Final wk

Week 6 Instructor Guidance

Congratulations! And, welcome to the final week of EDU620: Meeting Individual Student Needs with Technology. Please be sure to review the Week 6 homepage for this course to see the specific learning outcomes for the week, the schedule overview, the required and recommended resources for the week, an introduction to the week, and a listing of the assessments for the week. Next, be sure to read this entire Instructor Guidance page.

Overview

Now is the time to reflect upon all you have learned and experienced in this course. You have formed a foundational understanding of UDL and integrating technology into the classroom. In Week 6 you will prepare your final project consisting of the requirements in the guidance.  Also, you have the opportunity to reflect deeply on your learning from Weeks 1 through 5 in the discussion forum.

Intellectual Elaboration

Reflecting on the EDU620 Experience

Over the last five weeks, we have focused on the integration of technology and UDL into the classroom setting. How UDL is used to remove barriers and ensure all students have the opportunity to learn.

As you reflect this week, think about all the concepts you have learned and their practical application into your classroom or work setting.

Why Reflect?

Through reflective practice, a practitioner of any type can reframe a troubling situation so problem-solving actions may occur. Reflection is part of the learning process, whether a novice or an expert. It allows one to utilize a repertoire of understanding, images, and actions so as to respond most effectively (Merickel, 1998).  Progressing into the Week 6 discussion and final project requires you to contemplate your learning experiences, course assessments, and concepts examined during the course and determine their impact on you. You will also relate your learning to that of your current or anticipated role working with children and communities.

Why Teachers Need to be Tech-Savvy---and How

As previously discussed, American education is focusing on preparing students for a more global economy—one in which communication with others across borders is increasingly a part of regular, daily life.  We therefore must equip students with the 21st-century skills as outlined in the framework of the Partnership for 21st-Century Learning (Links to an external site.) .  Included as a part of the framework are information, media, and technology skills as well as life and career skills. (Links to an external site.)  If students are to be held accountable for utilization of information, media, and communications & technology literacy skills, then teachers had better be able to model their use and integrate some use of technology in their instruction.  The Partnership for 21st-Century Learning offers ways to incorporate such instructional opportunities such as use of Information and Communication Technology (ICT) Literacy Maps. These maps illustrate the intersection between ICT and core academic subjects such as English, mathematics, science, and social studies. The maps provide educators with concrete examples of how ICT Literacy can effectively be integrated into core subjects, making learning more relevant to the demands of the 21st century (P21.org). 

21st Century Skills Map for Math: https://files.eric.ed.gov/fulltext/ED543032.pdf (Links to an external site.)   21st Century Skills Map for Social Studies: https://files.eric.ed.gov/fulltext/ED519491.pdf (Links to an external site.)   21st Century Skills Map for Science: http://marsed.mars.asu.edu/sites/default/files/pdfs_resources/21stCSkillsMapScience.pdf (Links to an external site.)   21st Century Skills Map for English: https://ncge.org/wp-content/uploads/2019/11/21st_century_skills_english_map.pdf (Links to an external site.)  

Technology Standards The International Society for Technology in Education (ISTE) developed standards for educator technology instruction.  They divide teacher technology use into five broad practices:  (1) Facilitate and inspire student learning and creativity, (2) Design and develop digital-age learning experiences and assessments, (3) Model digital-age work and learning, (4) Promote and model digital citizenship and responsibility, and (5) Engage in professional growth and leadership. In response to these practices, it may be more prudent to focus on high-quality teaching practices and how technology can enhance and strengthen those practices (Johnson, 2013).  Since effective technology practices are not completely a part of the educational culture, teachers and teacher evaluators may not wholly understand what constitutes effective technology use and thus, should start with effective teaching as a focus instead.  Johnson suggests that by incorporating Charlotte Danielson’s Framework for Teaching, specifically, the four domains of planning and preparation, the classroom environment, instruction, and professional responsibilities, guidelines as to how technology can be integrated successfully into instruction can be followed (2013).  As you review the descriptions of how teachers can include technology into their practice, consider what you’ve learned about UDL, differentiated instruction, and student motivation. 

Planning and Preparation In this domain, the teacher

1. Creates assignments appropriate to the technology abilities of his or her students.

2. Uses digital resources provided by the district, including online productivity tools, content management systems, e-textbooks, online reference sources, video-streaming sites, and learning systems in reading and math.

3. Designs learning activities that use available technology, including laptops, tablets, computer labs, and interactive whiteboards.

4. Uses digital resources to differentiate instruction, including using devices for students with special needs, such as computer activities and online materials suited to different reading abilities or learning preferences.

5. Assesses technology production in student work when applicable.

The Classroom Environment In this domain, the teacher

1. Demonstrates a positive attitude toward educational technology during class.

2. Uses technology to help students "publish" their work online for other students, parents, and the public to view, following district safety and privacy rules.

3. Uses technology to facilitate collaborative creation and peer editing of student work.

4. Creates rules for technology use in the classroom, including rules regarding the use of personally owned technology devices, such as cell phones.

5. Monitors student technology use and responds to misuse if it occurs.

Instruction In this domain, the teacher

1. Uses the classroom sound amplification system, if available.

2. Uses technology to create and project visual images and video that help explain content and concepts.

3. Uses the interactive whiteboard in ways that engage students. These include student use of the board, gaming applications, actions based on student responses, and polling.

4. Encourages students to use online resources to answer questions and explore concepts during class and teaches search and information evaluation strategies.

5. Uses technology to help students produce their own work (writing, designing, creating) and meet the instructional goals of the lesson.

Professional Responsibilities In this domain, the teacher

1. Uses an online grading and reporting system to maintain information on student completion rates and shares this information through student and parent portals in a consistent and timely manner.

2. Uses an online grading system portal to inform students and parents of upcoming assignments, projects, and assessments well ahead of the date due.

3. Provides current classroom information to students and parents on the district website.

4. Keeps students and parents informed using online communication tools such as e-mail, blogs, and social networks on a regular basis.

5. Uses collaborative online tools to communicate and work with colleagues.

All in all, these examples are practical strategies that do not require an extensive or expensive amount of technology to implement instructionally. As with a great deal of what is required as a teacher, there will always be limited resources including funding, to support the most ideal instructional opportunities. However, with creativity, collaboration, planning and professional development opportunities, and other support from school and district leaders, every teacher in every grade can find ways to effectively use technology and promote 21st-century learning for their students.

Assessment Guidance

This section includes additional specific assistance for excelling in the discussions for Week 6 beyond what is given with the instructions for the assessments. If you have questions about what is expected on any assessment for Week 6, contact your instructor before the due date.

Artifacts for e-Portfolio:

Don’t forget to select artifacts that you feel best demonstrate your learning in this course and upload to your e-portfolio account. Consider writing a brief reflection for each artifact selected to strengthen your overall portfolio. 

Here are some guides to help you with e-Portfolio, if needed

· Folio Quick Start Guide (Links to an external site.)

· Folio Best Practices Guide (Links to an external site.)

· ePortfolio Workshop (Links to an external site.)

Additional resources are available here: https://community.canvaslms.com/docs/DOC-17880 (Links to an external site.)

Discussion: Course Reflection

This discussion is an opportunity for you to further demonstrate mastery with the four course learning outcomes, which are noted on the course Syllabus. The course reflection allows you to evaluate your own learning from the course work by establishing connections between your learning and your current and/or anticipated professional role.  How do you anticipate your learning in this course will contribute to the work you do or will do?

This final discussion is the final opportunity for you to make your learning authentic!  It also provides the chance to communicate with one another and gain additional insight to others’ learning, bringing up points you may not have considered in your own original response. Remember to follow the Guided Response prompt when responding to at least two peers. By following the prompt, discussions are likely to be more in-depth and specific to the responses your fellow classmates have provided as well as promote critical thinking and increased participation—both components included on the Discussion Forum Grading Rubric.

Final Project: Community Event

The final project is the culminating and comprehensive opportunity for you to demonstrate your mastery of the four course learning outcomes, which are noted on the course Syllabus. The activities and concepts in the course informed you about using UDL and integrating technology into your daily professional practices. In this final assignment you will be creating a community event. You will select a specific role a district educator or a representative of the community center to create the required components of this final assignment. As you create your community event for this final assignment for the course, think about how school public relations departments are all about getting positive messages out; it is a one-way communication from the school to the public. They convey messages showcasing the best of the school from intermural to academic achievements. However, with the influx of mass media, school communities sometime bombarded the community with information about the local school district and will often tune out important information. As a result, todays school public relations is less about conveying information than it is about establishing and promoting partnerships within the community. An effective school public relations plan provides value by giving people information they can use, not just information that the school needs to convey about process. Many adults in the community are not “partners” of public schools by choice. Older people without school age children often vote against school funding measures, economically disadvantaged adults may feel they have no stake in the process, and private school parents may not want to support a public institution (Bushaw & Lopez, 2012). The fact is, however, every voting citizen has the ability to have a positive impact on student achievement, and the overall good of their community. A good public relations program can show them the reciprocal value of supporting the local school and community. Preparation for the Final Project: Keep in mind as you create your project, there are two parts you are accountable for;

· Part One: Professional Presentation: Part one is the presentation that you will create using an online digital software program of your choice such as those used during Week 1 (i.e. Jing, Present.me, Prezi). You will follow the requirements in the assignment instructions for each of the three event stations to include in your presentation. Since your proposed plan for this event must be presented to either the school board or community center administrative team, it is expected that you video and/or audio record yourself talking through your presentation. Include the link to your online, digital presentation in part two of the assignment.

· Part two: Written Synopsis: Since PowerPoints and the like cannot be submitted to Waypoint for grading, you will submit the written synopsis which follows the requirements for part one, just with a little more detail. The written synopsis is what will include the details of your presentation—the “talking points” that cannot be included in your actual slides.  Typically, these notes are included in what’s referred to as speaker’s notes as you construct the presentation.  Use this written synopsis to guide you as you talk through your presentation and record it. The link to your digital presentation will be included in the written synopsis so that your instructor can view and listen to your presentation and evaluate the contents of your slides in conjunction with the written synopsis.

Presentation Recording: You will the record your presentation using any of the digital tools you used during Week 1 such as Jing, Present.me, Prezi, or another tool of your choice that will feature your presentation slides and record your voice. Tip: It is recommended that before you record the audio portion of your presentation, you complete part two of the project; the written synopsis.  Also, it is important to remember that if using Jing, recordings can only last up to five minutes.  Therefore, you will want to rehearse your presentation, regardless of the software you select. 

References

Merickel, M. (1998). Reflective Practice: The reflective practitioner. http://oregonstate.edu/instruct/pte/module2/rp.htm

Bushaw, W. J., & Lopez, S. J. (2012). Public education in the United States: A nation divided. Phi Delta Kappan, 94(1), 9