Community Event – District Educator UDL GUIDELINES: EXAMPLES AND RESOURCES JESSE FELICIANI EDU 620: MEETING INDIVIDUAL STUDENT NEEDS WITH TECHNOLOGYDR. BRODERICK 1 JUNE, 2015

Station 1: Universal Design for Learning (UDL)  Audience Attention Getter:  Interactive stations  Allows users to “demo” the programs/tools in courses  Monitor playing video highlighting benefits of courses  Information about UDL:  Access shifted from hitting the “average”, to including as many people as possible  Takes into consideration various learning types  “Blueprint for creating flexible goals, methods, materials, and assessments that work for everyone.” (McGhie-Richmond & Sung, 2013, pg 44)

 UDL in Action/Video Montage  Highlighting instructional methods  Using YouTube, Skype, etc  Student collaborating with technology  Web chatting, diagnosing equipment together  Demonstrating various demographics using technology to work & play  Interacting with the station  Walk-up computer stations with interactive demos to use  Assistant staff to facilitate questions and using the demo equipment  Monitor displaying further examples and uses of course material Station 1: Universal Design for Learning (UDL)

 Differentiation  Teachers need to account for the obvious, as well as the hidden barriers in our learners, ensure they are given equitable opportunities to excel  Multiple means of representation - allowing alternative means to receiving information  Multiple means of expression – students work in mediums that draw upon their strengths Station 1: Universal Design for Learning (UDL)

Station 2: Technology and UDL for All Learners  Mission/belief statement: benefit students to help further educational goals. Pursuit of knowledge is not just confined to the classroom, it is a life skill. This center is a tool to help improve research and technical skills to further themselves.  Goal 1: Develop a community that is fully prepared to meet the technical needs of society and be competitive employees within the international job market.  Goal 2: Students set the state “bench mark” standard for Common Core States Standards test results by offering access to resources that will give them all a winning edge

 Examples of some of the course and programs to be included :  Introduction to using computers, tablets, and other smart devices.  Using Microsoft Office products (this could be offered at a Beginner, Intermediate, and Highly Skilled levels)  Effective writing/communication  Web-based researching  Programming/web-page development  Graphic Design  Foreign language training (Cantonese or Japanese)  Introduction to electronic component repair Station 2: Technology and UDL for All Learners

Station 3: 21st-Century Skills Acquisition and Employability  21st-Century Skills  Mastering core subject of English reading and writing skills  Learning and innovation skills though communicating ideas and thoughts though various methods of writing  Technology skills by writing in various formats; , blogs, word documents, etc.  Life and career skills by learning writing skills that support job placement opportunities (resumes, office correspondence, etc.)  Information Technology Literacy  Students practice using various web sites & tools in digital community  Express ideas via laptops, tablets, iPads, and other smart devices

 Tools students will have access to  computers, tablets, Microsoft Office software, electronic diagnostic equipment (transistor tester or ammeter), voice to text and text to voice software, digital cameras, headphones, and graphic design software  How attendees will interact with station:  Use demo versions of all the software,  Assistance from station help  Demo software with easy to follow directions  Voice to text/text to voice stands Station 3: 21st-Century Skills Acquisition and Employability

 Inclusion of technology with students helps to increase their self-esteem and work well with groups to achieve cooperative results (Page, 2002).  Youth see technology use as a normal part of life, in work and play, the tools involved are fundamental in normal everyday life (Housand & Housand, 2012).  Technology use allows everyone to “a richer palette of tools to choose from” (Noonoo, 2012, pg. 22. Station 3: 21st-Century Skills Acquisition and Employability

References  Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. San Diego, CA: Bridgepoint Education, Inc.  Housand, B. C., & Housand, A. M. (2012). The role of technology in gifted students' motivation. Psychology In The Schools, 49(7), Retrieved from the EBSCOhost database in the Ashford Library  McGhie-Richmond, D., & Sung, A. N. (2013). Applying Universal Design for Learning to Instructional Lesson Planning. International Journal Of Whole Schooling, 9(1), Retrieved from Ashford Library  Noonoo, S. (2014). 6 ways to engage every learner using UDL: Universal Design for Learning can make your lessons more accessible and your lesson-planning more fun. T H E Journal (Technological Horizons In Education), 41(11), Retrieved from Ashford Library

References Continued  Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research On Technology In Education (International Society For Technology In Education), 34(4), 389. Retrieved from Ashford Library  Partnership For 21st Century Learning. (n.d.). Framework for 21st century learning. Retrieved from  Partnership For 21st Century Learning. (n.d.). ICT literacy. Retrieved from  U.S. Department of Education. (2014). Office of career, technical, and adult education. Retrieved from