Course 810 Content Review

According to the U.S. DEPARTMENT OF EDUCATION (2016) in the week 2 materials, to remain globally competitive and develop engaged citizens, our schools should weave 21st century competencies and expertise throughout the learning experience. These include the development of: (Select all that apply)

• collaboration

• critical thinking

• control of impulsivity

• complex problem solving

• adding multimedia communication into the teaching of traditional academic subjects

Based on the week 1 reading, according to Figure 2.2 in our textbook (McQuiggan et al., 2015), which of the following are NOT key take-aways for Mobile Learning? (Select all that apply)

• Facilitate Meaningful Learning through Organization and Connections with Prior Knowledge

• Assume Mastery of Skills By Supporting Metacognition and Strategy Use

• Be Aware of the Limitations of Working Memory

• Appeal to and/or Generate Interest

• Carefully and Strategically Incorporate Technology

According to the week 5 reading, "Using QR Codes to Differentiate Learning for Gifted and Talented Students," (Siegle, 2015) QR codes make learning with technology just a little bit easier, have the potential to engage student learning, and can be used to differentiate [fill in the blank] or [fill in the blank] to achieving the most effective learning outcomes for gifted and talented students.

Type your answer in the format: answer answer (example: cat rabbit)

(Use the QR code to access the PDF)

According to the week 2 reading, "Redefining Technology in Libraries and Schools AASL Best Apps, Best Websites, and the SAMR Model," (Jacobs-Israel and Moorefield-Lang, 2013) a scenario is shared where a librarian for an elementary school has asked students to discuss their favorite book in class. According to the text, an example of modifying this lesson would be?

• Students would present their book review or book commercial using a digital camera to show another group of students.

• Students work collaboratively to create an Animoto slide show about their favorite books to be shown for parent night or books fairs.

• Students would create book reports or discussions using a website such as Zooburst to create three-dimensional pop-up books to tell about their favorite books and possibly discuss them.

• Students could create interactive videos with the augmented reality app Touchcast, which includes filming the students and integrating websites, audio, external video, and much more.

Based on the week 2 textbook reading, McQuiggan et al. (2015) states that the Mobile Learning Experience Distinguishing Factor, [fill in the blank], is the on-demand, perpetual connectivity of mobile devices [which] changes the way we communicate with one another, gather and store data, and indulge our curiosity—all of which have great implications for education.

• Aware

• Familiar

• Connected

• Secure

• Always Connected

According to the week 3 textbook reading, McQuiggan et al. (2015) shares that expert Diane Halpern defines mobile learning as “the use of those cognitive skills or strategies that increase the probability of a desirable outcome. It is used to describe thinking that is purposeful, reasoned, and goal directed—the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions, when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task.”

• True

• False

According to the week 6 article, "Digital Citizenship for Educational Change," (Ribble, 2012) nine elements of digital citizenship are shared, which are: Digital Access, Digital Commerce, Digital Communication, Digital Literacy, Digital Etiquette, Digital Law, Digital Rights and Responsibilities, Digital Health and Wellness, and Digital Security (self-protection). Ribble (2012) states that Digital Etiquette is:

• process of teaching and learning about technology and the use of technology

• electronic precautions to guarantee safety

• full electronic participation in society

• electronic exchange of information

• electronic standards of conduct or procedure

According to the week 4 reading, "10 Pros And Cons Of A Flipped Classroom," (Acedo, 2013) the PROS of a flipped classroom would be: (select all that apply)

• Students have increased input and control over their own learning

• Dependent on student participation

• Allows class time be used to master skills through collaborative projects and discussions

• Students who are forced to miss class due to illness, sports, vacations or emergencies, can catch up quickly

• Does not follow a teaching model that “teaches to the test”

According to the week 6 textbook reading, McQuiggan et al. (2015) shares six of the top concerns related to student data privacy in Figure 15.1. In regards to Targeted Marketing to Children, McQuiggan et al. states that targeting marketing to users based on their [fill in the blank] and usage data is a practice that has been pervasive on the Internet for years.

The Padagogy Wheel is designed to help educators think – systematically, coherently, and with a view to long term, big-picture outcomes – about how they use mobile apps in their teaching. In the week 3 article "The Padagogy Wheel – It’s Not About The Apps, It’s About The Pedagogy,” (Carrington, 2016) five different domains of pedagogical thinking are shared. Bloom's Taxonomy is described as:

• Addressing the long-term, enduring aims of our educational activity. It involve thinking about the type of people that emerge from our educational programs – their ethics, responsibility, and citizenship.

• a framework that assists teachers to assess the degree to which digitally-empowered learning and teaching is (or is not) moving beyond what can be taught using analog technologies

• vital to achieving the most effective learning outcomes

• a way of helping teachers design learning objectives that require higher order thinking