1. Tamara Lidster EDU 620 Meeting Individual Student Needs With Technology Dr. Robert Williams Jan. 31, 2016 District Educator

2. ›This station will have a smartboard set up as you would see in a Kindergarten classroom. It will have a story set up to play and then the additional lessons available for review. ›This station will allow children to come over and listen to the story and then participate in extending the story into the extra lessons. ›People will be able to see UDL put into practice by watching the teacher lead the children through the story and extra lessons if they need to see more. ›The attendees will see the “three core principles - multiple means of representation, multiple means of action and expression, and multiple means of engagement in play” (Dalton & Brand, 2012, p.2). ›They will experience listening to the story, reading the story on the screen and watching the teacher read the story. They will have the chance to ask questions, answer questions and be part of a group. They will also be able to explore the story and other lessons on the smartboard after the story is complete. They can write on the board, select options the smartboard has and interact with peers. These are all means of using the UDL. The attendees will get a first hand experience at this station.

3. ›Here are some essential elements that the attendees will need to know about UDL and how teachers are reaching out to students to get them engaged in their own learning and also how the teachers are reaching out into the communities to provide more enriched lessons for students of all ages. ›The textbook Inclusive technologies: Tools for helping diverse learners achieve academic success (Edyburn, 2013), describes Universal Design for Learning (UDL) as a philosophy of instructional design that seeks to create instructional learning environments and materials that proactively value diversity by embedding supports for students to foster access and engagement.Inclusive technologies: Tools for helping diverse learners achieve academic success ›The video Universal design for learning: Theory and practice by Meyer shared her description of the UDL approach and she expressed that if you use the UDL approach then you are essentially individualizing for the students in your classroom (Meyer, n.d.).Universal design for learning: Theory and practice ›“Effective teachers model and apply the ISTE Standards for Students (StandardsS) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community” (International, n.d.). ›There will be handouts for attendees to take with them to further conversations and for them to ponder what UDL is and how teachers are incorporating it into their lesson planning.

4. ›As teacher’s are implementing UDL into their lesson plans, they are individualizing for students. It is important for teacher’s to know and understand their student population and teach to their strengths. By using UDL the teacher is doing just that. They know how their students learn, create lessons that use multiple means to teach and for students to learn. The lessons are creative, fun and exciting and warrant participation in a variety of ways. The more you can engage a student in learning the more they take ownership in their own education. “Students will display varying levels of persistence in completing a task that may be related to their previous success with similar previous tasks. Therefore, choice of challenge and dependency on adults are important aspects to monitor. Over time, learners develop intrinsic motivation for completing challenging tasks” (Edyburn, 2013). Using UDL works for all students of any age and at any developmental level. It is so important for teachers to plan mindfully and intentionally.

5. ›Our mission promotes a positive learning environment that enhances the development of students technology education with qualified staff providing positive relationships and interactions that will foster and promote students education. ›The philosophy believes: ›that all students are individuals ›that students learn through a variety of means ›that the environment needs to be safe, secure and welcoming to all ›that social interactions amongst peers is important ›that relationships are critical to the social emotional well-being of all students ›that highly well-educated teachers is crucial to the learning and education of all students ›that students have opportunities in their educational path ›That students have opportunities to use a variety of technology tools to enhance their learning

6. ›Goals: ›The CTE programs will provide the motivation to achieve high academic and industry standards and ›the skills and knowledge necessary to successfully transition to life beyond high school ›All students will have access to technology in all grade levels

7. ›Courses and/or Programs Offered: ›Remediation ›Enrichment ›Accounting ›Computer technology ›Digital Communication Tools (DigiTools) ›Event Planning ›Industrial Technology and Trades ›Machine Tool Technology ›Microsoft Office Multimedia ›Web Page Design (Port Angeles, n.d.).

8. ›“Microsoft Office Multimedia. This course is designed to teach students to use advanced computer applications that are useful in today’s business world. Students will become proficient users of Microsoft PowerPoint 2010 and learn to create well organized, effectively designed presentations through a series of unique exercises taken from realistic business situations. It is ideal for students who are new to the world of computers, yet in-depth enough to teach and challenge more savvy users. There is more to learning a presentation graphics program like Microsoft Office PowerPoint 2010 than simply keying text on colored backgrounds and calling the result a presentation. You need to know how to use PowerPoint in a real-world situation. The dynamics of current and future office technology, along with leadership, self-management, and safety will be emphasized throughout the course” (Port Angeles, n.d.). ›By students participating in this program, students will be working on 21 st Century skills. Here are a few examples of the 21st Century Student Outcomes: ›1. Content Knowledge and 21st Century Themes: Students will be working on their English, reading or language arts skills. They will need to use these skills to put words into the documents so that people will be able to understand and follow the presentation. ›2. Learning and Innovation Skills: Students will be working with a program to create presentations. They will need to be working on skills in Creativity and Innovation. They want to create presentations that are exciting and informative and will engage people. ›3. Information, Media and Technology Skills: Students will need the skill in Media Literacy. They will be working on how to understand and interpret media and how to use it in the proper contexts. ›4. Life and Career Skills: Students will work on the skills Initiative & Self Direction. Creating presentations is not only about being creative but about taking the initiative and trying things (Partnership, n.d.).

9. ›“Apply Technology Effectively: › Use technology as a tool to research, organize, evaluate and communicate information ›Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy ›Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies” (Partnersip, n.d.). ›By using technology effectively, students are learning how to utilize different assistive tools that will enhance their education, knowledge and future careers. By learning how to use a variety of different tools, students are gaining knowledge and understanding of multiple devices that they can put on their resume for future employment. ›In some of the other courses offered to students they will be learning how to work machines such as lathes or how to work through the world wide web. Others will be working on computers and how to program them and how to work certain programs. There is a wide variety of options and opportunities for students.

10. ›At this station there will be computers set up for attendees to try creating a simple power point page. There will be older computers, the current computers used in school and then one set up that would be the new upgraded version the school is trying to get. ›If they are able to interact with the computers and try to create a simple page they will be able to see how exciting and fun it can be for students to be able to create full complete presentations using the new upgraded computers.. ›Once the attendees have had the opportunities to see what the new computers can do, they are more likely to vote positively for the bond. They will be able to see the benefits to students by seeing what they had, what they currently have and where we want to move them towards. With the new computers and technology, our students can compete in the global economy for the high tech high paying jobs.

11. References: Dalton, E. M., & Brand, S. T. (2012). The Assessment of Young Children through the Lens of Universal Design for Learning (UDL). Forum On Public Policy Online, 2012(1). Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. San Diego, CA: Bridgepoint Education, Inc.Inclusive technologies: Tools for helping diverse learners achieve academic success International Society for Technology in Education. ISTE Standards Teachers. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf. Meyer, A., Rose, D., & Gordon, D. (n.d.). Universal design for learning: Theory and practice. Retrieved from http://udltheorypractice.cast.org/login;jsessionid=EB27BE6C79293351E8C2D70A9FBC9C5B Partnership for 21st Century Skills. (n.d.) Framework for 21st Century Learning. Retrieved from http://www.p21.org/our-work/p21-frameworkFramework for 21st Century Learning Partnership for 21st Century Skills. (n.d.) ICT Literacy. Retrieved from http://www.p21.org/about-us/p21-framework/350ICT Literacy Port Angeles School District. (n.d.). Career and Technical Education. Retrieved January 31, 2016, from http://www.portangelesschools.org/for_students/academic_programs/career___technical_education/.http://www.portangelesschools.org/for_students/academic_programs/career___technical_education/