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Integration of 21st century goals into teacher education programs requires attention to diversity, technology, and instructional supports in terms of how content material is presented, students are engaged, and learning is documented. Faced with barriers such as disparities in access to curriculum and technology, as well as differences in background experiences and prior knowledge, teachers in today's classrooms face unique challenges as they struggle to meet the diversity of needs within a single classroom setting. As a result, educators need innovative approaches to address the diversity of available resources, student characteristics, and other environmental challenges. One approach is the integration of Universal Design for Learning principles with instructional planning. By using a wide lens approach to initial instructional planning and then narrowing the focus through the integration of Universal Design for Learning principles to meet individual needs within lessons from facilitation through assessment, teachers are able to address individual needs while also facilitating planning for the entire class. Education is changing dramatically due to the impact of society and culture, changes in family structures, the effects of the economy and global issues, and the growth of technology* Many schools are prioritizing initiatives designed to prepare students to be globally competitive and prepared to live in the 21st century (NCDPI, 2009; Partnership for 21st Century Skills, 2009)* With the national expectation to incorporate 21st century skills in classrooms from prekindergarten through Gradel2, teacher preparation programs need to prepare teachers to deliver instruction that encompasses these necessary skills* We have an increasingly global society and need to prepare teachers who understand culturally diverse family values (Zhan, Sandell, & Lindsay, 2007) and who can teach our students to be culturally aware (Landsford, 2002)* In tandem with rapid technology growth, it is critical for future teachers to incorporate technology into their instruction and to teach students necessary technology skills for success (Duran, Fossum, & Luera, 2006; Marino, Sameshima, & Beecher, 2009; Pope, Hare, & Howard, 2002). 21st Century Goals and Skills A key education reform initiative is to prepare our students in prekindergarten through Grade 12 to leave school with skills that will enable them to be successful in the new 21st century* What is meant by this and how it translates to the classroom is a hot topic of discussion across various education venues* Key components of 21st century learning include an emphasis on core subjects and learning skills, the use of learning tools to engage learners in both context and content, and the integration of assessments and evaluation that effectively measure student progress (Partnership for 21st Century Skills, 2009), The conceptual framework offered by the Partnership for 21st Century Skills presents a rainbow to illustrate the necessity of life and career, learning and innovation, and information, media, and technology skills for students to succeed in their career and personal lives. Additionally, this framework highlights teachers' responsibilities to deliver core knowledge instruction and school systems' obligations to provide support systems to align standards and assessment, curriculum and instruction, professional development, and learning environments (see Figure), Students competing in a global economy need to learn core subjects and 21st century themes, including literacy (e,g, English, reading, or language arts), mathematics, science, foreign languages, government and civics, economics, arts, history, and geography. Furthermore, it is essential that students master related skills, including critical thinking and problem solving, communication, collaboration, and creativity and innovation (Partnership for 21st Century Skills, 2010). As teachers embark on integrating instruction to include 21st century goals, they are also challenged by the global diversity evident in the classroom setting. …
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