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<strong>Ashford</strong> <strong>EDU</strong> <strong>620</strong> <strong>Week</strong> 5 <strong>Discussion</strong><br />
<strong>Career</strong> <strong>and</strong> <strong>Technology</strong> <strong>Education</strong><br />
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<strong>Ashford</strong> <strong>EDU</strong> <strong>620</strong> <strong>Week</strong> 5 <strong>Discussion</strong> <strong>Career</strong> <strong>and</strong> <strong>Technology</strong> <strong>Education</strong><br />
<strong>Career</strong> <strong>and</strong> Technical <strong>Education</strong> [CLO 1]. 1st Post Due by Day 3.This discussion is an opportunity for you to<br />
evaluate how the purposeful integration of technology in instruction <strong>and</strong> assessment supports student<br />
acquisition of 21st-century skills <strong>and</strong> more importantly career <strong>and</strong> technical education (CTE). In the past few<br />
weeks, you have had the opportunity to consider the inclusion of technology in teaching <strong>and</strong> learning as well as<br />
the principles of UDL in practice. Now, we consider how UDL supports the acquisition of 21st-century skills as<br />
these relate to career <strong>and</strong> technical education. To prepare your response for this discussion, you will review<br />
Chapter 5 from the Edyburn text (2013), the 21st-century skills videos, <strong>and</strong> the ACTE website section on career<br />
<strong>and</strong> technical education <strong>and</strong> then evaluate them in relation to the principles of UDL. As always, reviewing the<br />
Instructor Guidance for the week is strongly encouraged for intellectual elaboration on the topics for the week<br />
<strong>and</strong> additional assistance for all assessments.<br />
When contemplating 21st-century skills, associations must be made with respect to creativity, critical thinking,<br />
problem solving <strong>and</strong> metacognition <strong>and</strong> a host of relevant life skills. Keeping in mind your knowledge gained<br />
thus far on UDL <strong>and</strong> 21st century skills. You will review three sources to inform your initial response to the<br />
discussion including the ACTE website on <strong>Career</strong> <strong>and</strong> Technical <strong>Education</strong> (CTE), a short video by Inside<br />
Schools titled<br />
High School: What is <strong>Career</strong> <strong>and</strong> Technical <strong>Education</strong>?, <strong>and</strong> your own state’s Department of <strong>Education</strong> website<br />
or local school district website, specifically, information pertaining to <strong>Career</strong> <strong>and</strong> Technical <strong>Education</strong> (CTE).<br />
Initial Post: Create an initial response that addresses the following areas.<br />
1. Analyze in a paragraph <strong>Career</strong> <strong>and</strong> Technical <strong>Education</strong> (CTE) by giving a succinct summary of your<br />
underst<strong>and</strong>ing of this area of education.<br />
2. Evaluate in a paragraph how the principles of UDL support career <strong>and</strong> technical education.<br />
3. Summarize in a paragraph the relationship between the goals of CTE, learner motivation, <strong>and</strong><br />
acquisition<br />
of 21st-century skills.<br />
4. Describe in a paragraph, or by using a table or some other visual, what you learned by reviewing your<br />
state’s Department of <strong>Education</strong> webpage on CTE <strong>and</strong>/or your local school district’s utilization of CTE.<br />
Guided Response: Respond to at least two peers. In responses, evaluate how your underst<strong>and</strong>ing of 21stcentury<br />
skills, UDL <strong>and</strong> career <strong>and</strong> technical education is either in concert with or contrasts from the discussion<br />
presented by your peers. Paying close attention to the evaluation they presented on how UDL can be<br />
incorporated to support career <strong>and</strong> technology education.