Educational Technology Final TEST ALL ANSWERS CORRECT RATED GRADE A+

Educational Technology Final TEST ALL ANSWERS CORRECT RATED GRADE A+ True or False: When instruction is delivered partially online and partially in person, it is referred to as blended learning. True 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 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: 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: Podcasts can be used as an educational tool in the classroom as an alternative way to present lecture content. True 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 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 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: 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 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 True or False: Teachers should always have a back up plan when planning lessons for technology in case of unexpected technical problems. True 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 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 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 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 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 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: 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 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 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 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 True or False: Teachers should have strong content knowledge when creating scenarios meant to encourage problem solving. True 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: 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: 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 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 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: 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 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 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 True or False: Uppercase New Literacies relate to specific technology and their uses. False True or False: Using wikis in the classroom can help foster collaborative wring? True 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 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: Using technology that allows students to practice combining sentences is a way to improve the quality of student writing. True 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: 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: 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: 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 True or False: Digital storytelling can support students in being self-directed learners. True 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 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 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 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 True or False: Evaluating the credentials of the source is important for curation. True True or False: Formative assessments are graded as to determine whether students have achieved their own learning goals. False 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: The primary reason a teacher should assess students is to determine grades. False 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 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 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 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: Forced-choice assessments lend themselves easily to computerized test administration and scoring because grading is straightforward. True 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: 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: 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: 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: 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 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 True or False: Sharing videotaped lessons may help a teacher open a professional dialogue with colleagues. 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 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 True or False: Technology can make it easier to plan collaboratively with colleagues. True 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 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 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: 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: Collaboration allows students to connect with the larger outside world and engage in problem-solving with information and others beyond the classroom. True 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: 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 True or False: Using technologies to communicate and collaborate creates a need for greater cross-cultural understanding in the classroom. 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 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: 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 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 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 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 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 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 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 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 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 True or False: Because email, text messages, and digital photos are not generated in print, they are not protected by copyright. False 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 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 True or False: Teachers can use copyright-protected material in their instruction because of a provision referred to as Educational Use. CONTINUED..