ED 810 Review

According to Ribble (2012) found in the module 6 lecture materials, teachers are often attempting to “catch up” to their students in the area of technology use because students have increasing exposure to digital tools while teachers are often not provided enough instruction in technology skills. Therefore, there is a real need for school districts to provide appropriate professional development in using technology in the classroom and ________________ (p. 149).

• SAMR

• How to communicate with parents about internet safety

• How to integrate cell phones and other tools that students are already familiar with into instruction

• Digital Citizenship

According to Stern (2015, March 30) found in the in the module 5 lecture materials, “many teachers feel overwhelmed if you mention” ___________, but “according to research presented at the International Congress for School Effectiveness and Improvement in January 2011” found that “no other factor contributed to the change in student’s [sic] achievement further” than using it as an intervention.

• Using SAMR to plan instruction that involves technology

• Integrating technology into standards-based instruction and assessments

• Differentiated Instruction

• Digital Media and Digital Literacy instruction

According to McQuiggan, Kosturko, McQuiggan, and Sabourin (2015, p. 71) in Chapter 4 of our textbook, which of the following were listed as potential benefits for teachers who are using apps for mobile lecture-based instruction such as cloud-based systems for digital note taking. (Click all that apply).

• Students can aggregate work that previously would have been in bulky collections of notebooks with ripped and missing pages into online work that takes up no physical space

• Teachers can share templates and examples virtually

• Teachers can provide student feedback without having to collect a pile of notebooks

• Students can extend their notes by adding voice/video recordings and images/photos

• Students can’t use the “My dog ate my homework” excuse for not turning in work

According to Chapter 5 of our textbook, this type of skills _________ “encompass behaviors associated with how we productively utilize our knowledge” (McQuiggan, Kosturko, McQuiggan, & Sabourin, 2015, p.85).

• Digital Fluency Skills

• Higher-Order Thinking Skills (HOTS) *

• 21^st Century Skills

• Mobile Learning Knowledge Skills

• Digital Literacy Skills

True or False? Chapter 3 of our textbook notes using mobile devices for instruction allows students to go beyond “learning about” material and the world because they provide new opportunities that allow students to “learn within” (McQuiggan, Kosturko, McQuiggan, & Sabourin, 2015, p.64).

• True

• False

According to Figure 4.2 in Chapter 4 of our textbook, which of the following are true about the SAMR model (McQuiggan, Kosturko, McQuiggan, & Sabourin, 2015, p. 70)? (Check all that apply).

• Both the S and the A levels involve using technology as direct tool substitutes

• SAMR stands for Substitution, Augmentation, Modification, and Redistribution.

• At the Substitution level, technology acts as a direct tool substitute with functional improvement

• Both the R and M levels of the SAMR model are considered transformation because they allow for new, previously inconceivable tasks and/or significant task redesign.

Chapter 12 of our textbook points out that students may have a fear of failure in the real world classroom setting, but this can be partially eliminated by using educational games because students can die and hit replay without negative repercussions. Because of this, the authors state “the question surrounding game-based learning should no longer be _____ games are good for learning, but rather _________ (McQuiggan, Kosturko, McQuiggan, & Sabourin, 2015, p. 246).

• if; how to optimize learning within games

• what; if they are educational

• are; which ones to use

• if; do they meet your students’ needs

• are; will they increase student learning

In the article “The Intersection of Digital and Media Literacy” found in our week 1 module lecture materials, the authors state that the key media literacy concepts are equally applicable to consuming media such as viewing the news on television to using an online source to search for health information. Which of the following are the key concepts that they identified (Media Smarts, n.d.)? (Click all that apply).

• Each medium has a unique aesthetic form that affects how content is presented.

• Students should assume all media has some bias.

• If you are digitally literate, you are also media literate.

• Audiences negotiate meaning.

• Digital literacy runs parallel to media literacy.

McQuiggan, Kosturko, McQuiggan, and Sabourin (2015) stated in Chapter 13 that a good preschool app must be engaging. On page 270 they listed which of the following tips for designing an engaging preschool app? (Check all that apply).

• Keep it playful because play is the primary way preschoolers learn

• Be sure the content is leveled to the user’s age, abilities, and interests

• Always include animals because all preschoolers love animals

• Adhere strictly to principals of good design, especially focusing on consistency and simplicity, because preschoolers can’t read commands

On page 288 in chapter 14 of our textbook, there is a list of positive ways that apps can help autistic students to develop social interaction skills (McQuiggan, Kosturko, McQuiggan, & Sabourin, 2015). Which of the following are on that list? (Check all that apply).

• Teach emotion recognition

• Encourage a deeper understanding of why understanding others’ emotions is an important skill

• Improve skills such as reading and responding to others’ emotions

• Encourage socially customary behavior

• Help teach interpretation of social cues skills