Educational Technology Final
True or False: Because email, text messages, and digital photos are not generated in print, they are not protected by copyright.
False
True or False: Concept-mapping software should not used by young learners because concepts can become too complicated for young learners.
False
True or False: Formative assessments are graded as to determine whether students have achieved their own learning goals.
False
True or False: The primary reason a teacher should assess students is to determine grades.
False
Multiple Choice: What methods might teachers use to conduct an action research project in their own classroom or school? a. Keep a diary, journal, or anecdotal notes that you or your students create to record actions, thoughts, and reflections b. Identify comparable control groups in other schools that you can compare statistically c. Preserve the security of your data by not comparing it to other data sources that may conflict with your findings d. Randomly assign students or devices to compare outcomes between control and experimental groups
a
Select All: Which of the following are components of a typical design-thinking curriculum? a. Students brainstorm various solutions. b. Students tackle a complex real-world problem. c. Students prove the resolution will correct the problem. d. Students identify users' needs. e. Students engage in a brief activity to understand the process.
a, b, d, e
Select All: What questions might students ask themselves to break down and better understand the component parts of a complex problem? a. Where might I find more information to better address the problem? b. What do I know about the problem? c. What do I need to get a good grade? d. What do I think I need to know more about? e. What's the right answer?
b
Select All: Which of the following generally describes a rotation model of blended learning? a. Students are encouraged to interact with the teacher primarily online. b. Students participate in face-to-face and online learning activities. c. Students have access to a teacher on campus and may access online courses there d. Teaching occurs online-only. e. Students take a mix of courses
b, c
Select All: What questions might you ask yourself in Setting Goals when using the GAME Plan as a framework for action research? a. "What patterns are emerging from the data?" b. "What is already known about the topic?" c. "How will I know if I have been successful?" d. "What do I want to know?" e. "What resources are needed?"
b, c, d,
Select All: Which are examples of strategies some districts and communities are using to provide families with low cost options for internet access? a. Determining appropriate use of Internet resources for students b. Providing wireless hotspots for students to check out c. Providing access through wide-area wireless programs d. Putting wireless access point on school busses e. Expanding community-owned Internet access to housing communities
b, c, d, e
Select All: Which may a teacher want to evaluate when looking at software, apps, or other digital content? a. Reviews from others regardless of the characteristics of their students b. Whether the product contains bias and stereotypes c. Whether the product aligns with the goals and standards of instruction d. Quality of the product e. Cost of the product
b, c, d, e
Select All: The purpose of checklists used for assessment is to... a. make tablets and smartphones useful b. collect data quickly c. collect data easily d. correct a student response e. reduce subjectivity in grading
b, c, e
Select All: To promote students' use of technology for production, rather than consumption teachers can.. a. use drill-and-practice activities to build foundational knowledge b. help students develop digital literacies seamlessly across their instruction c. build on foundational knowledge students gain by using technology for producing new ideas and products d. incorporate forced-choice practice tests to prepare students for standardized assessments e. make judicious decisions about how to use technology to support learning
b, c, e
Select All: Which of the following are likely to be supported by digital performance records and reporting systems? a. Homework help line b. Visual cues to identify low-performing students c. Artificial intelligence for scoring student essays d. Graphing and other data display features e. Support for identifying trends in student performance
b, d, e
Multiple Choice: The first step of the troubleshoot strategy presented in this chapter is to... a. call the hotline for troubleshooting b. talk to colleagues or students c. examine the manual d. isolate the problem
d
True or False: Digital storytelling can support students in being self-directed learners.
True
Multiple Choice: How can you determine if a source is credible? a. Search for additional information about the author b. Look at the URL only c. Practice typosquatting d. Use an alternate site
a
True or False: Before selecting or creating digital resources, teachers need to know the learning needs of students so that they can determine what resources will play.
True
True or False: Criteria in assessments clearly describe what acceptable performance looks like and can even describe the steps in performance that students might go through.
True
True or False: Evaluating the credentials of the source is important for curation.
True
True or False: Forced-choice assessments lend themselves easily to computerized test administration and scoring because grading is straightforward.
True
True or False: In both culturally responsive pedagogy and personalized learning, the teacher provides learning experiences unique to student's learning styles, preferences, and abilities.
True
True or False: In order to support learning and enhance teaching, summative assessments can be used to frame meaningful performance goals.
True
True or False: Podcasts can be used as an educational tool in the classroom as an alternative way to present lecture content.
True
True or False: Sharing videotaped lessons may help a teacher open a professional dialogue with colleagues.
True
True or False: Since it is easy to post and access information online, it is critical to learn how to strategically search and evaluate digital information.
True
True or False: Teachers should always have a back up plan when planning lessons for technology in case of unexpected technical problems.
True
True or False: Teachers should have strong content knowledge when creating scenarios meant to encourage problem solving.
True
True or False: Technology can make it easier to plan collaboratively with colleagues.
True
True or False: The benefits of technology are greater when students use it to create new content to learn, rather than passively receiving information.
True
True or False: The first line of defense in preventing irresponsible, illegal, and unethical use of technology resources in many schools is an acceptable use policy (AUPs).
True
True or False: The goal of incorporating complex problems in instruction is to prepare students to be problem solvers that use their skills and knowledge to address authentic issues content areas.
True
True or False: The use of technologies to harass, defame, or intentionally harm another student or group of students is referred to as cyberbullying.
True
True or False: Using technologies to communicate and collaborate creates a need for greater cross-cultural understanding in the classroom.
True
True or False: Using technology that allows students to practice combining sentences is a way to improve the quality of student writing.
True
True or False: Using wikis in the classroom can help foster collaborative wring?
True
True or False: When instruction is delivered partially online and partially in person, it is referred to as blended learning.
True
True or False: You can exhibit leadership to peers by embracing a vision of technology integration, participating in a community of leaders, and nurturing your own and other's technology skills.
True
True or False: In addition to teaching a general problem-solving process, teachers need to create learning environments where students memorize rote problem-solving routines for their content areas.
False
True or False: It is unreasonable to expect students of all ages to create information that is verifiable because they do not have the resources of corporations like Wikimedia.
False
True or False: Learners whose primary language is not English can still find ample information on the Internet in their primary language.
False
True or False: Students should not be used as a source of technical assistance for teachers in the classroom, as teachers are expected to be the experts in utilizing technology.
False
True or False: Teachers can use copyright-protected material in their instruction because of a provision referred to as Educational Use.
False
True or False: Unlike face-to-face teaching, teachers of online or in blended learning classes primarily interact with students as a group.
False
True or False: Uppercase New Literacies relate to specific technology and their uses.
False
Multiple Choice: In the planning stage, after becoming familiar with the resources you plan to use with students, which is the next step? a. Analyze your learners in relation to the skills you want them to acquire b. Do a trial run c. Determine the time required to complete the activities d. Look at games and activities
a
True or False: A teacher in the beginning stage of ISTE's technology integration may develop leadership through embracing a vision of technology integration by participating in professional learning opportunities related to applicable software.
True
True or False: Although students may know how to use all kinds of technology, teachers may need to teach students how to use technology appropriately to be a responsible digital citizen.
True
Multiple Choice: What makes collaboration unique as compared to communication or cooperation? a. In a truly collaborative relationship, all parties have similar strengths and interests b. In a truly collaborative relationship, all parties know about the cultural backgrounds of others c. In a truly collaborative relationship, all parties know when to speak. d. In a truly collaborative relationship, all parties benefit.
d
True or False: Collaboration allows students to connect with the larger outside world and engage in problem-solving with information and others beyond the classroom.
True
True or False: When small problems occur with the technology, the teacher should wait to continue until a technology expert can help resolve the problem.
False
Multiple Choice: What does the homework gap refer to? a. The gap between students who complete homework versus those who do not b. The gap between students who can engage in learning activities at home versus those who cannot is sometimes c. The gap between teachers that require homework for students versus those who do not d. The achievement gap shown to exist between students who do complete homework versus those who do not
b
Select All: Which of the following strategies are recommended when integrating technology with very young children (NAEYC & Fred Rogers Center, 2012)? a. Prohibit all use of television, videos, DVDs, and other noninteractive technologies and media in early childhood programs b. Provide a balance of activities in programs for young children, recognizing that technology and interactive media can be valuable tools when used intentionally with children c. Avoid having young children participate in passive media use. d. Select, use, integrate, and evaluate technology and interactive media tools in intentional and developmentally appropriate ways e. Have an adult facilitate technology experiences and helping children connect what they are seeing on screen to the rest of the world around them
b, c, d, e
Multiple Choice: Underlying the concepts of digital literacy and media fluency is helping students develop ___________ skills so they can continue to be literate in a world that thrives on information and uses a continuing array of new and emerging tools to access it. a. information literacy b. digital citizenship c. technology literacy d. literacy and communication
a
Multiple Choice: What has become a more critical component of the digital divide even though the use of computers or computing devices in schools is high? a. Internet access at homes b. Wireless activities in neighborhoods c. Ability to use cloud storage d. online videos and lessons
a
Multiple Choice: What type of media might you use if you wanted to capture information on a computer monitor, tablet, or whiteboard? a. Screencasting software b. Web conferencing software c. Podcasting software d. Streaming video software
a
Select All: Which are some considerations for teachers when using podcasts to supplement instruction? a. Will subscription services be used? b. What hardware will be used? c. Will it be used to supplement instruction? d. What notes will be taken? e. How will students print information?
a, b, c
Select All: Which of the following should educators do to adhere to the Family Educational Rights and Privacy Act (FERPA) to help protect student privacy? a. Provide access to student records to representatives of the justice system b. Post only directory information in school programs and newsletters c. Create class webpages with rosters including names and pictures d. Restrict parents from posting or distributing information about their children e. Keep student records confidential
a, b, c
Select All: Which can be used to assist students in using their time wisely when a lesson requires multiple resources? a. A resource guide b. A list of URLs that contain information relevant to the lesson c. A collection of artifacts, such as a list of URLs d. Web-based curation tool e. Catalog of reflections
a, b, c, d
Select All: What can teachers do when planning for a new digital resource to use for instruction? a. Establish the time required to complete the activities. b. Determine what components or sections align with students' learning goals. c. Provide goals for student use of the technology. d. Decide if the tools can be used for other subjects e. Perform a trial run of the same tasks that are expected of students, noting any problems.
a, b, c, e
Select All: What should we ask to determine authority, validity, and value of the information that is presented in a source? a. What is the value of the information? b. How is the information presented? c. When was the information created? d. Who will read the information? e. Who created the information?
a, b, c, e
Select All: Which of the following components are most likely to be included in digital handouts? a. Example projects b. Rubrics c. General instructions d. Reflections e. Technical guidelines
a, b, c, e
Select All: Which are key elements of rubrics that will help scoring? a. Evaluative criteria b. Scoring strategy c. Portfolios d. Quality definitions e. Open-ended questions
a, b, d
Select All: Which of the following are characteristics of professional learning communities? a. discussions focused on helping students in a specific school or program b. purposeful groups that have a focus for their meetings c. teachers gathering to share at national conferences d. teacher groups that collaborate in dedicated grade-level or department meetings e. sharing of productivity tools among educators in the school environment
a, b, d
Select All: As a teacher, you must do several things to ensure copyright-protected material is used appropriately under the Technology, Education, and Copyright Harmonization Act of 2002 (TEACH Act). You must ensure the copyright-protected material is? a. used in digital format, if available b. available only to registered students c. dramatic in nature d. available during a time limited to instructional needs e. integral to instruction
a, b, d, e
Select All: How does digital storytelling improve learning for students? a. It can encourage students to share creative work b. It allows students to share ideas c. It provides keyboarding practice. d. It can allow students to communicate with authentic audiences e. It can enable students to engage in creative expression
a, b, d, e
Select All: Which are common features of web conferencing tools? a. Shared whiteboar b. Desktop sharing c. Concept maps d. Document sharing e. Chat
a, b, d, e
What kinds of activities might students conduct in the process of curation? a. Adding comments to a print or digital scrapbook b. Selecting resources from a web search they've completed c. Peer-reviewing short stories using annotation tools d. Tagging web-based resources in "social bookmarking" services e. Creating a playlist of videos
a, b, d, e
Select All: How can teachers help students truly own the problem solving process? a. Embrace the trial and error process to find solutions to their problems b. Model how to think through a problem and create a resolution to their problem c. Criticize unsuccessful attempts as failures d. Discourage making mistakes e. Revisit solutions when the first or the second attempt for them does not work
a, b, e
Select All: How might educational games be used to help students acquire foundational knowledge and skills to support problem-solving activities? a. Students can practice new skills with a game. b. Students often give real-time feedback. c. Students can complete for high scores. d. Games allow students to compete against others. e. Games can present new information.
a, b, e
Select All: Which are benefits to using technology when administering forced-choice assessments? a. It can be easy to find test items in these formats b. They can be easy to score c. It's easy to develop complex questions d. Students can easily explain their reasoning e. They are quick to administer
a, b, e
Select All: Open-ended questions may help students... a. apply rules, procedures, or concepts b. demonstrate their knowledge by dragging interactive items across a screen c. demonstrate creative and original thoughts d. tap into higher levels of cognitive skills e. identify true or false statements
a, c, d
How can technology help to facilitate problem solving? a. Students can learn from videos, simulations and images to gain information that they will use in the real world. b. Students can only access information for their age, grade and skill level. c. Students can inquire about real issues to gain knowledge. d. Students can explore inaccessible places. e. Students can develop and demonstrate skills necessary for developing expertise in a specific content area.
a, c, d, e
Select All: How do educational games that incorporate technology support student problem-solving and learning? a. Assesses ability and differentiates based on how well student performs on each level b. Incorporates various rewards structures, such as badges c. Requires students to use facts, information, strategies and skills to solve problems d. Incorporates a range of valuable skills necessary in the real world e. Collects repetitive information about students over time
a, c, d, e
Select All: In today's schools, which of the following are components of the digital divide? a. Physical access to a device or Internet connection b. How responsible students and teachers are when using technology c. The frequency and purpose of technology use d. Types of activities that students and teachers complete with technology e. Levels of proficiency with new digital media
a, c, d, e
Select All: When shared productivity tools are used, teachers should... a. model appropriate uses of the tools (or technologies) b. model appropriate practices without overtly stating them. c. provide strategies of how to use collaborative tools d. start with an activity that has little impact on the students' grades. e. help students understand the different ways to edit a document
a, c, d, e
Select All: Which of the following actions support culturally responsive instruction? a. Acknowledge students' differences as well as their commonalities b. Help students assimilate into the topic-centered culture found in most schools c. Educate students about the diversity of the world around them d. Assist students in becoming socially and politically conscious e. Validate students' cultural identities in instructional materials
a, c, d, e
Select All: Which of the following might might technology support when participating in an authentic assessment? a. Graphing and analyzing real-world data sets b. Quick and easy grading c. Creating a concept map of concepts being studied d. Using word-processing and layout software to create documents e. Recording findings from experiments
a, c, d, e
Select All: Why might you choose a wiki in your classroom? a. As a way to for students to complete a project together b. As a way to analyze data students collect from surveys they've developed c. As a way to track individual contributions during collaborative projects d. As a word processor from which students print reports e. As a web page for individuals to share their opinions with others
a, c, e
Select All: Which of the following is a common example of acceptable use of school technology? a. Running antivirus software on downloaded files or attachments b. Gaining access to a pay-for-view site c. Sharing your phone number and address d. Deleting old data from computers e. Downloading new programs for class projects
a, d
Select All: Which are some guidelines of brainstorming? a. Everyone has a say. b. Critique the speaker's mindset. c. Share only a few suggestions. d. No idea is a bad idea at first. e. Critique the idea.
a, d, e
Multiple Choice: After each student reached the feeding habits of dolphins and reviewed instructor-created content online, they came together in Mr. Frank's classroom to expand on their information and apply the content that they had found online. Which blended classroom model does this exemplify? a. Al la carte model b. Flipped classroom rotation model c. Flex model d. Enriched virtual model
b
Multiple Choice: Copyright law provides special rights to those who? a. create appropriate citations to copyrighted material b. create copyrighted material c. use copyrighted material to learn d. use copyrighted material to teach
b
Multiple Choice: The collaborative features of shared productivity tools help students who are struggling with writing by? a. helping students work independently to analyze their own writing. b. allowing students of different levels to write collaboratively. c. encouraging students to only concentrate on one item at a time. d. leading students to write only for themselves and engage in self-reflection.
b
Multiple Choice: Which of the following are tips for creating strong passwords? a. Use a word from a different language b. Use a mnemonic device c. Use a word spelled out backwards d. Use a pattern of consecutive letters
b
Select All: Which are examples of students communicating to authentic audiences with different digital tools? a. A slideshow for their teacher using printed digital photographs of a family b. A blog with pictures of a recent class trip shared with classmates c. A website of information about real life experiences that connect to their peers d. A wiki that describes their trip to their parents e. Written essay for their teacher on a place a student loves to visit
b, c, d
Select All: Which of the following describes design thinking, according to Goldman and Kabayadondo (2017)? a. It is hardware used for problem solving. b. It relies on deep social engagement. c. It is driven by empathy. d. It is a complex set of processes, skills, and mindsets e. It is a step-by-step method that helps generate solutions
b, c, d
Select All: How can teachers effectively manage a classroom where students are allowed to bring their own devices? a. Allow students to use their device whenever they choose b. Determine when technology is and isn't used c. Respect the knowledge and skills students bring to the classroom d. Provide high-quality instruction that engages students e. Start the year with structured activities and, over time, provide more flexibility
b, c, d, e
Select All: When using technology-based tutorials and apps, teachers can extend learning and use resources in an open-ended way by doing which of the following? a. Developing students' background knowledge b. Creating activities that allow students to create new content c. Encouraging students to engage in self-assessment d. Engaging in meaningful conversations e. Encouraging student engagement in reflection
b, c, d, e
Select All: Which action steps might you take to develop leadership in efforts to become a technology integration leader? a. Participate in professional learning opportunities related to common productivity tools and communications software to support your teaching and learning b. Demonstrate lesson activities or share lessons learned from technology-based activities with other teachers in your school at staff or faculty meetings. c. Discuss and share your experiences in formal collaborative settings, whether during joint planning sessions, PLC time, or other staff meetings. d. Share your successes with other teachers through print and electronic publications such as school newsletters, social media accounts, or a school website. Maintain and share your digital portfolio. e. Share your experiences with others who are also learning to integrate technology, either in person or via online communications
b, c, d, e
Select All: Which are examples of what teachers need to do to ensure the effectiveness of any instructional resource that they choose to use with their students. a. Share and explore the content and resource with colleagues b. Consider the design of resource. c. Consider the support to be provided to students in their directed learning activities before, during, and after the lesson. d. Prepare meaningful interactions with the technology. e. Decide how the technology will be used.
b, c, d, e
Select All: Which of the following are ways that teachers may foster digital literacy and media fluency? a. Testing students on the parts of and uses of modern computing devices b. Showing students how to cite information c. Educating students on how to evaluate information d. Teaching students to create information that is verifiable e. Helping students access information
b, c, d, e
Select All: Which of the following are behaviors that culturally responsive teachers are likely to exhibit? a. Culturally responsive teachers design instruction based on their own experiences b. Culturally responsive teachers are socially conscious c. Culturally responsive teachers view students' diverse background as assets d. Culturally responsive teachers bring in food from different countries e. Culturally responsive teachers know about the lives of their students
b, c, e
Select All: The students in Mrs. Greenfelder's class are working on a project together using technology. In their group project, the students will need to interview a group of students in a classroom from another state about popular foods in their area. The group will then write a story together about the similarities and differences between the foods that are popular between the two groups. Which technologies can help the students communicate and write collaboratively in in this scenario? a. A spreadsheet b. Email c. Wiki d. Newsgroup e. Web conferencing
b, c, e,
Select All: How and when might checklists be used for scoring data? a. Scoring fill-in-the-blank question formats b. Observation or demonstration of skills c. Scoring multiple-choice assessments d. Determining comprehension of a reading assignment e. Determining level of a student's achievement of a skill
b, d, e
Select All: In what ways do digital grade management tools help teachers communicate assessment data to parents? a. They allow parents to compare their child's grades with students in other classes. b. Many calculate grades automatically, even for weighted grades. c. They often send emails to parents when students perform poorly on an assessment. d. Many provides different data display features to visualize student performance. e. Teachers can use predetermined formulas to calculate grades.
b, d, e
Select All: When evaluating the technology that was used for assessments, the teachers should consider whether the technologies _________. a. included lesson plans b. supported the skill or knowledge of the standard c. provided drill and practice d. acted as a barrier to students e. were appropriate for the content
b, d, e
Select All: Where might teachers turn for reliable information about copyright in schools? a. "Educational use" conferences b. Sites from policy-related organizations c. Discussion boards d. Library and media specialists e. The Library of Congress
b, d, e
Multiple Choice: How can student guidelines help classroom management when the technology task is new? a. Encourages repeated performance of tasks over several trials b. Engages students in group discussions to avoid isolating individuals c. Minimizes confusion that can occur if instructions are unclear d. Provides examples of follow-up activities are created for other types of technology
c
Multiple Choice: In the design-thinking process, developing empathy suggests that students... a. obtain feedback on their prototype from the intended audience b. generate a potential solution in a low-fidelity form c. discern and identify others' perspectives d. generating as many potential solution ideas as possible
c
Multiple Choice: When a company states that it si complying with student privacy laws, which of the following is it verifying it is not doing? a. It is not selling student information b. It is not creating advertising profiles on students c. It can share information with educational researchers that request it d. It will delete data that it has collected from students in a school when the school or district requests it
c
Select All: Which of the following is an example of an action step for building community as a technology integration leader for teachers at the Beginning Phase of becoming a technology leader? a. Use technology to develop or nurture professional collaborative efforts with teachers within and beyond your school and district b. Observe and participate in team teaching or coaching with new teachers who are developing their technology skills c. Obtain mentoring and just-in-time support and work with other teachers in your school d. Communicate with more advanced technology users, perhaps asking them to observe your classroom e. When creating lesson plans or activities, seek help from or collaborate with others who are more technologically proficient
c, d, e
Select All: What role does empathy play in problem solving through design thinking? a. It adds to the credibility of the project creator. b. It allows practice with a decontextualized problem. c. It refines the problem to be solved. d. It results in a prototype to be tested. e. It encourages consideration of others' ideas.
c, e
Multiple Choice: When considering technology to acquire foundational knowledge and skills to support problem-solving, what does Darling-Hammond, Zielezinski, and Goldman (2014) suggest that students, especially at-risk students, benefit most from? a. Incorporating explicit routines that allow at-risk students to practice new skills in a safe environment b. Using technology to find the answers to word problems and share the correct answers on discussion boards c. Incorporating tutorials and drill-and-practice software in core content areas d. Using technology to explore and create new information
d
Select All: When a teacher is in the transformative stage of becoming a technology integration leader, he or she may take which of the following action steps? a. Participate in professional learning opportunities related to common productivity tools b. Observe teachers who incorporate technology into their teaching, and follow up with conversations focused on ways to adopt or adapt the activities with your own students. c. Communicate with more advanced technology users, perhaps asking them to observe your classroom, to obtain mentoring and just-in-time support. d. Participate in long-range projects to monitor and evaluate the effectiveness of existing and potential technologies. e. Observe and participate in team teaching or coaching with new teachers who are developing their technology skills
d, e