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Final project written synopsis: Community Event

The main purpose of the Community Event is to convince the attendees, mainly members
of the community, to support the technology bond, which will provide students with upgraded
technology. Once the bond is awarded, student’s lives will be improved as they will have access
to improved technology. It will be easier to apply the Universal Design for Learning (UDL) in
schools. The event is aimed at making the audience aware of the importance of UDL in learning
and how technology will further enhance the process of applying this framework in the
classrooms. The event will have three stations. In the first station, attendees will have an
opportunity to learn more about UDL and see firsthand how the upgrading of technology will
further help reduce instructional barriers and support academic success. In the second station,
attendees will see how the technology and UDL will support learning for students at all grades
and for all courses and programs offered. They will then learn how the two will support students
in acquiring 21 st -century skills and employability in the future in the third station.
The setting of the first station will take the form of an actual classroom. Attendees will sit
in sub-stations or tables that will hold three to four individuals. Each substation will have a
facilitator who will lead the sessions and explain to the attendees how technology upgrades will
help in the implementation of the UDL framework in the classroom. The facilitator will also
explain what UDL is to the attendees as some of them may lack a foundation on the same.
Further, there will be simulations whereby the attendees will play the role of students in an actual
classroom while the facilitator will be the instructor. They will then use different gadgets that are
used in the classroom and have firsthand experiences of how these gadgets and other different
technological tools help enhance the learning experience within the classroom.

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The first station is the most important in raising awareness of and interest in technology
integration in the classroom. It is the first place where attendees will have an opportunity to
interact with various types of technology. Here, we aim at showcasing current examples of
technology devices and tools which can be used to further enhance learning. The attendees will
see the impact that the bond money (if passed) will have on the classroom experiences of
learners. The first impression will matter and will affect whether or not the attendees will offer
support for the technological upgrade. Thus, in station 1, the attendees will watch a video on how
technology tools are used in the classroom.
In the video, the audience will watch Mr. Robert Pronovost as he teaches math to second-
grade students. The teacher uses technology tools and games combined with his resourcefulness
to tailor his instruction. The classroom environment is technology pervasive, as can be seen in
the video. Certain technology-enhanced environments provide affordances that support
intrinsically motivated learning (Housand & Housand, 2012). The video will show how Mr.
Pronovost presents information in multiple ways. He uses not only the print textbook but also the
digital text that students can access using their technological gadgets. The audience will also see
how students are engaged in different activities. While some use their computers to play games
that enhance their understanding of the topic on addition and subtraction, others use their fingers
to count and give answers on their notebook and computers, while others can be seen using the
whiteboard. Mr. Pronovost allows his students to engage in different activities that eventually
help in achieving the instructional objectives.
Further, the facilitators will demonstrate to the audience how UDL supports
differentiation in the classroom. They will see how the framework supports the needs of diverse
students in a classroom. For instance, using a laptop or tablet, the facilitator will demonstrate

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how a learner with a visual disability can zoom digital text and make the text more accessible.
The audience will also be shown how a learner with a physical disability can use a page-turner to
turn pages of a print text. Such examples will show the audience how technology integration
within the classroom will further enhance the learning process. They will see why they should
vote to support the technology bond. Also, the audience will see how UDL supports the
implementation of differentiation during instruction. UDL supports differentiation as it allows
instructors an opportunity to increase their use of differentiated media (Ok et al., 2017). An
instructor who applies the UDL framework is able to use differentiated media. The audience will
see how easy it is to differentiate media when the classroom environment is technology-
enhanced. for instance, the facilitator will show how a teacher can present instruction through
direct instruction, give them a video to watch, or even listen to an audio presentation. Also, at
this station, the audience will see how increased use of technology in the classroom reduces
pencil-paper tasks, consequently enhancing instruction.
Remarkably, the attendees will spend the most time in station 1 as this is where a lot of
activities and interactions will be taking place. In this station, attendees will be engaged in
various activities with the aim of making them have a feel of what students will experience if
they are placed in technology-pervasive learning environments. They will see the difference
between studying in a modern classroom and being in a traditional one. This will be aimed at
ensuring that as they support the bond, they clearly understand that just using pencil and paper is
not sufficient for learning. Students deserve more, and this can be achieved through a technology
upgrade.
Further, in the second station, attendees will see how different courses and programs will
be supported by technology integration. They will also see how the integration of technology

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will place students in real and relevant 21 st century contexts where they will acquire relevant
skills and knowledge. Information technology is one of the courses that students will benefit the
most from an upgrade in technology. First, students will have access to 21 st -century content,
skills, and expertise, which will position them well for future employability. Also, upgraded
technology will position students in real and relevant 21 st century contexts where they will learn
and acquire skills that are applicable in the modern era.
Further, technology will make it possible for students to interact through different
channels of communication with different practitioners in their area or field of interest. Students
will thus receive guidance and advice that will keep them grounded and on the right track
towards acquiring employable skills. Exposure to instructors, technology tools, and practitioners
will ensure that students not only master course content but also explore other opportunities that
will help them gain professional expertise. Further, multiple means of representation will help
students have access to a lot of information. The students will then tap onto these skills and
knowledge and propel themselves through enhancing their future employability. Lastly, students’
exposure to different technology tools will enhance their ability to participate and make
contributions in both the classroom as well as in the real world. In this station, attendees will also
use Socrative, a technology tool that facilitates fast and efficient interaction between the
instructor and the students during learning.
Overall, new technology will equip students with work-based learning experiences. They
will acquire knowledge and skills that will help them build their professional skills. This will be
more beneficial to students taking CTE courses as they may not necessarily proceed to acquire a
college education. New technology thus helps students excel not only in the classroom but in
their lives outside of the school environment. Further, the supremacy of upgraded technology in

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changing learning processes benefits learners by ensuring that they are equipped with evolving
skills that ensure that their employability is high and they possess skills that can be applied
diagonally in a variety of life contexts and jobs. Lastly, supporting the bond will ensure that
students have access to upgraded technology that will help them overcome barriers such as
language barriers and enhance their confidence in the learning as well as working environments.
There are different factors that affect progress towards a person’s employability, and the
language barrier is one of them. Eliminating this barrier places an individual in an advantaged
position where their mobility towards employability is not hindered by such factors.

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References

Edutopia. (2011). Differentiating Instruction Through Interactive Games (Tech2Learn Series).
Retrieved 7 January 2021, from https://www.edutopia.org/video/differentiating-
instruction-through-interactive-games-tech2learn-series.
Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve
academic success (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.  Retrieved from
https://content.ashford.edu/
Housand, B. C., & Housand, A. M. (2012). The role of technology in gifted students’
motivation. Psychology In The Schools, 49(7), 706-715. Retrieved from the EBSCOhost
dabase in the Ashford Library.
Ok, M. W., Rao, K., Bryant, B. R., & McDougall, D. (2017). Universal design for learning in
pre-k to grade 12 classrooms: A systematic review of research. Exceptionality, 25(2),
116-138.