to turn mirrors into windows

1. EDU 620 Entire Course (2 Paper for each Assignment)
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This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 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 P
apers)
EDU 620 Week 3 Discussion 1 Introduction To Udl
EDU 620 Week 4 Discussion 1 Udl Guidelines Examples And Resource
s
EDU 620 Week 4 Discussion 2 Minimizing Modifications For Individua
l Students

2. EDU 620 Week 5 Assignment Creating A Udl Instructional Plan (2 Pape
rs)
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)
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EDU 620 Week 1 Assignment Technology Changes Everything
(2 PPT)
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This Tutorial contains 2 PPT

3. Technology Changes Everything. This assignment provides another opp
ortunity for you to evaluate a variety of digital and assistive technologie
s for supporting diverse learners. For this assignment, you will create a
presentation using Microsoft PowerPoint or other presentation softwar
e of your choice. To prepare for this assignment, it is recommended tha
t in addition to reading Edyburn (2013) Chapter 1 that you also review t
he Week One Instructor Guidance. Additionally, be sure to view the TED
x Talks (2012) video Can Technology Change EDUcation? Yes!: Raj Dhing
ra 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 t
he Classroom of the Future, which shows how technology might affect
a classroom in the future while considering how much technology has c
hanged in such a short period of time. Finally, watch the TED (2010) vid
eoThe Child-
Driven EDUcation in which Sugata Mitra discusses how the best teacher
s and the schools that need them the most can connect through effecti
ve use of technology.
The purpose of this assignment is to showcase how technology has evol
ved with regard to teaching and learning and to show the influence it h
as on supporting all learners and encouraging student independence. T
he videos listed above provide numerous examples to inform the prese
ntation requirements. It is recommended that you take some time to co
nsider what will occur in the Week Six Final Project and how the work c
ompleted in this assignment could inform the Final Project. Create your
presentation using the content and written communication instructions

4. below. Use the Grading Rubric to review your presentation before sub
mission to ensure you have met the distinguished performance for each
of the components described below. For additional assistance, review t
he Week One Instructor Guidance and, if needed, contact the instructor
for further clarifications using the “Ask Your Instructor” discussion foru
m.
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EDU 620 Week 2 Assignment Games In The Classroom (2
Papers)
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This Tutorial contains 2 Papers

5. Games in the Classroom. Recall that one of the major benefits of using t
echnology in the classroom is the ability to differentiate instruction to
meet the needs of every student in every lesson. Just as each student gr
ows and develops at different rates, research tells us that students also
learn in different ways. Jane McGonagall is an expert at differentiation t
hrough the use of games, which is sometimes described as a form of ga
mification. As featured in her engaging TED Talk (2010), Gaming can ma
ke a better world; she discusses gamification in classroom contexts.
Create your assignment using the content and written communication i
nstructions below. Use the Grading Rubric to review your assignment b
efore submission to ensure you have met the distinguished performanc
e for each of the components described below. For additional assistanc
e, review the Week Two Instructor Guidance page and, if needed, conta
ct 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.

6. · Technologies (1 point): Discuss how specific technologies and gami
fication are being used to enhance teaching and learning and motiva
te learners.
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EDU 620 Week 2 Discussion 1 Student Motivation And
Technology
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Student Motivation and Technology.
1st Post Due by Day 3. This discussion provides an opportunity to evalu
ate a variety of digital and assistive technologies for supporting diverse l
earners. Based on the required readings from Housand & Housand (2012
), McCombs (2000), and Page (2002), you know that research shows tha
t effective technology integration can support student motivation, engage
ment, and interest in learning. Furthermore, research has shown that thro
ugh thoughtful integration of audio, video, and other media, instruction c
an be differentiated, ultimately increasing a student’s motivation to learn

7. . To explore this research, in this discussion you will analyze how techn
ology integration can be used as a method of intervention to meet the ne
eds 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 u
sing 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 a
lternative way to complete this discussion.
Initial Post: Respond with an initial post that includes the following com
ponents:
a. Provide a link to the video you viewed and a succinct description of th
e 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 i
n the video and describe what you observed in the video that informs yo
u 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 stud
ents’ engagement during the learning process.
d. Finally, describe the extent to which the use of technology and its mot
ivating factors outweighs the potential challenges the educator might fac
e in acquiring the technology and learning how to effectively implement
it.
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8. EDU 620 Week 3 Assignment Udl/Cast Instructional Plan
Analysis (2 Papers)
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This Tutorial contains 2 Papers
UDL/CAST Instructional Plan Analysis
This assignment provides the opportunity for you to apply the principles
of universal design for learning (UDL) in the design of instruction and a
ssessment. Recall that UDL provides access to the curriculum for studen
ts with a wide variety of abilities and background. Therefore, UDL align
s with inclusionary practices found in today’s schools. Furthermore, assi
stive technology supports the UDL framework to provide a means of lea
rning for students with disabilities. To prepare for this assignment, revie
w the CAST (2010) video, UDL at a glance and review the Explore mo
del UDL lesson plans (2011) web page, both of which are listed in the W
eek Three Required Resources. Be sure to also review the Week Three I
nstructor Guidance page for additional intellectual elaboration on UDL a
nd assistance with this assignment.

9. Begin preparing for this assignment by selecting a specific model lesson
from the Explore Model UDL Lesson Plans (2011) page of the CAST.or
g website. Analyze the lesson for the points described in the Content Inst
ructions included with this assignment, below. Click on the “UDL Conn
ections” buttons located at various points in the lesson to analyze how U
DL principles have been integrated. Next, create your assignment to mee
t the content and written communication instructions below. Use the Gra
ding Rubric to review your assignment before submission to ensure you
have met the distinguished performance for each of the components desc
ribed below. For additional assistance with this assignment, review the
Week Three Instructor Guidance page and, if needed, contact the instruc
tor for further clarifications using the “Ask Your Instructor” discussion f
orum.
Content Instructions
a.
a. Lesson Description (1 point): Include the title of the model les
son, 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 l
esson.
a.
a. Principle 2 (1 point): In one-to-
three paragraphs, describe ways that multiple means of action an
d expression are included in the model lesson.
a.

10. a. Principle 3 (1 point): In one to three paragraphs, describe ways
that multiple means of engagement are included in the model les
son.
a. Reflection (2 points): Close your essay with a personal reflection t
hat addresses the following four areas:
o A description of at least two concepts or strategies from the les
son 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 fo
r instructional planning has changed as a result of your analysis,
o At least one specific concept or strategy from the lesson that yo
u 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 compre
hension and organization of syntax and mechanics, such as spelli
ng 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 corr
ectly within the body of the assignment.
a. APA Formatting (0.5 points): Use APA formatting consistently thr
oughout the assignment. Refer to the Ashford University Writing Ce

11. nter 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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This discussion is an opportunity for you to apply the principles of Univ
ersal Design for Learning (UDL) in the design of instruction and assess
ment. In essence, UDL provides a blueprint for creating instructional go
als, methods, materials, and assessments that work for all learners. To pr
epare for this discussion, in addition to reviewing the Required Resource
s for Week Three, view the CAST (2010) video UDL at a Glance and th
e Week Three Instructor Guidance where additional assistance for excell

12. ing 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 t
hat make up UDL.
b. Discuss how UDL and the incorporation of technology can be used to
individualize learning for students with varied backgrounds, learning sty
les, and abilities and thereby create increased opportunities for learning.
c. Discuss the impact that using UDL may have on your current or antici
pated teaching or professional role.
d. Share an idea; including what you learned to inform your initial respo
nse 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 a
pply the principles of Universal Design for Learning (UDL) to the desig
n 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 Multi
ple Means of (a) Representation (the “what of learning), (b) Action and
Expression (the “how” of learning), and (c) Engagement (the “why” of l
earning). For this discussion you will review technology checkpoints as t
hey relate to the three main principles of UDL. IT may be helpful to revi
ew 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 disc
ussion, read the Week Four Instructor Guidance and then visit the UDL
Guidelines -
Version 2.0: Examples and Resources (2014) website. At the website, s
elect the principle you have been assigned based on your last name using
the list below. You will then choose one checkpoint from the principle y
ou have been assigned to review.
• If your last name begins with A-
J: Choose one checkpoint from any of the three guidelines from Principl
e 1. Provide Multiple Means of Representation.
• If your last name begins with K-
O: Choose one Checkpoint from any of the three guidelines from Princip
le 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 Principl
e 3 Provide Multiple Means of Engagement

14. Within the checkpoint there are several examples and/or resources that s
upport the principle and checkpoint. Next, choose one example/resource
that interests you to explore, interact with, and evaluate. You may also c
hoose
to consider examples geared toward the grade level you are currently tea
ching, 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 spe
cific UDL checkpoint example selected. Include the link to your Jing tut
orial 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 t
o make your discussion engaging and effective is by including audio of
your voice alongside a presentation of the information you have investig
ated. You can talk through these points during your tutorial. Keep in min
d, the maximum length of a Jing video is five minutes so it will help to c
reate 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 u
nable to complete this discussion using the recommended technology, pl
ease 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 ag
e 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 effectivel
y during instruction or assessment opportunities in your current classroo
m or your future practice.
Guided Response: Respond to two peers by first choosing two peers wit
h a different last name grouping then your own. View their multimedia p
resentation and reflect on how their example relates to the three principle
s of UDL. Provide specific feedback for the “Key Considerations” as we
ll as their idea of how the example/resource featured could be effectively
used for instruction. Though two replies is the basic expectation, for dee
per engagement and learning, you are encouraged to provide responses t

15. o any comments or questions others have given to you to further the con
versation. The continued conversation also gives you further opportuniti
es to demonstrate your content expertise, critical thinking, and real worl
d 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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Minimizing modifications for individual students. [CLO 3]. 1st Post Due
by Day 3.This discussion is an opportunity for you to apply the principl
es of Universal Design for Learning (UDL) in relationship to constructiv
ism 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 fr
ee CAST account.
Initial Post: Create an initial response that addresses the following areas.

16. a. Evaluate how the video has strengthened or otherwise changed your vi
ews about differentiated instruction? Do you have a deeper understandin
g and appreciation for differentiated instruction now? Why/ Why not?
b. Analyze the benefits for both students and the teacher when instructio
n follows the UDL framework when compared to the practice of isolatin
g 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 exa
mple, what connections can you make between this and what you observ
ed when analyzing the lesson during Week Three and when evaluating t
he example or resource in the Week Four Discussion 1.
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EDU 620 Week 5 Assignment Creating A Udl Instructional Plan
(2 Papers)
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17. This Tutorial contains 2 Papers
Creating a UDL Instructional Plan.This assignment is another opportunit
y to apply the principles of universal design for learning (UDL) in the de
sign of instruction and assessment. In this assignment, you develop a les
son plan that incorporates UDL and effectively leverages educational tec
hnologies in the classroom. Specifically, using the Cast UDL Lesson Bui
lder (2011) website (see instructions below on how to access this websit
e), you will create a lesson in either English/language arts (ELA) or mat
hematics that includes the components listed in the content expectations,
below.
Create your assignment using the content and written communication ins
tructions below. Use the Grading Rubric to review your assignment befo
re submission to ensure you have met the distinguished performance for
each of the components described below. For additional assistance, revie
w the Week Five Instructor Guidance page and, if needed, contact the in
structor for further clarifications using the “Ask Your Instructor” discuss
ion forum.
There are two parts to this assignment: Part I is an actual instructional pl
an and Part II is a final summary.
To prepare for Part I, you must first log onto the CAST UDL Lesson Bui
lder (2011) website. Create a free account. Next, click on “Create, Save
& Edit My Own UDL Lesson Plans” and begin constructing single lesso
n for a specific grade level focusing on either reading/language arts or m
ath only. Each respective portion of the plan is inserted by selecting “Edi
t” and are detailed below in the Part I Content Expectations. For more in
formation on each part of the lesson plan, click on the “More Informatio
n” 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 minu
tes long, depending on your population.)

18. 2. Lesson Description for the Day (0.5 point): Include a brief descript
ion of the essential learning to be experienced by students and practic
ed 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 rath
er than just its label (see Instructor Guidance for an example). You m
ay use a standard from the Common Core State Standards or your ow
n state standards.
4. Lesson Goals (1 point): Also known as the lesson objectives. Cons
truct one to two content-
specific objectives for lesson. The objectives should be written in stu
dent terms and contain a single, observable, and measurable verb indi
cating 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 p
oint)
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 experienc
e.
6. Assessment (1.5 points): Describe what you will assess during the
lesson (formative assessment) as described in either or both the guide
d 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 comprehensi
on and organization of syntax and mechanics, such as spelling and gr
ammar.
Part Two – Analysis/Summary Content Instructions

19. 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 student
s?
o How does the lesson model a non-
threatening environment providing differentiated learning opportu
nities without isolating students?
Written Communication Instructions
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 comprehe
nsion and organization of syntax and mechanics, such as spelling and
grammar.
3. Source Requirement (0.5 points): Utilize at least two scholarly res
ources and the Edyburn (2013) textbook. All sources on the reference
s page need to be used and cited correctly within the body of the assi
gnment.
4. APA Formatting (1 point): Use APA formatting consistently throu
ghout the assignment. Refer to the Ashford University Writing Cente
r for assistance with APA style and formatting or your copy of the A
PA 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 d
iscussion is an opportunity for you to evaluate how the purposeful integr
ation of technology in instruction and assessment supports student acqui
sition 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 in
clusion of technology in teaching and learning as well as the principles o
f UDL in practice. Now, we consider how UDL supports the acquisition
of 21st-
century skills as these relate to career and technical education. To prepar
e 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 techni
cal education and then evaluate them in relation to the principles of UDL
. As always, reviewing the Instructor Guidance for the week is strongly e
ncouraged for intellectual elaboration on the topics for the week and add
itional assistance for all assessments.
When contemplating 21st-
century skills, associations must be made with respect to creativity, critic
al thinking, problem solving and metacognition and a host of relevant lif
e skills. Keeping in mind your knowledge gained thus far on UDL and 2
1st century skills. You will review three sources to inform your initial re
sponse to the discussion including the ACTE website on Career and Tec

21. hnical EDUcation (CTE), a short video by Inside Schools titled High Sc
hool: What is Career and Technical EDUcation?, and your own state’s D
epartment of EDUcation website or local school district website, specific
ally, information pertaining to Career and Technical EDUcation (CTE).
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EDU 620 Week 6 Discussion 1 Course Reflection
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Course Reflection. This discussion is an opportunity to analyze the impa
ct that technological competency has on your own professional develop
ment. 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 us
e, a well-
designed professional development program is essential. Professional de
velopment as it relates to best practices of technology use in the classroo
m must be viewed as an ongoing and integral part of teachers' profession
al lives.

22. ==============================================
EDU 620 Week 6 Final Project Community Event (2 Set)
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This Tutorial contains 2 Set of Final
Community Event. The Final Project is your opportunity to demonstrate
what you have learned throughout the course in a summative and compr
ehensive 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 mil
lion educational technology bond intended to update the technology infr
astructure of both the school district and local community center. The pa
ssing of the bond would provide upgraded technology to improve learnin
g for Pre-
Kindergarten through 12th grade students enrolled in the school district
as well as adult learners enrolled in the community’s blended adult learn

23. ing programs. The leadership teams of both the school district and comm
unity have decided to join forces in an effort to encourage voter participa
tion. The leaders believe that by raising awareness and interest in techno
logy as a teaching and learning tool, voters will have a better understandi
ng of and appreciation for the issues pertaining to the bond, which will i
ncrease the likelihood of it passing at the polls.
Since this is a joint effort between the school district and community cen
ter, you will assume the role of either an educator in the district, or a repr
esentative of the community center and plan a portion of a local event in
volving community members. Your goal for the Final Project is to get re
sidents of your community into the doors of your school and/or commun
ity center to raise awareness of and interest in technology integration in t
he learning environment. As such, this event will need to provide opport
unities for attendees to be exposed to and interact with various types of t
echnology. In essence, your event will showcase current examples of tec
hnology use in your respective learning environment as well as feature t
he impact that the bond money would have (i.e., how teaching and learni
ng 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 pro
fessional presentation detailing your plan along with a written synopsis o
f the event plans provided to your audience. Select from one of the two r
oles shared in the content expectations below and include each compone
nt in your Community Event Plan.
Create your assignment using the content and written communication ins
tructions below. Use the Grading Rubric to review your assignment befo
re submission to ensure you have met the distinguished performance for
each of the components described below. For additional assistance, revie
w the Week Six Instructor Guidance page and, if needed, contact the inst
ructor for further clarifications using the “Ask Your Instructor” discussio
n forum.

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