Artifacts Connected to MTTS and ISTE Standards

UDL
PowerPoint
for
Enhancing
Small Group
Instruction
Ralabate, 2011, states By facilitating the design and implementation of a flexible, responsive curriculum, UDL
offers options for how information is presented, how students respond or demonstrate their knowledge and skills,
and how students are engaged in learning (p. 15). The point of this UDL presentation is to provide teachers with
efficient resources and strategies for small group instruction within heterogeneously grouped classes.
I learned that there are many aspects of pedagogical theory, such as tending to the learners needs and individual
learning styles. Therefore, this artifact meets MTTS standards IV and V by creating an environment that
integrates low-tech support to maximize students individual learning needs. The artifact also connects to ISTE-T
standard 2 because it allows for differential, authentic learning experiences by relaying content using my
suggested tools and resources.
MTTS Standards: II, V, VI
ISTE-T Standards: 3, 4
Andragogy
and
Technology -
Integrating
Adult
Learning
Theory with
Technology
Based on Duffy & Jonassen(2008), cognitive flexibility emphasizes on varying means of instruction through these
different online environments and methods of teaching. By doing so, my students are able to apply information to
real world applications and situations using new content through the use of disruptive technologies; Web 2.0 tools.
Blended innovation is presented through an infographic made in my ISTC 675 course. Blended learning supports the
notion of implementing these digital tools into a Nintendo Generation. Users redefine the uses of technologies
based of the users purpose and needs for the technologies. Blended Learning is about creating more opportunities
to repurpose these lo-tech resources. Past low tech technologies were more concrete and simple, now technologies
overlap with non-linear uses of web resources simultaneously. World of links and hyperlinks, Web 2.0 tools, these
all allow our students to create, share, and collaborate knowledge. Technology and content should always be
intimately related even for the adult learner and practitioner.

It focuses on blending the principles of adult learning theory and technology based instruction to make learning
more relevant for adult students. This site is useful for my research because it focuses specifically on technology
integration and adult education. The only piece missing related to my research is indigenous learning styles.
MTTS Standards: II, V, VI
ISTE-T Standards: 3
UDL -
Woodholme
Elementary
Professional
Development
Plan
The artifacts presented were both collaborative and self developed. They consist of a Professional Development
Plan and PowerPoint presentation that integrate UDL Principles and align with MTTS Standard Indicators. The
Professional Development Plan specifically addressed Standards V: Design, implement and assess learning
experiences that incorporate use of technology in the curriculum-related instructional activity to support
understanding, inquiry, problem-solving, communication or collaboration. The Baltimore County Public Schools
Blueprint for Progress states that The Baltimore County Public Schools mission is to provide a quality education
that develops the content knowledge, skills, and attitudes that will enable all students to reach their maximum
potential as responsible, life-long learners and productive citizens. Providing staff development on UDL addresses
the first performance goal on the Blueprint for Progress.
The Professional Development Plan and PowerPoint presentation also aligns with MTTS Standards II and VI. In
demonstrating my awareness of assistive technologies and Web 2.0 resources, and the effectiveness of the UDL
principles, I was able to provide support to my staff that can benefit their own professional growth and influence
the success of their diverse learners.
MTTS Standards: II, VI
ISTE-T Standards: 1, 2