Review of ED810

In Chapter 1 of Supporting Technology Integration for School Leaders, the text discusses the transition from hunter-gatherer life to agricultural life and its impact on children's daily lives. How did this transition influence the education and upbringing of children?

• With a shift toward agricultural life, children had more opportunities for learning and play.

• Children in hunter-gatherer societies were primarily focused on repetitive labor to support their families.

• The shift to agriculture required children to take on more responsibilities, limiting their opportunities for free play and learning through exploration

• The transition to agriculture allowed children to avoid labor and focus entirely on formal education.

From Pitzler (2024) Chapter Two, select all that apply. When technology tools are effectively integrated into the curriculum, they can extend learning in powerful ways. These tools can provide students and teachers with:

• Access to up-to-date primary source material

• Learning that is disconnected from real-world applications

• Opportunities for limited, isolated learning experiences

• Ways to collaborate with students, teachers, and experts around the world

• Learning that is relevant and assessment that is authentic

In Chapter 3 of Pitzler (2024), the SAMR model, created by Dr. Ruben Puentedura, is introduced to demonstrate the impact of technology on teaching and learning. The model starts at the basic level of (a)   and progresses towards the transformative level of redefinition.

In Chapter 3 of Pitzler (2024), Bloom's Taxonomy is highlighted as a tool for promoting higher-order thinking in education. What are the top three levels of Bloom's Taxonomy, and how can they be used to encourage critical thinking in students?

In Chapter 3 of Pitzler (2024), the 4 Cs are identified as essential skills for 21st-century education according to the United States-based Partnership for 21st Century Skills (P21). Which of the following are included in the 4 Cs?

• Critical thinking, Collaboration, Coding, and Creativity

• Communication, Collaboration, Creativity, and Critical thinking

• Critical thinking, Communication, Coding, and Collaboration

• Creativity, Critical thinking, Communication, and Coding

• None of the answers above are correct

In Chapter 4 of Supporting Technology Integration for School Leaders, flipped learning is discussed as an instructional approach where traditional class activities are reversed. In flipped learning, students typically engage with (a)   at home and use class time for interactive and applied activities.

In Chapter 5 of Pitzler (2024), technology's role in differentiating instruction is discussed. How can technology assist in differentiating instruction to meet the needs of diverse learners?

• By providing a single teaching method for all learners to ensure uniformity

• By limiting students' access to different types of content based on their learning preferences

• By enforcing a strict, one-size-fits-all approach to instruction for all students

• By allowing teachers to pace lessons appropriately and cater to various learning preferences, such as visual, auditory, and kinesthetic

From Chapter 6 of Pitzler (2024), several digital safety tips for younger learners are outlined. Select all of the tips provided in the article titled How to Stay Safe on the Internet (for Kids) by Scott Nelson and Sophia Latorre (2022) for staying safe on the internet.

• Do not create an account for a site if you are under the age of thirteen.

• Be careful when meeting with strangers.

• Avoid responding to messages from strangers or be careful if you do.

• Avoid going on dating sites.

In Chapter 6 of Pitzler (2024), digital safety and digital citizenship are discussed. According to the article "Seriously! Seriously" by Hawley-Turner & Hicks (2017), which of the following are key topics for teaching digital citizenship?

Turner, K. H., & Hicks, T. (2017, January 11). Seriously? Seriously.. The Importance of Teaching Reading and… by Heinemann Publishing. Retrieved from https://medium.com/@heinemann/seriously-seriously-fef109d46e30

• Empathy

• Understanding user data

• Practicing digital literacy

• Securing digital devices

• Ignoring the digital divide

In Chapter 7 of Pitzler (2024), creating a vision for technology integration is emphasized as a crucial step for instructional leaders. Reflecting on your own aspirations as an instructional leader, what are some personal challenges you might face in developing and implementing a vision for technology integration in your school or district? How might you address these challenges to foster effective collaboration and achieve your vision?