Community Event: Why Technology Matters Fiona Jeppson EDU 620: Meeting Individual Student Needs with Technology Instructor Chenne Gilbert Community Representative 10/12/15

Universal Design for Learning: Station 1  This station will have significant variety. I want to provide ways for visitors to understand the multiple ways of learning. The station will offer multiple means of representation, which is what will attract the audience.  The station will specifically look at learning a new language.  Images will be provided that explain words in Spanish, French and English. There will be an audio table to listen to the new language. Games such as puzzles and interactive computer games will be available as well.

UDL – Information  Universal Design for Learning encourages learning to have multiple means of representation, action and expression, and engagement (Edyburn, 2013).  Representation: The way the material is presented  Action and Expression: How learners show what they understand  Engagement: Activities that tap into student’s interests and motivation

UDL – Demonstration  UDL pertains to adult learning because all students are diverse. Individuals come from different backgrounds, academic abilities, and learning styles. UDL allows instructors to find a way to reach all students without planning individual instruction.  Video on breaking down barriers  w3m80 w3m80  Video of Finland Science class using UDL  covery-through-technology#video- sidebar_tab_video-guide-tab covery-through-technology#video- sidebar_tab_video-guide-tab

Differentiation  Differentiated instruction is when a teacher is able to recognize the classroom diversity and teach lessons in a way that can reach all students (Puckett, 2013).  Universal Design for Learning allows instructors to plan for this diversity and create a lesson plan that incorporates multiple means of representation, action and expression, and engagement. When students are able to see, hear, touch, and play this increases learning opportunities for all students.  UDL has an impact on adult learners because learning is accessible in many ways. If one form of learning does not resonate with them, then another will.

Interaction  As described earlier, this station will have significant ways to interact  This will help to spark interest and appreciation for technology use in education because elements of technology will be demonstrated and understood. Videos will be shown, audio tools, as well as games. It will be clear that the interaction encourages understanding more than a simple presentation.

Career and Technical Education  The Colorado Department of Education (n.d.) explained that career and technical education is looking to provide students, workers, and life-long learners with relevant learning experiences to enhance their career potential.

Mission, Belief, and Goals: Station 2  The mission of this Community Center is to provide relevant, high tech, and quality learning opportunities for all learners in order to enhance career skills and readiness.  Goals  Provide access to current technology to prepare students for the digital knowledge they will need in careers.  Provides courses on careers that are booming so that students can be prepared for the types of jobs available.  Teach 21 st century skills so that learners can be prepared for proficiencies needed in today’s society.

Course Examples  Natural Resources and Environmental Systems  Energy Efficient and Environmental Technology  Marketing Communication  Computer Programing and Information Technology  Spanish Language  Hospitality and Tourism  Construction  Audio and Video Technology

21 st Century Skills: Station 3  Newman (2013) explains, “students need to have the ability to apply knowledge in complex scenarios, think critically, problem solve on a multifaceted issues, be digitally literate, and collaborate with others,” (p. 3).  Spanish Language Course  Life and Career Skills: social and cross-cultural skills  4 C’s: Critical thinking (interpreting information and drawing a conclusion), communication with other classmates, and collaboration on projects.  Information, Media and Technology: Utilizing technology programs that relate to learning a second language.  ITC Literacy: Technology will be used for research, utilizing language software's, and creating projects. Knowing how to navigate technology effectively will help for future employment because technology knowledge is needed in almost every field.

Tools/Interaction  Attendees can interact with this station by using the tools provided. They can flip notecards, listen to a story in Spanish, or play games. This station will encourage appreciation and interest in technology because technology is providing these effective ways to learn Spanish.  Large notecards  Audio Station – Listen to Spanish words and stories  Learning Spanish - Interactive Gameshttp://

New Technology  By approving the bond, the community center would be able to obtain the most current technologies.  Higher engagement  Teach necessary technology skills  Increase opportunities for differentiated learning  Provide learners with quality resources

References Antonio, B. (2013, December 27) UDL: Reducing Barriers [Video file] Retrieved from Barker, K., Ross, C., & Thorne, G. (2004). Non-Threatening Classroom Environments. Teaching Professor, 18(9), 4-6. Colorado Department of Education (n.d). Career and Technical Education Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in Education: A Systematic Mapping Study. Journal Of Educational Technology & Society, 18(3), Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. San Diego, CA: Bridgepoint Education, Inc.

References continued Newman, R. (2013). Teaching and learning in the 21 st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA. Teaching Channel: (2013). Finland: Discovery Through Technology. [Video file].Retrieved from Technology Partnership for 21st Century Skills. (n.d.). Framework for 21 st century learning. Retrieved from Partnership for 21st Century Skills. (n.d.). ICT Literacy. Retrieved from