Test Bank For Integrating Educational Technology into Teaching Transforming Learning Across Discipli

Chapter 1: Educational Technology in Context: The Big Picture Chapter 1 Learning Outcome Quizzes Learning Outcome 1.1: Analyze how (a) the definition for educational technology and integrating educational technology and (b) the history of digital technology shapes opportunities for integrating educational technology in classrooms. (ISTE Standards for Educators: 1— Learner; 5—Designer) [Q1] Which of the following teacher’s beliefs about integrating educational technology best match this textbook’s definition?

1. “Educational technology are digital tools that plug in to the wall for teachers’ and students’ educational use.”

2. “Educational technology is a problem-solving process teachers can do to use technology resources to target challenges within their classroom.” [correct] 3. “Educational technology are digital software and the Internet run by the school’s and district’s IT staff.”

4. “Educational technology is an administrative software teachers use to mark students’ absences and submit grades.”

[Feedback for Answer Choice 1] Technological tools are just one of three technological resource to consider when identifying technological possibilities to solve problems of practice in the classroom.

[Feedback for Correct Answer 2] This text’s definition frames educational technology as an active, ethical, and just practice of leveraging technological resources (such as expertise, support or tools) to support educational processes, such as learning, curriculum coverage, and pedagogical instruction.

[Feedback for Answer Choice 3] Digital software, Internet, and IT professionals represent two technological resources to consider when identifying technological possibilities to solve problems of practice in the classroom.

[Feedback for Answer Choice 4] Administrative software is just one technological tool to support educational processes, and may not be as aligned with the text’s emphasis on student learning, curriculum coverage, and teacher pedagogy.

[Q2] When Ms. Thomas notices that some of her students are having difficulty comprehending literature texts assigned in her class, what element of the framework for integrating educational technology is she demonstrating?

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2. Assessing educational technology’s effectiveness 3. Identifying a problem of practice [correct] 4. Asking a technological expert [Feedback for Answer Choice 1] Teachers seek technological resources after they have identified an instructional or learning goal or challenge.

[Feedback for Answer Choice 2] Teachers should always assess educational technology’s effectiveness by considering how an adopted technological resource meets the guiding instructional or learning goal or challenge.

[Feedback for Correct Answer 3] Ms. Thomas is identifying a problem of practice (POP), a challenge in her everyday teaching.

This is the first step of integrating educational technology and should guide how she chooses to leverage any technology resources to help support this identified challenge.

[Feedback for Answer Choice 4] Teachers could consult others with technological expertise as they search for potential educational technology solution for instructional or learning challenges.

[Q3] During the COVID-19 pandemic beginning in 2020, schools, teachers, and students experienced emergency remote teaching (ERT), an approach to online virtual learning set within an emergency context. Online courses, though, were not invented in 2020. In what past era in the history of digital technologies in education did online courses and virtual learning first emerge?

1. The Computer Era 2. The Personalized, Adaptive Learning Era 3. The Mobile Technologies, Social Media, and Open Access Era 4. The Internet Era [correct] [Feedback for Answer Choice 1] While computers are involved in online learning, the computer era reflects to movement from large mainframe computers (sometimes the size of rooms) to small, standalone desktop computers.

[Feedback for Answer Choice 2] During the personalized, adaptive learning era, innovators enhanced online learning options with software that records users’ clicks of the mouse or movements on the computer to adjust learning options within software.

[Feedback for Answer Choice 3] Mobile technologies and more open access to resources enhanced online learning options, such as innovations that offered massive open online courses (MOOCs).

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[Feedback for Correct Answer 4] The Internet was invented that allowed mainframe and stand-alone computers to connect with each other. Using the Internet allowed virtual schools to be established that facilitated online learning in K-12 education systems when students and/or teachers were physically separated.

[Q4] From the following list, choose the item that we have learned from considering the history of educational technology.

1. Technology is the solution for all educational needs and problems.

2. Teachers should develop technology materials or curricula.

3. Just because technology makes something possible does not necessarily mean such a possibility is desirable or inevitable. Technology brings undesirable—as well as desirable— changes, so educators must determine the technology-enabled future they want to come true. [correct] 4. Older technologies are no longer useful for contemporary teaching and learning.

Technologies invented decades ago, such as computer-assisted instruction (CAI), were fads that were abandoned.

[Feedback for Answer Choice 1] Some educational technologies have provided solutions to some educational challenges, but there is no quick or universal educational technology to solve all problems. Integrating educational technology is a problem-focused process, but educators should always ask, “What specific needs or challenges do my students and I have that (a specific technological resource) can help me meet?” and then educators should assess if the adopted technological resource helped them meet the challenge.

[Feedback for Answer Choice 2] In the past, teachers have used authoring systems to create their own software, but these systems were not widely adopted. It’s likely that teachers’ responsibilities for lesson planning, teaching, and assessment along with a host of other duties prohibit time for creating software or technology resources. Whereas most teachers do not create software, educational technology software companies often need and seek input from teachers on their products. Some teachers currently participate in these activities. All teachers have the important responsibility to vet technology resources for appropriateness, equity, and anti-oppressive stances.

[Feedback for Correct Answer 3] Educators must become critical consumers of technology resources with a constant eye for establishing an equitable and just learning environment for all students. The Digital Justice Era, within which we are living, has helped provide critical lenses to consider if and how educational technology is equitable, inclusive, antiracist and anti-oppressive.

[Feedback for Answer Choice 4] The past has shown that teachers must be careful, analytical consumers of technological innovation, looking to what worked then to guide their decisions and measure their expectations in the present. Educational practice tends to move in cycles, and “new” methods often are old methods in new guise. In short, teachers must be as informed and analytical as they want their students to become. CAI software is similar to the personalized, adaptive learning technologies being built and used.

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[Q5] Ms. Thomas wants to create an equitable and just digital learning environment for her students in her classroom. Which of the following actions support digital inclusion in a school context?

1. Advocate for technical support for parents and student. [correct] 2. Assume all students have robust Internet access at home.

3. Adopt district- and school-sponsored software without review.

4. Provide digital literacy time as a bonus to students who complete learning tasks early.

[Feedback for Correct Answer 1] In schools that require digital-based homework, offer online resources for assessment, and host webpages, parents and students likely will need technical support at some point. Educators can advocate that their schools or districts offer just-in-time technical support resources (with multilanguage support optimally) during at least some after-school hours.

[Feedback for Answer Choice 2] The most recent national data indicates that many households do not have robust broadband Internet access in their homes. If a teacher assumes all students have Internet access, they may create an inequitable learning situation if they assigned learning activities require webbased resources.

[Feedback for Answer Choice 3] If teachers are not involved in software adoption processes in their school or district, it is important that teachers review these resources to determine if they are high-quality, such as including rigorous content that involves learners as active inquirers.

[Feedback for Answer Choice 4] While supporting students’ development of digital literacy is important, when a teacher only offers digital learning time as a “bonus,” it creates inequitable access to digital learning resources by students who use all their class time to complete assigned work.

Learning Outcome 1.2: Characterize trends in established and emerging technologies and describe how they shape educational innovations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5—Designer) [Q1] What hardware/software innovation did Coachella Valley Unified School District support by providing solar-powered, wireless Internet access on school buses?

1. Mobile computing [correct] 2. Monthly Internet vouchers 3. Learning analytics 4. Robotics

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[Feedback for Correct Answer 1] This district outfitted its school buses with solar-powered Wi-Fi and parked many of them overnight near the Internet-poor zones to maximize the trend of mobile computing within their district.

[Feedback for Answer Choice 2] While monthly vouchers to Internet access might support some innovations that require the Internet, Coachella Valley Unified School District did not adopt this approach.

[Feedback for Answer Choice 3] The solar-powered, wireless Internet access on school buses does not directly support the trend of software using big data to understand users’ learning needs, known also as learning analytics.

[Feedback for Answer Choice 4] The solar-powered, wireless Internet access on school buses does not support trends in the expansion of and access to robotics hardware.

[Q2] Identify the educational trend in which students can come together in a physical space, such as a classroom or library, and learn to design, tinker with, and build tangible objects with digital and mechanical tools and materials, facilitated by mobile computing devices and robotics technologies.

1. Online learning 2. Personalized learning 3. Maker and DIY [correct] 4. Gamification [Feedback for Answer Choice 1] Online learning leverages digital and open content, mobile computing, learning management systems, and artificial intelligence/learning analytics to facilitate learning experiences in which the teacher and the students are physically separated.

[Feedback for Answer Choice 2] Personalized learning leverages the technological innovation called learning analytics to assess students’ learning and needs using click data and algorithms within learning software.

[Feedback for Correct Answer 3] Schools have begun to build physical spaces known as makerspaces where students can learn through physical and digital design and development activities. Sometimes these spaces have computers, printers, software, sewing machines, drills, hammers, and other tools.

[Feedback for Answer Choice 4] Gamification usually involves incorporating aspects of games, such as competition, leaderboards, and badges, into non-game learning software.

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[Q3] Which teachers should consider integrating computation thinking into their curriculum?

1. Only computer science teachers because they teach programming 2. Only STEM or STEAM teachers because they teach about prediction and modeling 3. All teachers because they can model learning to identify, test, and solve problems [correct] 4. Only math teachers because they teach about computation [Feedback for Answer Choice 1] While computer science teachers are the natural place to teach computational thinking, the 2016 ISTE Standards for Students include “computational thinker” as one of the standards for all students to develop.

[Feedback for Answer Choice 2] While STEM and STEAM teachers can integrate computational thinking into their lessons, the 2016 ISTE Standards for Students include “computational thinker” as one of the standards for all students to develop.

[Feedback for Correct Answer 3] All students can benefit from building computation thinking skills, which is one of the 2016 ISTE Standards for students. Although computer science and STEM/STEAM teachers could have the most awareness of computation thinking, these skills are applicable and should be modeled across content areas. Students learn to identify problems, break problems into parts, use data to understand and analyze problems, and design steps to test possible solutions.

[Feedback for Answer Choice 4] While mathematics teachers can integrate computational thinking into their lessons, the 2016 IS TE Standards for Students include “computational thinker” as one of the standards for all students to develop.

[Q4] What educational trend takes advantage of innovations in mobile technologies; augmented, virtual, and mixed reality; and robotics and coding to offer virtual experiences?

1. Immersive learning [correct] 2. Computational thinking 3. Blended learning 4. Personalized learning [Feedback for Correct Answer 1] Immersive learning uses augmented, virtual and mixed reality technologies to develop virtual immersive content that integrate the physical world with virtual elements. Learners are immersed into augmented or virtual experiences that may engage them in visualizing conceptual or difficult phenomena. Teachers and learners can also use coding to build their own immersive experiences.

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[Feedback for Answer Choice 2] Computational thinking is achieved when learners engage in a strategic process that involves problem solving, design, inquiry, abstraction, quantitative reasoning, data analysis and interpretation, modeling, computer programming, pattern identification, conditional logic, algorithms, and symbol systems. Often, computational thinking is leveraged through use of coding with computing devices.

[Feedback for Answer Choice 3] Blended learning leverages digital and open content, mobile computing, learning management systems, and artificial intelligence/learning analytics to facilitate digitally supported learning experiences.

[Feedback for Answer Choice 4] Personalized learning leverages the technological innovation called learning analytics to assess students’ learning and needs using click data and algorithms within learning software.

[Q5] Ms. Thomas decided to build a learning experience about phases of the moon. She hoped to find some high-quality digital resources already created, and the learning technologist at her school steered her toward digital open content, such as available at OER Commons. What is distinctive about digital open content?

1. The content is coded into online software and not changeable.

2. The content is expensive for schools to access.

3. The content requires a mobile device.

4. The content can be shared, adapted, and used by others with attribution. [correct] [Feedback for Answer Choice 1] Digital open content varies in its size and scope; it can be flexibly incorporated into software or learning activities.

[Feedback for Answer Choice 2] Digital open content is typically free to use at no cost.

[Feedback for Answer Choice 3] Digital open content is typically very flexible and often can be used on any digital device.

[Feedback for Correct Answer 4] Digital open content is meant to be shared, adapted, and used by others without a fee, but users must give attribution (credit) to the creators of the content.

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Learning Outcome 1.3: Articulate the impact of leadership, politics and policies, infrastructure, safety, and equity and social justice conditions on current uses of technology in education. (IST E Standards for Educators: 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer) [Q1] When Principal Guerrero assumed leadership at the middle school, he knew he and his actions would influence the potential for technology integration. He decided to begin by offering some educational technology listening sessions with the students, teachers, staff, parents, business and community members, and local elected officials. His sessions included homogenous and heterogenous groupings across these constituents, varied times (before and after school, on weekends) and modalities (in-person and online), and multilanguage supports. What leadership condition did Principal Guerrero implement?

1. Created a technology vision 2. Engaged the community [correct] 3. Developed digital literacy skills 4. Centered students as active inquirers [Feedback for Answer Choice 1] While a technology vision should be developed with involvement of educators, students, parents, and others, Principal Guerrero’s initial listening sessions were not meant to create a technology vision.

[Feedback for Correct Answer 2] Principal Guerrero’s listening sessions exemplify a chance to establish community engagement.

Since he just began his position, these sessions would allow him to gather a lot of input about past practices and wishes for the future. His learning from these sessions likely would contribute to next steps with technology visioning that would continue to engage his community.

[Feedback for Answer Choice 3] Principal Guerrero anticipated different digital literacy skills so he offered different ways to participate in the listening sessions, but the listening sessions were not meant to explicitly build digital literacy skills among the participants.

[Feedback for Answer Choice 4] The listening sessions did not begin with any specific framing of the role of students in learning.

[Q2] When planning technology integration, teachers and school leaders often consider federal, state, and local technology plans to decide on the optimal pathways for school-based technology integration efforts. They also may consider what funding is available to pay for their efforts. What essential conditions are teachers and leaders considering when they investigate technology plans and funding?

1. Infrastructure conditions 2. Safety conditions 3. Equity and justice conditions 4. Political conditions [correct] 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

[Feedback for Answer Choice 1] Infrastructure conditions relate to ensuring hardware, software, and support function.

[Feedback for Answer Choice 2] Safety conditions are concerned with ensuring children and staff use technologies in safe and healthy ways.

[Feedback for Answer Choice 3] Equity and justice conditions push practitioners to delve deeply into how technologies may create equitable or inequitable learning activities.

[Feedback for Correct Answer 4] The federal governance sets policies such as the National Educational Technology Plan and Every Student Succeeds Act (ESSA). Local and state governance also creates plans, policies, and funding sources that are often aligned with federal goals.

[Q3] When a school adopts a learning management software (LMS), such as Schoology or Canvas, what essential condition are they adjusting to shape their technology integration efforts?

1. Infrastructure conditions [correct] 2. Safety conditions 3. Equity and justice conditions 4. Political conditions [Feedback for Correct Answer 1] Schools establish a solid infrastructure to create a technological environment conducive to digital teaching and learning. One aspect of infrastructure is the available software and digital content. An LMS could be adopted as part of this infrastructure.

[Feedback for Answer Choice 2] Safety conditions are concerned with ensuring children and staff use technologies in safe and healthy ways.

[Feedback for Answer Choice 3] Equity and justice conditions push practitioners to delve deeply into how technologies may create equitable or inequitable learning activities.

[Feedback for Answer Choice 4] The federal, state, and local governance creates plans, policies, and funding sources. It would be unusual for a specific software program to be required as part of a plan or policy.

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[Q4] Ms. Thomas hears about a new online learning site that she might want to use in her class. She looks at the software and sees that all students need to log-in to the site using an e-mail to use the software. She wonders about what information the software might keep about the students, and she’s been advised to always check with the IT staff at the school before adopting any new technologies. What safety condition is Ms. Thomas considering when she worries about the software’s information tracking that shapes her technology integration efforts?

1. Health and well-being 2. Protecting personal data and privacy [correct] 3. Online safety 4. Digital identity [Feedback for Answer Choice 1] Teachers may be concerned about health issues, such as eye-strain, or well-being, such as influences of cyberbullying, of children. However, software information tracking is not directly related to these health issues.

[Feedback for Correct Answer 2] Ms. Thomas is concerned about safety conditions, especially concerned with data and privacy issues. Schools and teachers must safeguard students’ data and privacy and some software will ‘mine’ student data to use for other purposes, such as advertising. IT staff can review new software to ensure it accords with laws relating to the safety of children.

[Feedback for Answer Choice 3] While Ms. Thomas is concerned about a specific online program, she already reviewed it for objectionable content, ensuring it has high-quality content. Her concern about software information tracking is not directly related to online safety.

[Feedback for Answer Choice 4] Digital identities are built through people’s use of public and private social media technologies.

Because Ms. Thomas is concerned about the software’s information tracking within the specific learning software, it is not a social media issue.

[Q5] At a district professional development day, Ms. Thomas realizes that her colleagues teaching in an affluent, suburban school had already created a makerspace within their school library, along with several mobile, themed makerspaces, such as for literary arts, robotics, and filmmaking.

Ms. Thomas’s school was in a more urban area serving a much more socio-economically diverse population, and she had no makerspaces! What essential condition does Ms. Thomas’s issue most relate to?

1. Equity and justice conditions [correct] 2. Safety conditions 3. Leadership conditions 4. Political conditions

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[Feedback for Correct Answer 1] Equity and justice conditions push practitioners to delve deeply into how technologies—or the use of technologies—may create equitable or inequitable learning opportunities. Ms. Thomas has noticed a digital inequity across schools in the same district, in which one school has more resources than another.

[Feedback for Answer Choice 2] Schools and teachers must safeguard students’ safety when using digital technologies and accessing the Internet. Ms. Thomas did not notice a safety issue related to the makerspace.

[Feedback for Answer Choice 3] Leadership conditions are concerned with involving educational stakeholders in technology planning and visioning activities. While school leadership is interconnected with technology integration especially through planning processes, Ms. Thomas is noticing the existence of different resources in different schools in the same district.

[Feedback for Answer Choice 4] The federal, state, and local governance creates plans, policies, and funding sources. Ms. Thomas is noticing the existence of different resources in different schools in the same district.

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Chapter 1 Application Exercises Application Exercise 1.1: Definition of Educational Technology Learning Outcome 1.1 Analyze how (a) the definition for educational technology and integrating educational technology and (b) the history of digital technology shapes opportunities for integrating educational technology in classrooms. (ISTE Standards for Educators: 1— Learner; 5—Designer) [Q1] What does educational technology mean? Prior to reading this chapter or as you think right now, consider how might you explain the concept educational technology to a classmate. Now, review the definition introduced in this chapter, as summarized in Figure 1.1. Identify the overlaps and gaps between your definition and ours. Any identified gaps are opportunities for you to consider broadening how you think of the concept of educational technology.

[Q1 Model Response] Responses will vary by individual, but an example response is as follows: I would describe educational technology as technological tools that can be used in a classroom.

I would consider it a noun, an assortment of technological things like computers or apps.

After viewing Figure 1.1 in the book, my conception overlaps with this depiction of education technology in terms of its inclusion of and focus on technology tools. However, I missed considering how much educational context is involved in educational technology. This context includes the educational processes in play, such as how the technology aligns with or shifts the learning theories, pedagogy, and curriculum common to the teacher’s practice. My definition also does take into account what technological knowledge and supports exist in the context to help the teacher put the educational technology into action in a lesson. The book’s definition is depicted more as a verb—educational technology as an action that teachers are heavily involved in designing and implementing.

[Q2] Re-read Ms. Thomas’s reflections on her career in Technology Integration in Action: Then and Now at the beginning of Chapter 1 in your book or eText. Based on how Ms. Thomas describes her technology-supported practices across her career, describe what her definition of educational technology might have been and if it changed over time. Identify if Ms. Thomas’s inferred definition(s) are similar to or different from the book’s definition, as depicted in Figure 1.1.

[Q2 Model Response] Responses will vary by individual, but an example response is as follows: I think Ms. Thomas would define educational technology as technical tools that allowed students to learn in different ways and to learn new concepts or ideas. In this way, her definition infers the influence of the technology tools, the curriculum, learning theories, and pedagogy. In her description, Ms. Thomas emphasized how the tools engaged students and allowed them to conceptualize content in more visual or interactive ways. She seems to also acknowledge that she, as a teacher, must continually learn about educational technologies (and that she is eager and excited to do so), so this captures the idea of her own technology expertise playing a role.

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Her definition seems to miss is the technology supports available to her at her school, though it seems like she probably had some.

Application Exercise 1.2: Seeing Educational Technology’s History and Emerging Trends within a Teacher’s Practice.

Learning Outcome 1.1 Analyze how (a) the definition for educational technology and integrating educational technology and (b) the history of digital technology shapes opportunities for integrating educational technology in classrooms. (ISTE Standards for Educators: 1— Learner; 5—Designer) Learning Outcome 1.2 Characterize trends in established and emerging technologies and describe how they shape educational innovations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5—Designer) [Q1] Re-read Ms. Thomas’s reflections on her career in Technology Integration in Action: Then and Now at the beginning of Chapter 1 in your book or eText. Pay attention to how Ms. Thomas describes her technology-supported practices across her career. Generate a few examples of how Ms. Thomas’s practices reflect the history of digital technology progress. Consult the section Educational Technology Across Time and Figure 1.2 in your book or eText as needed.

[Q1 Model Response] Ms. Thomas’ began using technologies during the microcomputer era when small computers were invented and affordable enough for adoption into K-12 schools, along with new software like Oregon Trail or LOGO. Later, you see the influence of the Internet, mobile technologies because her students use mobile tablet computers to access online simulations and participate in globally-collaborative projects like citizen science that rely on the Internet to connect people remotely. She may be supported by the advancements during the open access era in terms of access to free online resources like virtual field trips and online graphing calculators. Her future work to develop online program for homebound youth may reflect her the emerging digital justice era in which teachers are more reflective of the power and disempowerment educational technologies may create. In her project, she is likely trying to ensure equal educational opportunities for all learners, such as those who for reasons of illness or other situations cannot physically attend school.

[Q2] Re-read Ms. Thomas’s reflections on her career in Technology Integration in Action: Then and Now at the beginning of Chapter 1 in your book or eText. Pay attention to how Ms. Thomas describes her technology-supported practices across her career. Generate an example of how Ms. Thomas’s practices have been influenced by the established or emerging technological and educational innovations, as summarized in Table 1.1 and described in the section Established and Emerging Educational Technology Trends in your book or eText.

[Q2 Model Response] Responses will vary by individual, but an example response is as follows: The recent trend of K-12 schools adopting learning management systems has contributed to Ms. Thomas’s ability to support blended and online learning within her school. In particular, her use of LMS has increased online communication with parents and colleagues and was vital to 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

offering online learning during recent emergencies that closed physical schools, enabling continuance of education for most students.

Application Exercise 1.3: Contextual Influences on Educational Technology Learning Outcome 1.3 Articulate the impact of leadership, politics and policies, infrastructure, safety, and equity and social justice conditions on current uses of technology in education. (IST E Standards for Educators: 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer) [Q1] Re-read Ms. Thomas’s reflections on her career in Technology Integration in Action: Then and Now at the beginning of Chapter 1 in your book or eText. Conjecture about the unsaid backstory of Ms. Thomas’s technology-supported practices. Re-review the conditions that shape how technology can be integrated into practice, as summarized in Table 1.2 and described in the section Today’s Essential Conditions That Shape Technology Integration. Identify at least one element across these conditions that would have been required for Ms. Thomas’s success.

[Q1 Model Response] Responses will vary by individual, but a few example responses are as follows: For Ms. Thomas to have achieved the integration and use of educational technology as she described across her career, she needed •

existing commitment and support for student-centered, technology-based pedagogy when she did projects like the video project in which students interviewed war veterans (Leadership Condition).

•

technology policies that govern acceptable use of the Internet and technologies (Political Condition and Safety Condition).

•

adequate infrastructure, including computers (tablets) and robust Internet (Infrastructure Condition).

•

support for digital equity that enabled her to create a professional development experience that helps teachers come to design student use of technologies as empowered and agentic (Equity and Justice Condition).

[Q2] Re-review the conditions that shape how technology can be integrated into practice, as summarized in Table 1.2 and described in the section Today’s Essential Conditions That Shape Technology Integration in your book or eText.

Imagine you are considering a new teaching position in a school and want to understand the conditions in this school that might shape your success with educational technology. Write at least two questions you might ask to query the essential conditions.

[Q2 Model Response] Responses will vary by individual, but a few example responses are as follows: •

How would you describe your vision for the use of educational technologies in the classrooms in this school? [Leadership Condition]

•

In what ways do community members, such as parents or businesses, engage with the school around issues of educational technology? [Leadership Condition] 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

•

How would you place the student population (in terms of percentages) in terms of low to high digital literacy? [Leadership Condition]

•

Can you provide an example of a students’ digital literacy (e.g., what would they know and do) at each of the levels a continuum from least to moderate to highest digitally literacy?

[Leadership Condition]

•

Have you investigated if there are patterns in students’ digital literacy that correlate across student characteristics or grouping, such as race/ethnicity, gender, English language learner, or special education? [Equity and Justice Condition and Leadership Condition]

•

What technology policies exist for the educators, students, and parents? [Political Condition]

•

How do you pay for new technology in the school? [Political Condition]

•

Are there ways teachers can request new technologies for use in their instruction? [Political Condition]

•

What kinds of educational technologies can I expect to have as a teacher? [Infrastructure Condition]

•

Do teachers play a role in reviewing and adopting new educational technologies?

[Infrastructure Condition]

•

As a teacher, what support resources would I have access to help me learn about, plan for, and use technology in lessons? [Infrastructure Condition]

•

How do you ensure student and educator’s privacy is maintained in the educational technology resources used in the school? [Safety Condition]

•

Are there any strategies in place that assist educators and students in maintaining healthy relationship with technologies? [Safety Condition]

•

Are there rules and expectations about how I use technologies outside of school? [Safety Condition]

•

Are there strategies provided to help teachers maximize their knowledge and use of assistive technologies to support students with learning needs? [Equity and Justice Condition]

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Chapter 1 Test Items 1.1 Multiple Choice Items 1) As a teacher, when you reach out for help from a media or technology specialist at your school or in your district, what technology resource are you leveraging?

A) Technology education B) Technology expertise C) Instructional technology D) Technology tool 2) According to this textbook, which of the following is the first step of the process of integrating educational technology?

A) Use technology resources in a learning environment B) Identify technological resources C) Identify problems of practice (POPs) D) Assess if the educational technology solved a problem 3) What era in the history of educational technology first began conceptualizing computeraided instruction, which has influenced current approaches to personalized, adaptive learning?

A) Internet Era in the 1990s B) Open Access Era in the 2000s C) Mainframe Computer Era in the 1960s D) Digital Justice Era in the 2020s 4) When integrating educational technology, what is the best source for identifying a problem of practice (POP) from which to focus your technology integration process?

A) Considering the educational practices in your everyday teaching B) Reading the course textbook C) Reading the national educational technology plan D) Reviewing the educational technologies available in your school 5) School systems must constantly educate teachers and students on ways to prevent phishing attacks, in which people use e-mails to make it appear they are from a legitimate organization and to request private information, such as passwords or other information, which they use for malicious purposes. What essential condition does this awareness contribute toward?

A) Infrastructure B) Safety C) Equity D) Leadership 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

6) When students use a software learning program that changes content and pacing based on the student’s own individual needs, what type of innovation is the software leveraging to personalize the learning for the student?

A) Mobile computing B) Artificial intelligence and learning analytics C) Open content D) Learning management systems 7) Which of the following is a research-based characteristic of a school’s or district’s technology vision that leads to more success with technology in classrooms?

A) Focused on technology B) Focused on school leaders C) Focused on staffing levels D) Focused on student learning 8) What software innovation, with enough features to even run online classes within them, is becoming more prominent within K-12 education spaces?

A) Mobile technologies B) Digital content C) Student information systems D) Learning management systems 9) When a teacher has access to hardware innovations, such as Arduinos, Raspberry Pi, or LE GO kits, what types of emerging activities can children do with these hardware innovations?

A) Mixed reality B) Robotics and coding C) Open data D) Website creation 10) Which of the following individuals championed an early educational technology emphasis on using computer programming languages such as Logo to teach problem solving?

A) Arthur Luehrmann B) Andrew Molnar C) Lloyd Morrisett D) Seymour Papert 11) What is the condition that exists when there are discrepancies in digital access or digital educational opportunities among groups of people with different socioeconomic, race, or gender distributions?

A) Digital media B) Digital literacy C) Digital divide 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

D) Digital inequity 12) The essential conditions that shape technology integration in schools often are intertwined.

When a teacher conducts a survey of her students to determine if they all have robust Internet access in their homes, what essential conditions is she concerned with?

A) Infrastructure and equity and justice B) Leadership and political C) Infrastructure and safety D) Political and safety 13) A teacher is concerned about what she does on the Internet and the trail it might leave that can be viewed by others. What essential condition and issue is she most concerned with?

A) Leadership: digital literacy needs B) Political: teacher accountability requirements C) Equity and justice: digital equity D) Safety: digital identity 14) A teacher observes the types (active vs. passive) of digital learning activities she assigns to students and categorizes them by common groupings (gender, race/ethnicity, language learner, disability). What issue is she exploring?

A) If students have accessibility needs B) If content is open C) If a digital use divide exists D) If cybercheating is occurring 15) What does it mean if a resource is “open?”

A) The resource is an app available for download on mobile devices.

B) The resource is “freeware” provided by edtech companies.

C) The resource is available on the Internet.

D) The resource can be used, modified, and remixed by anyone.

1.2 Short Answer Essay Questions 1) Discuss at least three of the things we have learned from the history of educational technology that can help us shape today's technology uses.

2) Describe some of the educational movements facilitated by technological advancements during the Mobile Technologies, Social Media, and Open Access Era. 3) Explain how adaptive learning technologies personalize instruction for a learner.

4) Political conditions can impact technology integration at a local level. Describe some of the crucial elements of the most recent National Educational Technology Plan's vision for future ready learning. What is important for future ready learning?

5) What are some examples of active student uses of technology for learning?

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Chapter 1 Test Answer Key ANSWER KEY: Chapter 1 Test (1.1 Multiple-choice Items) 1. Answer: B (see page 4, section titled “How This Textbook Defines Educational Technology”) 2. Answer: C (see page 4, section titled “How This Textbook Defines Educational Technology”) 3. Answer: C (see page 5, section titled “Educational Technology Across Time”) 4. Answer: A (see page 4, section titled “How This Textbook Defines Educational Technology”) 5. Answer: B (see page 18, section titled “Safety Conditions”) 6. Answer: B (see page 10, section titled “Trends in Software and Hardware Innovation”) 7. Answer: D (see page 14, section titled “Leadership Conditions”) 8. Answer: D (see page 10, section titled “Trends in Software and Hardware Innovation”) 9. Answer: B (see page 11, section titled “Trends in Software and Hardware Innovation”) 10. Answer: D (see page 6, section titled “Educational Technology Across Time”) 11. Answer: D (see page 8, section titled “Digital Equity and Justice”) 12. Answer: A (see page 13, section titled “Today’s Essential Conditions That Shape Technology Integration”) 13. Answer: D (see page 13, section titled “Today’s Essential Conditions That Shape Technology Integration”) 14. Answer: C (see page 19, section titled “Equity and Social Justice Conditions”) 15. Answer: D (see page 10, section titled “Trends in Hardware and Software Innovation”)

1.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see pages 7–9, section titled ‘How What We Have Learned from the Past Shapes Our Future’) •

Technology is not a panacea, meaning it does not magically fix all problems. Teachers must think carefully about the technologies they use to ensure they meet specific needs in the classroom.

•

Teachers do not usually develop software and media but they do design their lessons that involve technology-supported activities. Teachers must vet all the technology resources they adopt to ensure they are high quality.

•

Technically feasible does not mean desirable or inevitable. Things we have done with technology in the past may be found to no longer be desirable or to have never led to success. Teachers should be critical consumers, seeking out research and evaluations of technology resources to ensure their applicability and viability. In situations with new technologies where evaluations have not yet been conducted, teachers could keep a keen eye on how their own students use the resources to ensure the resources are locally relevant.

•

Skills required to be computer literate or technology literate are changing constantly.

Teachers need to be life-long learners who can nimbly explore and learn new technology resources but always with a keen eye to what works best to meet local needs in the classroom.

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•

Many technologies have not changed educational practices. New software may repackage old pedagogies in shiny clothes. Teachers must keep an eye toward the pedagogy, learning, and content built into technology resources and decide if they best meet their local needs.

•

Teachers will always be important in education. Teachers use their professional knowledge to determine if and how technology will play a role in children’s education.

2. Model Response: Answers vary but should include some of the following points (see pages 5–7, section titled “Educational Technology Across Time”): •

An increase in availability of mobile devices (smartphones, tablets, computers) increased opportunities for distance learning, also referred to as virtual or online learning.

•

Mobile apps led to increase in availability and use of electronic e-books or e-texts, especially as specialty apps began to be invented for tablets and smartphones.

•

With the Internet wide open and more devices available, open access projects began to offer more educational materials on the web, including organized courses and other learning materials.

•

More access to mobile technologies led to school initiatives that aimed for each student to have their own mobile devices to use in learning activities. These were one-to-one and BYOD programs.

•

The invention of social media and networking sites became more endemic in everyday life.

•

Schools realized they had to define appropriate uses of technologies for both staff and students. Policies began to appear that described acceptable uses.

3. Model Response: Answers vary but should include some of the following points (see pages 7–12, section titled “Educational Technology Across Time”; “Educational Trends Leveraging Technology Innovations”): •

Technologies can collect a lot of data about learners when they use technologies by tracking where and what they do through clicking. The data generated is called big data.

•

This big data is analyzed through learning analytics to identify patterns in learning.

•

Software is programmed to use artificial intelligence to use the identified patterns in learning to then adapt to the learner's needs and offer instruction that meets those needs.

•

The software may generate a learner profile, learner-controlled paths through learning materials, frequent assessments, and supports for teachers and schools

4. Model Response: Answers vary but should include some of the following points (see pages 15 and 16, section titled “Political Conditions”): •

•

Learning is influenced by: o

(1) leadership that sets a vision;

o

(2) teaching that puts a vision into practice; and

o

(3) assessment that understands learning progress.

Technological conditions can provide devices, accessibility to all resources by learners with all learning needs, connectivity to the Internet, and digital resources for learning.

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5. Model Response: Answers vary but should include some of the following points (see page 19, section titled “Equity and Social Justice Conditions”): •

coding

•

immersive simulations

•

media production

•

interaction with experts

•

global connections with others

•

design and development of creative expressions through technology

•

online peer collaborations

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Chapter 2: Theory into Practice: Educational Processes for Transformative Technology Integration Chapter 2 Learning Outcome Quizzes Learning Outcome 2.1: Identify the theorists and beliefs associated with directed and social constructivist learning theories and how these theories contribute to pedagogy and technology integration strategies. (ISTE Standards for Educators: 1—Learner; 5—Designer) [Q1] Which of the following statements uses objectivist language, based on objectivist beliefs, which aligns with directed instruction and learning models?

1. Learners should be able to use any of several different ways to show that they have learned material.

2. Teachers should serve primarily to facilitate learning rather than deliver information to students.

3. Every U.S. schoolchild should demonstrate mastery of the same set of basic skills. [correct] 4. Knowledge is something each of us constructs in our heads and, therefore, it will be different for everyone.

[Feedback for Answer Choice 1] Constructivist language and beliefs frame teachers as those who should build inquiry, discovery, and experiential learning into their instruction so that learners can generate their own knowledge through experiences while teachers serve as facilitators.

[Feedback for Answer Choice 2] Constructivist language and beliefs frame teachers as those who should build inquiry, discovery, and experiential learning into their instruction so that learners can generate their own knowledge through experiences while teachers serve as facilitators.

[Feedback for Correct Answer 3] Objectivist perspectives call for a single set of required standards for all students; therefore, they should all be able to master the same set of skills.

[Feedback for Answer Choice 4] Constructivist language and beliefs frame teachers as those who should build inquiry, discovery, and experiential learning into their instruction so that learners can generate their own knowledge through experiences while teachers serve as facilitators.

[Q2] Which of the following statements uses constructivist language and is based on constructivist beliefs?

1. Knowledge is best retained when it is memorized and stored for later use.

2. Knowledge is information that is successfully transmitted from experts to novices.

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3. Standardization makes accountability possible, so everyone should be asked to meet the same criteria.

4. Knowledge considered important enough to learn should be shaped by our background experiences. [correct] [Feedback for Answer Choice 1] Objectivist perspectives call for a single set of required standards for all students; therefore, they should all be able to master the same set of skills.

[Feedback for Answer Choice 2] Objectivist perspectives call for a single set of required standards for all students; therefore, they should all be able to master the same set of skills.

[Feedback for Answer Choice 3] Objectivist perspectives call for a single set of required standards for all students; therefore, they should all be able to master the same set of skills.

[Feedback for Correct Answer 4] Constructivist strategies reflect the belief that there is no objective “truth” and that students must be able to see the importance of what they learn based on their backgrounds and perceptions.

Constructivist language and beliefs frame teachers as those who should build inquiry, discovery, and experiential learning into their instruction so that learners can generate their own knowledge through experiences while teachers serve as facilitators.

[Q3] Which learning theorist would be associated with the integration strategy of letting students explore simulations and problem-solving software on their own and have opportunities to discover concepts rather than having them be told?

1. Jerome Bruner [correct] 2. B. F. Skinner 3. Atkinson and Shiffrin 4. Robert M. Gagné [Feedback for Correct Answer 1] Bruner’s theories posited that discovery learning—that is, allowing students to uncover answers rather than being told about them—would make students more motivated to learn because it would be more personally meaningful to them.

[Feedback for Answer Choice 2] Skinner believed that programmed instruction brakes learning down into small enough “chunks” that students can get the continual reinforcement they need to shape learned behaviors.

[Feedback for Answer Choice 3] Information-processing theorists including Atkinson and Shiffrin believed that the human mind and memory are like a computer and that practice is needed to facilitate storage in and easier retrieval from memory.

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[Feedback for Answer Choice 4] Gagné created the Events of Instruction framework. He stated that a tutorial has the potential of addressing all nine events of instruction, including (1) gaining attention, (2) informing the learner of the objective, (3) stimulating recall of prerequisite learning, (4) presenting new material, (5) providing learning guidance, (6) eliciting performance, (7) providing feedback about correctness, (8) assessing performance, and (9) enhancing retention and recall.

[Q4] Which of the following learning theorists would be associated with the integration strategy of using programmed instruction to give students consistent, rapid stimuli and reinforcement to shape behavior?

1. Atkinson and Shiffrin 2. Jerome Bruner 3. B. F. Skinner [correct] 4. Jean Piaget [Feedback for Answer Choice 1] Information-processing theorists including Atkinson and Shiffrin believed that the human mind and memory are like a computer and that practice is needed to facilitate storage in and easier retrieval from memory.

[Feedback for Answer Choice 2] Bruner’s theories posited that discovery learning—that is, allowing students to uncover answers rather than being told about them—would make students more motivated to learn because it would be more personally meaningful to them.

[Feedback for Correct Answer 3] Skinner believed that programmed instruction breaks learning down into small enough “chunks” that students can get the continual reinforcement they need to shape learned behaviors.

[Feedback for Answer Choice 4] Piaget expressed the need for concrete examples and experiences when teaching abstract concepts to young children who may not yet have reached a formal operations stage. Piaget pointed out that much learning occurs without any formal instruction as a result of the child’s interacting with the environment.

[Q5] Which learning theorist would be associated with the integration strategy of using visual technologies to show highly graphic, real-world examples in order to scaffold learners at novice levels and bridge the Zone of Proximal Development (ZPD)?

1. Paulo Freire 2. Jean Piaget 3. Lev Vygotsky [correct] 4. B. F. Skinner 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

[Feedback for Answer Choice 1] Paulo Freire positions education as humanizing and liberatory. Freire’s theories maintain the importance of teachers’ depth of knowledge in their content disciplines so that they may design learning environments and opportunities for students to critically engage in their own learning, their history, and their culture.

[Feedback for Answer Choice 2] Piaget expressed the need for concrete examples and experiences when teaching abstract concepts to young children who may not yet have reached a formal operations stage. Piaget pointed out that much learning occurs without any formal instruction as a result of the child’s interacting with the environment.

[Feedback for Correct Answer 3] Vygotsky’s theories were based on the idea of scaffolding learners from where they are to higher levels. The term for the gap between where they are and the next achievable level is the ZPD. Visual representations may serve as a valuable model or scaffold at just the right time.

[Feedback for Answer Choice 4] Skinner believed that programmed instruction breaks learning down into small enough “chunks” that students can get the continual reinforcement they need to shape learned behaviors.

Learning Outcome 2.2: Contrast directed, social constructivist, or combined technology integration pedagogies. (ISTE Standards for Educators: 1—Learner; 5—Designer) [Q1] Which of the following integration strategies represents a social constructivist technology integration strategy?

1. Use a drill-and-practice program to let students practice math facts; they get immediate feedback and become faster in their responses.

2. Have students who have failed a key end-of-course test use a drill, tutorial, or personal learning system to do make-up work that will prepare them to be more successful the next time they take the test.

3. Use video scenarios to present complex problems that students have never seen before; encourage groups of students to discuss the scenarios, “think outside the box,” and show how they went about finding their solutions. [correct] 4. Have teachers lecture on the content concepts in front of the class as students add key words or concepts from the lecture into the appropriate blanks in a PDF worksheet on their iPad. [Feedback for Answer Choice 1] Using drill-and-practice software promotes skill fluency or automaticity, which aligns with a directed integration strategy.

[Feedback for Answer Choice 2] Using drills, tutorials, or personal learning systems to focus on identified weak areas of a student’s knowledge aligns with a directed integration strategy.

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[Feedback for Correct Answer 3] Using video scenarios reflects a social constructivist strategy. It presents the problem with more authentic elements and encourages divergent thinking rather than everyone suggesting the same answer.

[Feedback for Answer Choice 4] Pedagogy that is lecture based aligns with a directed integration strategy because the instructor is transmitting a set body of knowledge to the students.

[Q2] Which of the following integration strategies represents a directed strategy?

1. Students attending a school that does not offer advanced courses, such as calculus and physics, take online courses in which they independently watch videos of teacher lectures and take tests. [correct] 2. Students studying American history visit historical sites, such as The White House, through online virtual fieldtrips.

3. Students build knowledge of the solar system by trying to rescue aliens in a 3-D, immersive, problem-based game called Alien Rescue.

4. Students use a concept-mapping software to identify the concepts they learned and describe the relationships between concepts as part of an end-of-unit assessment.

[Feedback for Correct Answer 1] Taking an online course in which the pedagogy is lecture based and assessment is test based aligns with a directed integration strategy because the instructor is transmitting a set body of knowledge to the students.

[Feedback for Answer Choice 2] Using virtual fieldtrips reflects a constructivist strategy. It presents the learning context with more authentic elements that may be culturally-rich and encourages divergent reflection.

[Feedback for Answer Choice 3] Using problem-based environments, such as this game, reflects a social constructivist strategy.

It presents a simulated problem environment will ill-structure that requires students to learn and apply knowledge to find solutions.

[Feedback for Answer Choice 4] Building concept-maps reflects a constructivist strategy. It offers students a change to build mental models and increase knowledge transfer.

[Q3] Which of the following technology integration strategies cannot be aligned with both directed and social constructivist approaches?

1. Using technology products or environments with many visual and interactive qualities.

2. Using a simulated science experiment online.

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3. Learning how to gauge online material’s accuracy, credibility, and relevance for the student’s work.

4. Working with other students in a team to understand a problem and propose a researched solution, which is presented as a public service announcement (PSA) video. [correct] [Feedback for Answer Choice 1] Using visual and interactive qualities of technology could be framed within a tutorial for skill fluency (directed) or as examples to help build mental models of concepts (constructivist).

[Feedback for Answer Choice 2] An online simulated science experiment could be used by individuals to support efficient, selfpaced instruction (directed) or by groups of students as a creative problem-solving task (social constructivism).

[Feedback for Answer Choice 3] Students could develop digital citizenship and literacy by learning methods to evaluate accuracy of online information through a technology-supported lecture (directed) or by engaging in online scenarios that groups of students consider and offer best practices (social constructivist).

[Feedback for Correct Answer 4] Social constructivist integration approaches support creative problem solving, collaborative learning, and flexible ways for students to engage in and demonstrate learning. In this situation, students work in a team to examine a problem will lead to a diverse set of solutions to which each individual contributes differently to the learning process and the final solution, the PSA video. It does not support a directed approach.

[Q4] What is the most prominent conceptualization of equitable learning with technology used within the research literature?

1. Identifying deficits [correct] 2. Attending to individual learning needs 3. Empowering civic participation 4. Providing equal learning opportunities [Feedback for Correct Answer 1] A majority of the research approached technology integration from a standardized, colorblind, and deficit-based view. Teachers identified students who lacked achievement at certain levels and used technology to facilitate knowledge acquisition through learning software.

[Feedback for Answer Choice 2] Some research, but not a majority, described technology integration as a way of meeting individual learning needs by positioning students as active participants where their social and cultural experiences were assets for learning.

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[Feedback for Answer Choice 3] Some research, but not a majority, highlighted how teachers cultivate learners as empowered civic participators. Teachers created opportunities for reflective and critical thinking through engaging in social change and in social commentary [Feedback for Answer Choice 4] The fewest research studies framed technology integration around issues of equality. For example, teachers used student response systems to try to offer ubiquitous participation for all students, while other schools provided video-based access to language teachers who were not available at the school site.

[Q5] A teacher wants to use a simulation she found about the civil war. She takes the time to review the digital content. From a culturally responsive perspective, why would she do this review?

1. Determine if there’s enough content in it to cover the civil war unit she has taught in the past 2. Determine if students will need to work together to understand the simulation 3. Determine if students will be able to transfer knowledge from the simulation to another applied learning experience 4. Determine if the content has no harmful or deficit-based ideologies built into it [correct] [Feedback for Answer Choice 1] While examining the content for curricular coverage is important, it is not a criterion that aligns with a culturally responsive perspective.

[Feedback for Answer Choice 2] While examining the content for the potential for cooperative learning is important, it is not a criterion that aligns with a culturally responsive perspective.

[Feedback for Answer Choice 3] While examining the content for the potential for knowledge transfer is important, it is not a criterion that aligns with a culturally responsive perspective.

[Feedback for Correct Answer 4] Teachers must commit to reviewing all software and digital content to ensure it is inclusive of students’ cultural and ethnic backgrounds and, most important, it has no harmful or deficitbased ideologies built into it.

Learning Outcome 2.3: Identify content and technology standards that guide teachers’ design of curriculum and technology integration strategies for student learning and growth. (ISTE Standards for Educators: 1—Learner; 5—Designer; 6—Facilitator) [Q1] What specific set of standards for students have been developed specifically about technology?

1. The 2016 ISTE Standards for Students [correct] 2. The Common Core State Standards and Content Standards 3. Next Generation Science Standards 7 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

4. Technological Pedagogical Content Knowledge (TPCK) framework [Feedback for Correct Answer 1] The International Society for Technology in Education (ISTE), a professional technology organization, has developed standards specifically about the use of technology for students, teachers, technology coaches, computer science educators, and administrators. Other standards and knowledge frameworks include some technology, but only the ISTE standards focus specifically on technology skills, knowledge, and attitudes.

[Feedback for Answer Choice 2] Some states use the Common Core State Standards (CCSS) (Common Core State Standards Initiative, n.d.) for English Language Arts and Mathematics developed by the National Governors Association Center for Best Practices and the Council of Chief State School Officers [Feedback for Answer Choice 3] The Next Generation Science Standards are content-area standards specific to the science discipline.

[Feedback for Answer Choice 4] The Technological Pedagogical Content Knowledge (TPCK) framework outlines areas of knowledge that teachers use when making decisions about the use of technology in lessons.

[Q2] If you teach science, can you rely on the Common Core State Standards and Content Standards (CCSS) for ideas about how to use technology in teaching?

1. Yes, the CCSS have integrated technology lesson ideas from the ISTE standards for students.

2. No, the CCSS do not included science content standards, so you had better look to the Next Generation Science Standards for some content-specific ideas for technology. [correct] 3. Yes, the CCSS provide ideas for science, such as assistive technologies, online searching, collaboration, and publishing, and visualizing math concepts.

4. No, the CCSS has no ideas, and you should examine the technological pedagogical content knowledge (TPCK) framework for lesson ideas.

[Feedback for Answer Choice 1] The Common Core State Standards (CCSS) (Common Core State Standards Initiative, n.d.) have been developed for two disciplines: English Language Arts and Mathematics.

[Feedback for Correct Answer 2] The CCSS include English language arts and math standards but not science standards. You should consult the Next Generation Science Standards and the 2016 ISTE Standards for Students to develop ideas that are better connected to science content.

[Feedback for Answer Choice 3] The Common Core State Standards (CCSS) (Common Core State Standards Initiative, n.d.) have been developed for two disciplines: English Language Arts and Mathematics.

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The Technological Pedagogical Content Knowledge (TPCK) framework outlines areas of knowledge that teachers use when making decisions about the use of technology in lessons. It will not give specific ideas for use of technology but prepare teachers to create those ideas.

[Q3] If you teach social studies, what is your best source for understanding how national standards position technology in relation to the teaching of social studies?

1. Common Core State Standards (CCSS) 2. National Curriculum Standards for Social Studies [correct] 3. 2016 ISTE Standards for Students 4. Technological Pedagogical Content Knowledge (TPCK) framework [Feedback for Answer Choice 1] The Common Core State Standards (CCSS) (Common Core State Standards Initiative, n.d.) have been developed for two disciplines: English Language Arts and Mathematics. They also have been adopted only by some, not all, states.

[Feedback for Correct Answer 2] For more guidance on technology’s role in helping students develop content knowledge, teachers should also examine content-area standards—for social studies, that is the National Curriculum Standards for Social Studies.

[Feedback for Answer Choice 3] The International Society for Technology in Education (ISTE), a professional technology organization, has developed standards specifically about the use of technology for students.

While the ISTE standards focus specifically on technology skills, knowledge, and attitudes, they are not specific to disciplines, such as social studies.

[Feedback for Answer Choice 4] The Technological Pedagogical Content Knowledge (TPCK) framework outlines areas of knowledge that teachers use when making decisions about the use of technology in lessons. It will not give specific ideas for use of technology but prepare teachers to create those ideas.

[Q4] The 2016 ISTE Standards for Students outline the knowledge, skills, dispositions, and actions for students should use and develop as learners. Which of the following is not a descriptor of one of the standards?

1. Empowered Learner 2. Digital Citizen 3. Technology User [correct] 4. Computational Thinker [Feedback for Answer Choice 1] This standard outlines how students have agency to decide how and when to achieve progress toward their learning goals and to consider the use of digital technologies for their learning.

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[Feedback for Answer Choice 2] This standard frames how students must develop the knowledge and skills to use digital tools and resources in respectful, legal, and ethical ways.

[Feedback for Correct Answer 3] While the standards assume students will use technology for meaningful learning, this term is not a focal standard in the current 2016 ISTE Standards for Students.

[Feedback for Answer Choice 4] This standard outlines how students engage in computational thinking, which is a process of breaking complex problems into a series of problem-solving steps, often using technological tools such as data and analysis or coding or modeling to support finding solutions.

[Q5] The professional organization International Society for Technology in Education (ISTE) has developed standards specifically about technology in education. The 2016 ISTE Standards for Students are considered a framework to be used in conjunction with other content standards to help guide your strategies for technology integration for students. These standards are described near the end of Chapter 1, but where else are these standards referenced in this text?

1. “Technology Integration Examples” boxed insets [correct] 2. “Technology Integration Workshop” chapter activities 3. “Technology Integration in Action” opening scenarios 4. “Digital Equity and Justice” boxed insets [Feedback for Correct Answer 1] All Technology Integration Examples in this text acknowledge applicable ISTE standards for students. These examples are boxed blue insets within each chapter, and they highlight technology-integrated lessons in the K-12 classroom. They indicate the ISTE Standards for Students and the applicable content standards that align with the example lesson.

[Feedback for Answer Choice 2] The technology Integration Workshop is a set of closing activities to reflect upon and apply what you have learned within each chapter.

[Feedback for Answer Choice 3] The Technology Integration in Action scenarios that open each chapter describe a challenge in the K-12 context that aligns with the chapter content.

[Feedback for Answer Choice 4] The Digital Equity and Justice are boxed blue insets in each chapter that describe important issues related to digital equity and social justice. The digital equity and justice content aligns with the chapter content.

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Chapter 2 Application Exercises Application Exercise 2.1: Alignment with Directed or Social Constructivist Strategies Learning Outcome 2.1 Identify the theorists and beliefs associated with directed and social constructivist learning theories and how these theories contribute to pedagogy and technology integration strategies. (ISTE Standardsfor Educators: 1—Learner; 5—Designer) Learning Outcome 2.2 Contrast directed, social constructivist, or combined technology integration pedagogies. (ISTE Standards for Educators: 1—Learner; 5—Designer) [Q1] Re-read Mr. Ng and Ms. Rodriguez’s lessons in Technology Integration in Action: The Role of Learning Theory at the beginning of the chapter. Reflect on Mr. Ng’s approach to teaching and learning and determine if it reflects a directed or a social constructivist approach. Describe how the respective directed or social constructivist theories underlie the pedagogy described in Mr. Ng’s lesson. Refer to Figures 2.3 and 2.4 in your book or eText for assistance.

[Q1 Model Response] Mr. Ng’s use of a computer-based system seems aligned with a directed approach to instruction. A large portion of Mr. Ng’s students needed individual tutoring and practice—more than seemed practical (or possible) to do with in-person tutoring. Based on prior assessment, he had a good idea of specific mathematical skills that students needed, but not all of them had the same needs. His overall goal was for students to pass the state mathematics test which contained clearly defined content. Mr. Ng suggests that the software assesses the students because he is provided reports about students’ work that he can use to adjust the activity within the computer system or to implement other learning activities in class. The technological system isn’t described in detail, but it seems to have a systematic approach to presenting mathematics content to the students in a variety of ways, including drills, tutorials, simulations, and problemsolving activities, which often involve attention-getting tactics (information processing), negative and positive reinforcement in automated feedback (behaviorism), and systematic presentation of information with assessment (systems approaches). Overall, we’d need to know about the specific components of the computer system to decide if it met all nine events of instruction (cognitive-behaviorist).

[Q2] Re-read Mr. Ng and Ms. Rodriguez’s lessons in Technology Integration in Action: The Role of Learning Theory at the beginning of the chapter. Reflect on Ms. Rodriguez’s approach to teaching and learning and determine if it reflects a directed or a social constructivist approach.

Describe how the respective directed or social constructivist theories underlie the pedagogy in the lesson. Refer to Figures 2.3 and 2.4 in your book or eText for assistance.

[Q2 Model Response] Ms. Rodriguez’s lesson seems most aligned with a social constructivist approach to instruction.

Her students collaborated together in a mathematics project in which they functioned as a simulated family unit, with an ill-structured task of creating and adjusting to a budget that was influenced by everyday successes and challenges within a family in a specific community. They used a myriad of hands-on technological resources, such as spreadsheets, online information, loan calculators and amortization tables, tax forms, and presentation software. More information on Ms. Rodriguez’s inspiration for the lesson might help clarify the theoretical basis for it, but it 11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

seemed that the students had some agency in deciding facets of the project and exploring options for their simulated family (discovery learning), the students interacted with each other on a real-life, though simulated, problem (social activism), and the students may have been more empowered in exploring family context that were resonant to them (critical pedagogy).

Application Exercise 2.2: Directed or Social Constructivist Strategies in Action Learning Outcome 2.2 Contrast directed, social constructivist, or combined technology integration pedagogies. (ISTE Standards for Educators: 1—Learner; 5—Designer) [Q1] Use Pearson eText Video Example 2.3 to answer the following question.

How does Mr. Page’s use of technology exemplify directed, social constructivism, or combined technology integration pedagogies? Consult Figure 2.5 in your book or eText to assist you in responding.

[Q1 Model Response] Mr. Page uses a projector and historical maps to support his directed pedagogy in the form of lecture. The historical maps and his ability to mark up the maps likely assisted his students in learning the content concepts. In this example, Mr. Page uses the technology in his hands, but students do not use any technology in their own hands, but they do view the projected images on the display screen.

[Q2] Use Pearson eText Video Example 2.4 to answer the following question.

How does Mr. Patterson’s use of technology exemplify directed, social constructivism, or combined technology integration pedagogies? Consult Figure 2.5 in your book or eText to assist you in responding.

[Q2 Model Response] Mr. Patterson uses the software Geometer’s Sketchpad to support his social constructivist pedagogy that calls upon his students to investigate the geometric concept of a centroid by modeling it within the Sketchpad software followed by testing with cardboard. Sketchpad is a software that supports interactive and visual representations of mathematical concepts, which helps build mental models within learners’ minds. The entire lesson enacted a problem-solving process.

Application Exercise 2.3: Content and Technology Standards Learning Outcome 2.3 Identify content and technology standards that guide teachers’ design of curriculum and technology integration strategies for student learning and growth. (ISTE Standards for Educators: 1—Learner; 5—Designer; 6—Facilitator) [Q1] Use Pearson eText Video Example 2.6 to answer the following question.

What is the role of content standards in Mr. Lanier’s creative and innovative instruction?

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[Q1 Model Response] Mr. Lanier reads the standards so he and his colleagues know what they, as teachers, need to be meeting and what students need to be proficient in. He uses this knowledge of the standards in designing their lessons, specifically creating real-world, quest experiences for their students.

He also recognizes that he tries to empathetic toward his students, realizing that the lessons they design affect the students in terms of their interest and ultimately their success and proficiency.

[Q2] Some states have adopted or adapted the ISTE Standards for Students to guide teachers’ use of technology in teaching and learning. Review the description of the seven standards within the text section ISTE Standards for Students in your book or eText. Choose one of the seven standards—empowered learner, digital citizen, knowledge constructor, innovative designer, computational thinker, creative communicator, and global collaborator—to focus on for this question.

Briefly describe the standard; provide an example of how technology might be used in a learning context to support the standard; and identify if that use of technology aligns with directed or social constructivist approaches to instruction. Consult Figure 2.5 in your book or eText to assist you, as needed.

[Q2 Model Response] Responses will vary based on the chosen standard and technology example.

As an example, the Empowered Learner standard emphasizes situating students with agency to make decisions about their own learning, including the possibility of using digital technologies.

Teachers could adopt a range of computer-assisted instructional resources (much like Mr. Ng described at the beginning of the chapter) as an option to support a blended learning approach.

Students could be empowered to choose to use the computer-assisted instructional software to practice or refresh their learning on particular concepts (among other learning options). Within the software, it is also possible that the technology might provide some level of agency for the student to choose learning topics to pursue, but many now use artificial intelligence that use continual assessment to streamline learners toward optimal instruction according to their demonstrated needs. This approach provides agency for students and is aligned with a directed instructional approach.

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Chapter 2 Test Items 2.1 Multiple Choice Items 1) What theoretical foundations lead a teacher to choose to use inquiry-based technology integration strategies, in which learners generate their own knowledge through their experiences and teachers serve as facilitators?

A) Behaviorism B) Activism C) Objectivism D) Social constructivism 2) Which theorist believed that, while the ages at which children mature vary somewhat, all children go through four stages of cognitive development that occur after certain neurological changes.

A) Jean Piaget B) B. F. Skinner C) Jerome Bruner D) Robert Gagné 3) Bandura's theory holds that some students who are innately capable sometimes do not learn because they lack this?

A) Enactive learning B) Vicarious learning C) Self-efficacy D) Self-esteem 4) Technology integration strategies that promote skill fluency or automaticity are based on which kind of instructional models?

A) Discovery B) Activist C) Constructivist D) Directed 5) What theory developed by John Dewey was based on the belief that social consciousness was the ultimate aim of all education, and learning was useful only in the context of social experience?

A) Social activism B) Social scaffolding C) Discovery learning D) Situated cognition

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6) When teachers integrate technology into their practices, what they do with technology reflects certain conceptualizations of learners. Recent research shows that most of the current literature frames learning with technology from a deficit perspective. What alternative conceptualization does the text encourage for teachers to pursue in their technology integration design work?

A) Empower students with agency and meaningful connections in learning B) Standardize education so all students are treated equally C) Group students by ability and assign different technology experiences to each group D) Prioritize remediation for knowledge acquisition in response to learning loss 7) When a teacher encourages students to express their learning through multimodal formats, such as through creating memes, digital books, video-based movies, or stop animation, what ISTE standard is the teacher’s lesson aligned with?

A) Innovative Designer B) Creative Communicator C) Computational Thinker D) Global Collaborator 8) Which of the following is the focus of an integration strategy based primarily on directed models?

A) Promote skill fluency or automaticity B) Foster creative problem solving and metacognition C) Foster group cooperation skills D) Generate motivation to learn 9) Which of the following is an example of a technology integration strategy that could help facilitate either directed or social constructivist models?

A) To foster creative problem solving B) To support efficient, self-paced learning C) To remove logistical hurdles to learning D) To remedy identified weak areas 10) When a teacher helps students understand their digital footprint and the potential permanency of their online activity, what ISTE standard is the teacher’s lesson aligned with?

A) Innovative Designer B) Creative Communicator C) Digital Citizen D) Empowered Learning 11) Which one of these learning theorists offered principles that could help inform social constructivist technology integration strategies?

A) B. F. Skinner B) Jean Piaget C) Robert Gagné 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

D) Benjamin Bloom 12) Which of the following is a typical technology integration strategy based on social constructivist learning models?

A) Identifying skill weaknesses and targeting tutorial and drill software to them B) Letting students write papers with word processing rather than by hand C) Showing video-based problems that students solve through small group work D) Giving students a French language tutorial because a teacher is not available 13) Chapter 2 focuses on the topics related to Educational Processes, which are visually represented in the first triangle of the Framework for Integrating Educational Technology.

Attending to these educational processes help teachers identify problems of practice that can serve to guide the lesson designs that involve the use of technology. Of the following concepts, which one is not part of this text’s focus on educational processes (nor represented in the visual triangle representation)?

A) Learning theories B) Pedagogy C) Computer science D) Curriculum 14) Which of these learning theorists helped inform directed technology integration strategies through his development of a systems approach to instructional design?

A) Albert Bandura B) Jean Piaget C) Robert Gagné D) Lev Vygotsky 15) The International Society for Technology in Education, an educational technology professional organization, developed which guidelines for students?

A) ICT Competency Frameworks B) ISTE Standards C) 21st-Century Skill Statements D) Technology Competency Standards 2.2 Short Answer Essay Questions 1) Suppose that there is a student who has failed at learning mathematics skills and is very unmotivated. What strategy would advocates of directed instruction suggest? What would social constructivists recommend?

2) Describe the methods of instruction (pedagogy) in directed and social constructivist models 3) Describe at least one of the seven ISTE Standards for Students 4) Describe the implications of critical pedagogy on teachers’ technology integration efforts.

5) Describe at least one integration strategy and an example technology-supported activity aligned with social constructivism.

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Chapter 2 Test Answer Key ANSWER KEY: Chapter 2 Test (2.1 Multiple-choice Items) 1. Answer: D (see page 38, section titled “Figure 2.4”) 2. Answer: A (see pages 33–34, section titled “Child Development Theory”) 3. Answer: C (see pages 31–32, section titled “Social Cognitive Theory”) 4. Answer: D (see page 40, section titled “Figure 2.5”) 5. Answer: A (see pages 30–31, section titled “Social Activism Theory”) 6. Answer: B (see page 43, section titled “Box 2.1: Digital Equity and Justice”) 7. Answer: B (see page 48, section titled “ISTE Standards for Students”) 8. Answer: A (see page 40, section titled “Integration Strategies to Promote Skill Fluency or Automaticity”) 9. Answer: C (see pages 44–45, section titled “Technology Integration Strategies Useful for Either Model”) 10. Answer: C (see page 47, section titled “ISTE Standards for Students”) 11. Answer: B (see pages 33–34, section titled “Child Development Theory”) 12. Answer: C (see page 35, section titled “Implications of Discovery Learning for Technology Integration”) 13. Answer: C (see page 24, section titled “Figure 2.1 Educational Processes: A Framework for Integrating Educational Technology”) 14. Answer: C (see page 28, section titled “Systems Approaches: Instructional Design Models”) 15. Answer: B (see page 47, section titled “ISTE Standards for Students”) 2.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see pages 38–39, section titled “Technology Integration Pedagogical Strategies Based on Directed and Social Constructivist Theories”): •

•

For directed: o

Try to identify gaps in prerequisite skills and target specific remedial instruction delivered at the student's own pace, such as through a drill-and-practice software

o

Build a set of video-based instructional modeling sessions in which the student can watch the teacher model using mathematical skills

o

Offer students access to online tutorials for self-paced instruction for reviewing mathematical concepts and skills

For social constructivist: o

Engage the student in more visually interesting tasks linked to topics that he can relate to from his own experience

o

Offer visual conceptualizations of abstract mathematical concepts, such as through virtual manipulatives 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

o

Sponsor virtual online discussions where students can build and apply knowledge together after the teacher offers a ‘challenge of the day’

2. Model Response: Answers vary but should include some of the following points (see page 39, section titled “Table 2.1.” Directed and constructivist instructional needs, pedagogy, and assessment’): •

•

For directed: o

Stresses individualized work (tutorial)

o

Have specific skill-based instructional goals and objectives that are the same for all students

o

Transmits a set body of skills and/or knowledge to students

o

Have students learn prerequisite skills required for each new skill

o

Provide sequences of carefully structured presentations and activities to help students understand (process), remember (encode and store), and transfer (retrieve) information and skills

o

Uses teacher-directed methods and materials: lectures, skill worksheets

For social constructivist: o

Stresses group-based, cooperative work

o

Have high-level goals such as problem solving and critical thinking that sometimes differ for each student

o

Have students generate their own knowledge through experiences anchored in reallife situations.

o

Have students learn lower-order skills in the context of higher-order problems that require them.

o

Provides learning through problem-posing activities (e.g., “what if” situations); visual formats and mental models; rich, complex, learning environments; and exploration.

o

Uses materials to promote student-driven exploration and problem solving.

3. Model Response: Answers vary but should include some of the following points (see pages 47–49, section titled “ISTE Standards for Students”): •

Empowered Learner—This standard outlines how students have agency to decide how and when to achieve progress toward their learning goals and to consider the use of digital technologies for their learning.

•

Digital Citizen—This standard frames how students must develop the knowledge and skills to use digital tools and resources in respectful, legal, and ethical ways.

•

Knowledge Constructor—This standard articulates how students use digital resources in their own hands to create and express their developing knowledge about meaningful issues as multimodal artifacts.

•

Innovative Designer—This standard describes how students engage in design thinking processes that compel them to identify problems and propose, test, and rework solutions.

•

Computational Thinker—This standard outlines how students engage in computational thinking, which is a process of breaking complex problems into a series of problem18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

solving steps, often using technological tools such as data and analysis or coding or modeling to support finding solutions.

•

Creative Communicator—This standard frames how students choose appropriate digital media to represent or communicate ideas to specific audiences.

•

Global Collaborator—This standard emphasizes opportunities for students to use digital tools to support local and global teams for collaborative learning and exchange.

4. Model Response: Answers vary but should include some of the following points (see pages 35–36, section titled “Critical Pedagogy”): •

Children should be empowered to learn with digital experiences that are connected to their lives and communities

•

Teachers (and students) can analyze the human and cultural representation(s) within digital resources, including software and digital content

•

Teachers can inquire into the student enrollment patterns within technology-related courses or access to technology-enriched learning experiences to determine if there is equity across racial, economic, gender, language, or special student characteristics and across disciplines.

•

Teachers can be active inquirers in terms of their technology integration efforts, and not just blindly accept technology resources.

5. Model Response: Answers vary but should include some of the following points (see page 41, section titled “Table 2.3 Technology Integration Strategies Based on Social Constructivist Models”): •

Creative problem solving—Simulation to explore how a complex system works

•

Metacognition development—Metatagging online discussion posts

•

Building mental models—Video-based scenario to illustrate a conceptual problem

•

Knowledge transfer—Virtual field trips to authentic contexts

•

Group cooperation skill development—Co-create multimedia representation of learning within Google Slides

•

Culturally responsive knowledge—Use digital content that is inclusive of students’ cultures and ethnicities

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Chapter 3: Learning and Leading for Transformative Technology Integration Chapter 3 Learning Outcome Quizzes Learning Outcome 3.1: Identify how the technology tool, technology expertise, and technology support resources available within school contexts contribute and limit options for classroom technology integration. (ISTE Standards for Educators: 1—Learner; 5—Designer) [Q1] Which of the following hardware configurations is not a good fit for supporting multiple students to simultaneously complete technology-based, independent work?

1. Mobile carts 2. School-supplied one-to-one devices 3. Computer laboratories 4. Central computing hub [correct] [Feedback for Answer Choice 1] Some schools establish mobile carts containing computing devices, typically laptops, tablets, ebook readers, or devices such as clickers, graphing calculators, and data probes. These carts are sometimes called “computers on wheels,” or COWs. [Feedback for Answer Choice 2] Many schools are working to supply all students a computing device, commonly referred to as a one-to-one computing program. When all teachers and learners have computing access all the time, it enables integration strategies that require a device for each student.

[Feedback for Answer Choice 3] Computer laboratories, which are easier to maintain and secure than carts, tend to be arranged in a centralized space often with desktop computers that can be wired or wirelessly connected to the Internet and a teaching station that connects to a digital projector.

[Feedback for Correct Answer 4] A central computing hub is a semimobile or immobile station that contains a central input/output touchscreen hub where a user can control a computer or laptop, document camera, auxiliary input, screen, audio microphone input and output speaker levels, and mounted projector.

Typically, only one person can use this station at a time, so it would not allow a whole class of students to complete simultaneous work on the one computer.

[Q2] Which of the following types of educational technology software and apps includes curricular material built into them?

1. Instructional [correct] 2. Creation 3. Administrative 1 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

4. Software suites [Feedback for Correct Answer 1] Instructional software is designed to teach skills or information through demonstrations, examples, explanations, and problem solving. Examples are tutorials, drill-and-practice programs, simulations, games, and some websites. These programs include sequenced curricular material built into them.

[Feedback for Answer Choice 2] Creation software is designed to help teachers and students plan, develop materials, record and analyze data, communicate, collaborate, and make. These resources do not have curricular material built into them, unless the creator adds it.

[Feedback for Answer Choice 3] Administrative software is for administrators, teachers, students, and parents to support record keeping and information exchange. These resources do not have curricular material built into them.

[Feedback for Answer Choice 4] Word processing, spreadsheet, and presentation software is available as a software suite for all platforms. These are a type of creation software.

[Q3] TPACK refers to a conceptual framework that describes knowledge inside educators’ minds that they access to help make decisions, such as when they design lessons. Of the following knowledge-in-action descriptions, which one best represents a teacher putting TPCK or TPACK into action?

1. A teacher creates a graph, bar graph, and pie chart 2. A science teacher learns to use probeware 3. A teacher situates students in studying web-based, primary source documents to understand civil rights legislation [correct] 4. An elementary teacher finds live webcams of wild animal habitats.

[Feedback for Answer Choice 1] This represents teacher knowledge of software, which is technological knowledge (TK). This is a general knowledge that any person could have.

[Feedback for Answer Choice 2] This represents knowledge or developing knowledge of content-specific technologies, specifically probeware which is a science-specific technology, or technological content knowledge (TCK).

[Feedback for Correct Answer 3] When forming TCK or TPCK, a person starts to consider content and pedagogy to determine why, what, and how to use particular content-based technology tools or representations for instruction and learning. This teacher has chosen web-based primary source materials (a form of TCK) and plans to have the students use them for curricular goals in social studies (a form of PCK), which ultimately comes together to represent TPCK in action.

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[Feedback for Answer Choice 4] This represents knowledge of content-specific technologies, specifically live web-based content for science, which is a science-specific technology, or technological content knowledge (TCK).

[Q4] The 2017 ISTE Standards for Educators (ISTE, 2017), outline the knowledge, skills, dispositions, and actions that educators need to support instruction and student learning with technologies. The seven standards position an educator as an empowered professional and learning catalyst. Which of the following is not a descriptor of one of the standards?

1. Leader 2. Analyst 3. Follower [correct] 4. Designer [Feedback for Answer Choice 1] Learner is a descriptor of the standard which aims for teachers to continually seek to understand research-based perspectives on technology-supported teaching and learning to help guide their own professional learning and design decisions about the use of digital technologies in their classrooms.

[Feedback for Answer Choice 2] Analyst is a descriptor of the standard which aims for teachers to use a range of digital resources to expand formative and summative assessments of students’ learning.

[Feedback for Correct Answer 3] Follower is not a descriptor of any of the standards. The ISTE Standards aim to teachers to be empowered professionals, so teachers need take the initiative in a myriad of ways, not be a follower of others.

[Feedback for Answer Choice 4] Analyst is a descriptor of the standard which aims for teachers to design new technologysupported lessons in alignment with their vision for empowered digital learning in ways that maximize attention to students’ learning needs and that advance equitable learning for all students.

[Q5] Mr. Kropp has just accepted a position as the new ninth-grade biology teacher at Smithville High School. He has created an extensive wiki site that has accumulated various science visualizations that he uses to teach science. He also is quite active on Twitter because he shares new resources as he finds them both on his wiki site and Twitter. At his last school, several parents and students followed his Twitter account. He wonders whether his new school has any concerns with his online activities. What is the best support resource for Mr. Kropp to investigate first?

1. Technology policies [correct] 2. Parents and students 3. Technology integration/media specialist 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

4. Technology professional development [Feedback for Correct Answer 1] Mr. Kropp should investigate the existing policies involving technologies at their school, which could include acceptable use policy (AUP), website and intranet policy, student use of personal digital device policy, social media policy. It is important for teachers to understand the expectations for students’ technology use and that their own technology-related behavior is also governed by school and district policies.

[Feedback for Answer Choice 2] Parents might be interested in volunteering to assist with technology- related projects, or they could have specialized industry knowledge that could be an asset for the school. As a new teacher, she probably does not yet have good connections with the parents.

[Feedback for Answer Choice 3] These support staff typically focus on working individually with teachers to identify ideas and ways to use the available technology hardware and software tools in the classroom for teaching and learning.

[Feedback for Answer Choice 4] Your school or district, regional education centers, state organizations, local universities, and other organizations may offer professional learning opportunities that involve technology integration topics. They may not offer a PD opportunity that best fits this teacher’s professional curiosity.

Learning Outcome 3.2: Illustrate how educators are becoming networked learners and leaders; explain strategies to build a compelling, consistent, and safe professional online identity; and generate a professional rationale for using technology in teaching based on history, emergent trends, learning theories, educational standards, contextual conditions, and recent research. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator) [Q1] Of the following descriptions of teachers, which one best describes a connected educator?

1. A teacher who meets with faculty in her school to learn about a new instructional method 2. A teacher who chooses to learn with others through online communities. [correct] 3. A teacher who mentors preservice teachers during their student teaching 4. A teacher who is the staff representative for the parent-teacher organization [Feedback for Answer Choice 1] Professional learning through online networked connections with other educators is key to a connected educator.

[Feedback for Correct Answer 2] Teachers are sometimes referred to as connected educators because they drive their own professional learning through networked connections with other educators. When teachers take steps to learn and engage with other professionals online, they are enacting the Learner and Leader stances set forth in the ISTE Standards for Educators.

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[Feedback for Answer Choice 3] Professional learning through online networked connections with other educators is key to a connected educator.

[Feedback for Answer Choice 4] Professional learning through online networked connections with other educators is key to a connected educator.

[Q2] What is one overarching guideline that you could use to oversee all your online activities as a professional teacher?

1. Identify only the first names of students when posting their pictures online.

2. Communicate online in the same ways you would with your friends or family.

3. Wait 5 minutes before posting anything when you are angry.

4. Consider everything you post online as being publicly available information. [correct] [Feedback for Answer Choice 1] Personally identifiable information, such as names, birthdays, and addresses, are confidential, and sharing them in any public communication is never permissible, unless parents or guardians have provided official consent for such.

[Feedback for Answer Choice 2] When you take actions online, you are representing yourself as a professional teacher.

[Feedback for Answer Choice 3] We never recommend posting anything online when you are angry.

[Feedback for Correct Answer 4] One overarching guideline that teachers should use to govern their online communication is to consider everything they post online (even if it marked or set as private) as being available to the public. This guideline encourages you to think very hard about what you post or write online.

[Q3] What does a professional rationale for using educational technology provide for a teacher or teacher leader?

1. It influences what educational technology to explore as a possibility for the classroom or to solve important educational problems. [correct] 2. It helps a teacher distinguish between what a technology tool and a technology resource is.

3. It shows teachers how to use technologies in the classroom for learning.

4. It explains the history of educational technology and indicates what new technologies will emerge in the next 5–10 years.

[Feedback for Correct Answer 1] A professional rationale reflects what teachers believe about educational technology, which will influence the specific technologies they explore as possibilities to solve educational challenges 5 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

for the classroom. Cogent rationales help convince others—whether their own students or other teachers, parents, students, superintendents, taxpayers, government agencies, or private foundations—to support technology-based instruction or learning innovations.

[Feedback for Answer Choice 2] A professional rationale reflects what teachers believe about educational technology to support decision-making, being a connected educator, and being a technology leader.

[Feedback for Answer Choice 3] A professional rationale reflects what teachers believe about educational technology to support decision-making, being a connected educator, and being a technology leader.

[Feedback for Answer Choice 4] A professional rationale reflects what teachers believe about educational technology to support decision-making, being a connected educator, and being a technology leader.

[Q4] When a teacher takes the time to reflect and build a professional rationale for educational technology, what broad question is the best to guide their thinking?

1. What technology is available at my school?

2. What is the best technology professional development?

3. Why should the teacher or students use technology? [correct] 4. What technology policies should I follow?

[Feedback for Answer Choice 1] Technological infrastructure is a strong factor in determining how technology can be used, but it is not a broad question to help build a professional rationale for educational technology.

[Feedback for Answer Choice 2] Technological professional development can support teachers’ knowledge development, but it is not a broad question to help build a professional rationale for educational technology.

[Feedback for Correct Answer 3] The correct guiding question is “Why should the teacher or students use technology?” To build your professional rationale, consider the history of educational technology, educational standards, contextual conditions, emergent technologies, learning theories, and educational technology research. Rationales also maintain focus on pedagogy and learning as the ultimate focal areas for any technology integration efforts. Remember, rationales for educational technology can be refined as teachers experience and learn new ideas during their careers.

[Feedback for Answer Choice 4] The technological context is a strong factor in determining how technology can be used, but it is not a broad question to help build a professional rationale for educational technology.

[Q5] Mr. Keenan has been following several educational experts on Twitter and other of his accounts and has begun to participate in some weekly Twitter chats focused on problem-based learning (PBL). The overarching pedagogy of the school where he works is PBL. Based on his 6 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

contributions to Twitter chats, he realized that he has a significant amount of PBL expertise to share with others. He wants to monitor his professional learning network online is helping contribute to his own professional growth and goals. What is the best reflection question for Mr. Keenan get started on this?

1. How many people are following me on Twitter?

2. Which online spaces most enrich my learning? [correct] 3. How many resources have I obtained from my PLN? 4. How many people in my PLN disagree with my views?

[Feedback for Answer Choice 1] Learning within a PLN is not correlated with the number of people who follow you. A better question might be: Which people or perspectives most contribute to or are missing from my PL N? [Feedback for Correct Answer 2] One productive question is: Which spaces best contribute to meaningful engagements, relationships, and community and enrich my learning?

[Feedback for Answer Choice 3] Learning within a PLN is not correlated with the number of resources you see or find. A better question might be: How do the resources I find impact on my students’ learning?

[Feedback for Answer Choice 4] Differing views can lead to learning and perspective changes. A better question might be: Which people or perspectives are missing from my PLN that could really help me grow?

Learning Outcome 3.3: Employ the steps in the Technology Integration Planning (TIP) model to design technology-supported classroom lessons. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Mr. Gargle notices that some of his music students, although creative and talented, lack basic music-reading skills and, consequently, seem to be struggling with some of his music composition assignments. His school has a music lab with computers and MIDI synthesizers.

He decides to use the TIP model as a guide to design a new lesson.

Phase 1: Lead from Enduring Problems of Practice in the TIP model involves: •

Step 1: Identify problems of practice

•

Step 2: Assess technological resources of students, families, teachers, the school, and the community

•

Step 3: Identify technological possibilities and select an integration strategy

Which of the following questions would be helpful to ask when a teacher is involved in Phase 1 of the TIP model?

1. What assessment should Mr. Gargle use in this new lesson?

2. Who are Mr. Gargle’s students as digital technology users, and what are they capable of doing with technology? [correct] 7 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

3. How should Mr. Gargle share the results of his lesson with peer colleagues?

4. What is the relative advantage to Mr. Gargle’s proposed technology lesson idea to use computers and MIDI synthesizers using the RAT assessment model?

[Feedback for Answer Choice 1] During Phase 1, Mr. Gargle would be identifying the problem of practice to focus on and not yet ready to figure out the assessments.

[Feedback for Correct Answer 2] A successful technology-enhanced lesson requires leveraging students’ technological strengths, the teacher’s technology knowledge and skills, and school- and community-based technological resources (i.e., hardware, software, other media, and support) to tackle a meaningful problem or practice identified in Step 1. It is helpful for Mr. Gargle to understand who his students are, as digital technology users.

[Feedback for Answer Choice 3] During Phase 1, Mr. Gargle would not have taught the lesson yet, so he would not have results to share with peer colleagues. However, there is value in sharing his proposed ideas for the lesson with colleagues throughout the TIP process.

[Feedback for Answer Choice 4] During Phase 1, Mr. Gargle would not have yet finalized his lesson and its objectives to engage in assessing the relative advantage of his chosen technology for the lesson.

[Q2] Mr. Gargle notices that some of his music students, although creative and talented, lack basic music-reading skills and, consequently, seem to be struggling with some of his music composition assignments. His school has a music lab with computers and MIDI synthesizers.

He decides to use the TIP model as a guide to design a new lesson.

Phase 2: Design of the Integration Framework in the TIP model involves: •

Step 4: Decide on learning objectives and assessments

•

Step 5: Assess the relative advantage: RATify the planned lesson

•

Step 6: Prepare the instructional environment and teach the lesson

Which of the following questions would be helpful to ask when Mr. Gargle is involved in Phase 2 of the TIP model?

1. What technology resources are available in Mr. Gargle’s school?

2. On what instructional problem should Mr. Gargle focus his MIDI technologies?

3. What is the relative advantage to Mr. Gargle’s proposed technology lesson idea to use computers and MIDI synthesizers using the RAT assessment model? [correct] 4. What technology possibilities could Mr. Gargle use to target his problem of practice?

[Feedback for Answer Choice 1] Typically, technology resources and technology possibilities are identified during Phase 1 to target the identified the problem of practice.

8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

[Feedback for Answer Choice 2] Mr. Gargle should avoid trying to find instructional problems for existing technologies to solve but should always lead planning with instructional problems for which he finds possible technological possibilities.

[Feedback for Correct Answer 3] Phase 2 focuses on determining the specific objectives of the lesson, how Mr. Gargle will assess student gains in learning, the instructional approaches he will use, and the relative advantage of his selected technology integration approach.

[Feedback for Answer Choice 4] Typically, technology resources and technology possibilities are identified during Phase 1 to target the identified the problem of practice.

[Q3] Mr. Gargle notices that some of his music students, although creative and talented, lack basic music-reading skills and, consequently, seem to be struggling with some of his music composition assignments. His school has a music lab with computers and MIDI synthesizers.

He decides to use the TIP model as a guide to design a new lesson.

Phase 3: Evaluate, Revise, and Share in the TIP model involves: •

Step 7: Evaluate lesson results and impact

•

Step 8: Make revisions based on results

•

Step 9: Share lessons, revisions, and outcomes with other peer teachers

Which of the following questions would be helpful to ask when Mr. Gargle is involved in Phase 3 of the TIP model?

1. For what periods of time should Mr. Gargle request access to music lab computers?

2. What aspects of this lesson should Mr. Gargle change because results showed problems, such as students not learning what he had intended? [correct] 3. What technological possibilities might help him tackle his problem of practice?

4. What technology resources does he need to teach the lesson?

[Feedback for Answer Choice 1] Decisions about how Mr. Gargle will teach, such as how many blocks of time in the computer lab he will need a for his lesson, should be determined in Phase 2 when he solidifies his integration plan and ultimately teaches the lesson in practice.

[Feedback for Correct Answer 2] Phase 3 focuses on evaluating what occurred as a result of teaching the lesson, so considering what aspects of the lesson worked or didn’t work would be appropriate.

[Feedback for Answer Choice 3] Reviewing and considering technological possibilities to tackle his problem of practice should be done during Phase 1.

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[Feedback for Answer Choice 4] Decisions about what technological resources are needed in Mr. Gargle’s new lesson should be determined in Phase 2 when he solidifies his integration plan and ultimately teaches the lesson in practice.

[Q4] When engaged in Phase 1 of the TIP model, Mr. Gargle will consider technology possibilities for targeting a problem of practice. He also thinks about the degree to which the technologies under consideration might offer his students multiple ways to access, engage, and demonstrate their mastery of learning outcomes. How would you best describe the equity and justice actions Mr. Gargle is engaged in?

1. Determining the order of all students’ time on the computer 2. Reviewing technology assignment task difficulty 3. Addressing academic diversity by using UDL principles [correct] 4. Providing student access to the same computer [Feedback for Answer Choice 1] Mr. Gargle is focused on considering the multiple ways to access, engage, and demonstrate students’ mastery of learning outcomes through technologies.

[Feedback for Answer Choice 2] Mr. Gargle is focused on considering the multiple ways to access, engage, and demonstrate students’ mastery of learning outcomes through technologies.

[Feedback for Correct Answer 3] Universal design for learning (UDL) proactively addresses academic diversity through strategies that offer students multiple ways to access, engage, and demonstrate their mastery of the learning outcomes. One of the mantras of UDL is that instructional design deliberately created for individuals with disabilities often provides significant benefits to all students. Technology resources often facilitate implementing UDL principles.

[Feedback for Answer Choice 4] Mr. Gargle is focused on considering the multiple ways to access, engage, and demonstrate students’ mastery of learning outcomes through technologies.

[Q5] After Mr. Gargle has identified a technology possibility to use to target his problem of practice, he identifies an integration strategy, learning objectives, and learning assessment approaches.

Once that is set, he needs to consider the benefits of the new technology methods compared to his past instructional approaches. He does this to decide where he can anticipate improved pedagogy or learning. When he does this assessment, he examines the potential for the technology to play role in the instructional methods, student learning processes, and curriculum/content goals. Which supporting Pearson eText artifact/Appendix resource best supports this process?

1. ISTE Survey (Appendix A/Pearson eText Artifact 3.1) 2. Semantic Differential (Appendix E/Pearson eText Artifact 3.5) 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

3. Observation Instrument (Appendix F/Pearson eText Artifact 3.6) 4. The RAT Matrix (Appendix G/Pearson eText Artifact 3.7) [correct] [Feedback for Answer Choice 1] The downloadable ISTE Survey for Educators, as shown in Pearson eText Artifact 3.1 or Appendix A, may help teachers identify areas of lower and higher expertise based on the ISTE Standards for Educators.

[Feedback for Answer Choice 2] A semantic differential, as shown in Pearson eText Artifact 3.5 or Appendix E, requires students to respond to a question by checking a line between each of several sets of bipolar adjectives to indicate their level of feeling about the topic of the question. The teacher sums the item scores on these surveys or semantic differentials to obtain a measure of student perceptions.

[Feedback for Answer Choice 3] Teachers can use observation instruments, such as shown in Pearson eText Artifact 3.6 or Appendix F, to measure frequency of behaviors.

[Feedback for Correct Answer 4] To RATify a technology’s contribution to a lesson, Mr. Gargle can use the RAT matrix as shown in Pearson eText Artifact 3.7 or Appendix G to guide consideration of how an instance of technology use impacts instructional methods, student learning processes, and curriculum goals, each of which can be further articulated by identifying more specific dimensions within each.

11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

Chapter 3 Application Exercises Application Exercise 3.1: Analyzing Technology Resources: Professional Challenges that Call for Continuous Teacher Learning Learning Outcome 3.1 Identify how the technology tool, technology expertise, and technology support resources available within school contexts contribute and limit options for classroom technology integration. (ISTE Standards for Educators: 1—Learner; 5—Designer) [Q1] Review the Technology Integration in Action: Professional Challenges that Call for Continuous Teacher Learning chapter opening scenario at the beginning of Chapter 3 that narrates Mr. Holliday’s past successes and current challenges in integrating technology. Using Figure 3.1 in your book or eText as a guide, describe Mr. Holliday’s technology resources (i.e., tools, expertise, and support).

[Q1 Model Response] Mr. Holliday has used various technological tools in his teaching, though specific examples are not mentioned. He notes some constraints as he can only adopt tools when his school has them. He has developed his own technological expertise through various technological supports, such as (1) his previous teaching preparation program in which his professors modeled technology integration and (2) his school’s professional learning sessions. However, he desires additional technological expertise and is looking to learn more.

[Q2] As part of a job search for a teaching position in a school or district, it is important to get a sense of the school and district’s technology resource context. Using Figure 3.1 and the text section Technology Resources for Teaching and Learning in your book or eText as a guide, generate at least two questions that you could ask to get a better sense of the technology resource context of the school and district in a job interview for a teaching position.

[Q2 Model Response] To construct your two questions, consider the technology tool, expertise, and support resources within a school context that you feel are important to be in place to support your best success as a teacher.

For example, some questions could be: • • • • •

What kinds of technology hardware and software are available in our classrooms for teachers and for students?

How do current teachers configure available devices and software to support pedagogy?

How would you characterize the technological expertise of the current faculty?

Do you use any standards, frameworks, guides, or goals to guide the development of technological expertise among the faculty?

Does your school have a full-time technology integration/media specialist? Describe how their work supports the teachers’ ability to integrate technology in their classes.

Application Exercise 3.2: Understanding Your Own Expertise: Professional Challenges that Call for Continuous Teacher Learning

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Learning Outcome 3.1 Identify how the technology tool, technology expertise, and technology support resources available within school contexts contribute and limit options for classroom technology integration. (ISTE Standards for Educators: 1—Learner; 5—Designer) Learning Outcome 3.2 Illustrate how educators are becoming networked learners and leaders; explain strategies to build a compelling, consistent, and safe professional online identity; and generate a professional rationale for using technology in teaching based on history, emergent trends, learning theories, educational standards, contextual conditions, and recent research. (IS TE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator) [Q1] Review the Technology Expertise section in Chapter 3 that describes standards and frameworks that help teachers monitor their own technological expertise. Complete the Pearson eText Artifact 3.1, the ISTE Standards Survey, to assess your own technological awareness and competencies related to the ISTE Standards for Educators. After completion, tally your checkmarks (as described in the survey instructions) and identify one standard area (e.g., Learner, Leader, Citizen, Collaborator, Designer, Facilitator, or Analyst) to focus on for this exercise where you have both some strengths (checkmarks on the right/agree side of the survey) and some areas for growth (checkmarks on the left/disagree side of the survey).

Re-read the “Assessment” section located just under the survey items for the one standard area you are focusing on. Next, describe your areas of strength and growth. Provide some knowledge or practice-based examples of your strengths and write a few questions (ideas you’d want to explore or concepts you don’t understand) about your areas for growth.

[Q1 Model Response] To construct your response, consider the information provided in the “Assessment” section that will help you identify which statements in the survey show more of your expertise or an area in which you need to learn more. Then provide some examples of your strengths and a few questions related to your need to grow.

If I focused on Standard 1: Learner, and my survey showed strong agreement on the first two statements, but disagreement on the last two statements, I might write the following to explain my results.

In my university classes, I am exposed to and learn about new technologies and their pedagogical purposes. For example, last week we learned about EdPuzzle and the way it could be used to make an interactive presentation that students can access and provide feedback within it. Part of learning about these technologies is for me to consider when and how it would be most effective. For EdPuzzle, I saw how it could help students do independent check-ins or reviews or it could be used to introduce new content and gather students’ initial understandings and questions to help me design the lesson’s focus and pace.

The following questions might help me start developing my knowledge: • •

What local or global networks might be helpful for me as a teacher? How can I find them or get involved in them? Do they cost money?

How can I find the current research about educational technologies? What makes information “research”?

[Q2] We are all lifelong learners, so teachers will have areas for growth, a need to learn more.

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Using the Pearson eText Video Example 3.6 answer the following question: Describe how and with whom the teacher, Chris Gammon, continues to learn about technology and technology integration?

Then, consider the questions you posed in the preceding [Application Exercise 3.2, Q1] question regarding a growth area related to the ISTE Standards. What strategies and sources might you use network with others to support your own professional learning?

[Q2 Model Response] Teacher Chris Gammon describes how he and his colleagues learn and share together through local professional staff development. This happens within and between schools in his district.

He also learns outside of school, such as in the evening at home, when he searches for ideas online and learns with other teachers from across the country in online communities.

Depending on your areas of growth, you may identify networking opportunities for learning, such as: •

Online or in-person professional conferences

•

Online or in-person professional development

•

Social media, such as blogs, microblogs, wikis, podcasts

•

Video-sharing and lesson-sharing sites

•

Teacher websites

•

Higher education (e.g., undergraduate or graduate-level coursework)

Application Exercise 3.3: Planning for Technology Integration: Professional Challenges that Call for Continuous Teacher Learning Learning Outcome 3.2 Illustrate how educators are becoming networked learners and leaders; explain strategies to build a compelling, consistent, and safe professional online identity; and generate a professional rationale for using technology in teaching based on history, emergent trends, learning theories, educational standards, contextual conditions, and recent research. (IS TE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator) Learning Outcome 3.3 Employ the steps in the Technology Integration Planning model to design technology-supported classroom lessons. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the section A Professional Rationale for Educational Technology in your book or eText.

Educators and educational researchers have identified how technology motivates learners, supports students’ learning needs, and prepares students for the future. As an informed technology integrator, you should develop (and refine) your own professional rationale for educational technology. You are working toward a belief system about educational technology that can help you choose technology resources to use and defend those choices with sound reasons. Below are many benefits of technology integration. Choose one or two benefits that you feel could form a large part of the basis of your rationale for using technology. Describe why each reason is important to you as a teacher.

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Benefits of Technology Integration: •

Increases learner attention

•

Supports manual operations during high-level learning

•

Illustrates real-world relevance through authentic examples or data

•

Engages students through production work

•

Connects students with audiences for their writing

•

Engages learners through real-world situations and collaborations

•

Provides support for collaborative learning

•

Helps students visualize unfamiliar or abstract concepts

•

Enables students to study systems in unique ways

•

Gives access to unique information sources and populations

•

Supplies self-paced learning for accelerated students

•

Turns disabilities into capabilities

•

Saves time on production tasks

•

Assesses and individualizes student learning

•

Supports effective skill practice

•

Provides faster access to information sources

•

Saves money on consumable materials

•

Teaches digital literacy

•

Teaches digital citizenship

•

Develops new literacies

[Q1 Model Response] To build your response, consider the subject area discipline(s) you will teach and the developmental or grade-level of your future students. Describe what your chosen two benefits mean to your future work as a teacher and supporter of student learning.

For example, I believe in using technology to illustrate real-world relevance through authentic examples or data. Students may lose interest in learning if they are asked to do work that seems like busywork and is not connected to broader local or global issues. Therefore, in scientific investigations, I would try to use technologies that allow students to collect data about issues in their own community environment or to access downloadable data that is related to students’ interests.

[Q2] Review the section Planning for Educational Technology Integration in Context in your book or eText. This section introduces the Technology Integration Planning (TIP) model, as shown in Figure 3.4 in your book or eText, and provides detailed guidance and examples of a teacher, Ms. Mian, using this model to help plan out her technology-integrated lesson (See Technology Integration Example 3.3). Our intent is not for you to memorize the exact wording of the model, but instead, our goal is for you to develop a systematic and attentive method of inquiry 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

regarding adopting technologies for teaching and learning. Toward that goal, write your interpretation of the TIP method, in your own words, to serve as the beginning of your commitment to careful technology integration planning.

[Q2 Model Response] To construct your response, review the nine steps in the TIP model (see Figure 3.5 in your book or eText) and consider the important aspects of this process for you. How you might you best remember and enact this process in the future. Summarize it in your own words.

As an example, one might write: Most important, I must start with an instructional or learning problem that is not already being solved. If I want to consider technologies, I should think about my community and what assets they offer—what technologies they already know that I might be able to build upon; what knowledge I have or what I would need to learn; and what resources are available in my school.

From that point, I might identify an array of possibilities that might tackle the problem. I also need to ensure my problem and my technology idea can be arranged into a lesson that aligns with curricular standards from the content discipline, and that I have content goals and assessments to match it. I want to strive toward transformative uses of technology, so I should consider if my idea positions technology as advantage over a non-technological or already existing solution to this instructional or learning problem. Once I feel it’s a “go,” I need to plan out exactly what I need to teach the lesson so I am prepared. While teaching the lesson, I should pay attention to how it goes, possibly jotting notes or collecting feedback from the students, and then spend time evaluating how the lesson went and if the technology had a supportive and advantageous role in it. I should revise it if needed (most likely it will) and share with anyone I want.

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Chapter 3 Test Items 3.1 Multiple Choice Items 1) What file format permits creating, viewing, and sending documents so they maintain the originally created layout and are readable in free software available to anyone?

A) Portable document format (PDF) B) Microsoft word format (DOCX) C) Open source software (OSS) D) Hypertext markup language (HTML) 2) What is the best term to describe teachers who are involved in their own learning and who give input into topics, forms, and activities of learning?

A) Professional development B) Professional learning C) Professional advancement D) Professional agency 3) How do connected learning communities advance creativity among educators?

A) They offer courses on creative solutions to educational problems.

B) Teachers can connect socially with other people across the globe.

C) They offer extrinsic rewards such as additional income.

D) They offer creative group projects for student enrollment.

4) Why is connected learning important to the field of education?

A) Teachers often must support their own learning and growth.

B) Learning must be connected to subject areas.

C) Teachers need to use technologies in classrooms.

D) The federal government mandated its use.

5) Of the following networked professional learning communities, which one is built upon a special interest group?

A) Professional learning network (PLN) B) Communities of practice (COP) C) Professional learning community (PLC) D) Edcamp 6) Of the following networked professional learning communities, which one do teachers design for themselves?

A) Communities of practice (COP) B) Professional learning network (PLN) C) Professional learning community (PLC) D) Edcamp 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

7) Which of the following technology resources assists with networked learning activities?

A) Microblogs B) Spreadsheet C) Instructional software D) Gradebook 8) What benefit have preservice teachers who used Twitter reported?

A) Resource sharing with educators B) Participating in book clubs C) Communicating with parents D) Following their students 9) What is the term used to describe the information that exists online about an individual based on their day-to-day online activity?

A) Digital breadcrumbs B) Digital identity C) Digital footprint D) Digital persona 10) As a connected educator, when is it possible to post pictures and names of your students in your social media activity?

A) Anytime it supports an educational purpose B) When a parent says it is OK C) When the school's data privacy policy says it is OK D) Never, because a name is confidential information 11) Of the following activities, which one does not require a teacher to use their professional rationale for educational technology?

A) To convince other people why to support technology-supported instruction B) To RATify a technology-supported lesson C) To review and understand school-related acceptable use policy D) To create or pursue technology-related projects in education 12) Which of the following knowledge domains are involved in the TPACK model?

A) Conceptual knowledge B) Theoretical knowledge C) Pedagogical knowledge D) Asset-based knowledge 13) What kind of storage uses an online service that connects users with a distant computer server where users can store files?

A) Flash drive B) Cloud computing 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

C) Hard drive D) Digital video disc (DVD) 14) What two kinds of instruments can teachers design or select during Phase 2 of the TIP model to assess changes in student attitudes resulting from a technology-enhanced lesson?

A) Likert scales and rubrics B) Likert scales and semantic differentials C) Rubrics and semantic differentials D) Rubrics and observation checklists 15) What is the last step of the TIP model for planning technology-supported lessons?

A) Determine relative advantage B) Identify technology possibilities C) Share the lesson with others D) Assess POPs 3.2 Short Answer Essay Questions 1) Explain what the R, A, and T categories in the RAT matrix mean.

2) Identify and describe a specific problem of practice (POP) and a technology possibility you think might be able to contribute to solving the POP. 3) Explain why it is important for teachers to seek out and understand school policies that relate to online activity.

4) Describe some of the reasons why a teacher might build a professional online identity or teacher brand.

5) Identify at least two of the five general digital technologies that Fishman and Dede (2016) believe are particularly apt to transform teaching and learning environments in the future.

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Chapter 3 Test Answer Key ANSWER KEY: Chapter 3 Test (3.1 Multiple-choice Items) 1. Answer: A (see page 56, section titled “Software Applications in Schools”) 2. Answer: B (see page 65, section titled “Networked Professional Learning Communities for Educators”) 3. Answer: B (see page 66, section titled “Networked Professional Learning Communities for Educators”) 4. Answer: A (see pages 64–65, section titled “Networked Professional Learning Communities for Educators”) 5. Answer: B (see pages 65–66, section titled “Networked Professional Learning Communities for Educators”) 6. Answer: B (see pages 65–66, section titled “Networked Professional Learning Communities for Educators”) 7. Answer: D (see pages 66–67, section titled “Technology Resources and Strategies for Networked Learning”) 8. Answer: A (see page 67, section titled “Creating Social Connections for Collaboration”) 9. Answer: C (see page 69, section titled “Building a Professional Online Identity”) 10. Answer: D (see page 70, section titled “School Policies for Online Activity”) 11. Answer: C (see pages 72–75, section titled “Professional Rationale for Educational Technology”) 12. Answer: C (see pages 62–64, section titled “The Technological Pedagogical and Content Knowledge Framework”) 13. Answer: B (see page 54, section titled “Hardware Setup for Classrooms”) 14. Answer: B (see page 84, section titled “Phase 2: Design and Teach the Technology Integration Lesson”) 15. Answer: C (see pages 77–78, section titled “A Technology Integration Planning Model”) 3.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see pages 83–84, section titled “Step 5: Assess the Relative Advantage: RATify the Planned Lesson”): •

Replacement (R) situates technology as a different means to the same educational goal.

Technology used as replacement replicates and does not change established instructional practices, student learning processes, or content goals. The technology serves merely as a different, technological means to the same instructional end. The technology is a proxy, stand-in, or surrogate.

•

Amplification (A) situates technology as a way to increase efficiency and intensify productivity in relation to the same educational goals and processes. Technology used as amplification increases efficiency or intensifies productivity in current instructional practices, student learning, or content goals 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

•

Transformation (T) situates technology as a restructuring or reorganization of educational processes that enable change heretofore impossible. Technology used for transformation shifts, restructures, or reorganizes instructional methods, the students’ learning processes, and/or the actual subject matter in ways unavailable without the inclusion of the technology

2. Model Response: Answers vary but should include some of the following points (see pages 78–79 and 86, section titled “Step 1: Identify Problems of Practice (POPs)”) and “Table 3.6”: •

Meaningful POPs may focus on o

disciplinary-specific knowledge, skills or dispositions;

o

the nature or frequency of learning activities for real-world relevancy and deep learning;

o

the role of students in learning; and

o

observable indicators of a problem.

•

POPs can be related to an instructional or learning challenge.

•

Technology possibilities will vary based on the identified POP.

•

Examples include: o

Problem: science concepts are unfamiliar; Technology Possibility: simulation

o

Problem: math concepts are abstract; Technology Possibility: Geogebra

o

Problem: relevance of concept; Technology Possibility: community-based interviewing

o

Problem: low motivation to write research report; Technology Possibility: multimodal expressions

3. Model Response: Answers vary but should include some of the following points (see pages 69–71, section titled “Building a Professional Online Identity”): •

Teachers need to understand the school or district's rules about acceptable uses of technology, websites, and social media.

•

These policies can help teachers understand rules about data privacy, copyright of information, information security, netiquette, and employee-student online relationships.

•

Teachers can model good digital citizenship for students when they understand the district and school expectations.

•

Teachers can act in equitable and just ways with students, parents, and others

4. Model Response: Answers vary but should include some of the following points (see pages 71–72, section titled “Professional Online Teacher Identity”): •

To take control over managing or shaping his/her online image

•

To build focus on their expertise

•

To publicize their good work

•

To contribute to larger collaborative professional conversations

•

To make teaching more visible 21 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

•

To engage with others

5. Model Response: Answers vary but should include some of the following points (see pages 73–74, section titled “A Technology-Use Rationale Based on Transformation”): •

Collaboration tools

•

Online and blended learning

•

Making and creating

•

Immersive environments

•

Games and simulations

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Chapter 4: The Web and Web-Based Content Resources Chapter 4 Learning Outcome Quizzes Learning Outcome 4.1: Develop navigation and information literacy practices that allow teachers and students to conduct targeted online search strategies and information analysis. (IS TE Standards for Educators: 3—Citizen; 5—Designer; 6—Facilitator) [Q1] A social studies teacher has a list of websites that she uses every year to show students information about the Civil War. Of the following methods of accessing websites, which is the most efficient?

1. Uniform resource locator 2. Browser history 3. Forward/back buttons 4. Bookmarks/favorites [correct] [Feedback for Answer Choice 1] The places you “visit” on the web (i.e., each website) have unique addresses called uniform resource locators (URLs). To go back to a site at a later time, you need to remember the URL. [Feedback for Answer Choice 2] Every browser keeps a list of sites the user has visited under the “History” menu. The History menu will show you all sites visited chronologically since the last time (if ever) you cleared the history. It would be very difficult to find the sites again from the history—especially after a year’s time.

[Feedback for Answer Choice 3] Forward and Back buttons are available on browser menu bars. This has been the most common way to navigate backward and forward to a previously viewed page. Yet, after the teacher quits the browser or shuts down her computer, it will be difficult to retrieve the sites— especially after a year’s time.

[Feedback for Correct Answer 4] Of these options, the most efficient approach is to bookmark/favorite the websites in the teacher’s web browser. She can organize them into a category or folder called Civil War. [Q2] A teacher’s colleague gives him the following URL, http://www.noaa.gov, but the teacher gets the message “Hmm. We’re having trouble finding that site.” after typing the URL in his Chrome browser. What should the teacher do?

1. Check your network connection 2. Correct the URL syntax [correct] 3. Wait and try again later 4. Request a firewall adjustment 1 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

[Feedback for Answer Choice 1] The teacher could check their network, but since they received error feedback on the browser, their network seems to be working.

[Feedback for Correct Answer 2] The teacher can examine the URL carefully. He will notice that the URL uses a zero instead of the letter “o” in NOAA. He correctly types in the URL, http://www.noaa.gov, and he’s taken to the National Oceanic and Atmospheric Administration (NOAA) website.

[Feedback for Answer Choice 3] The teacher could try again later, but they would receive the same error.

[Feedback for Answer Choice 4] The URL could be blocked by the school’s firewall, but the teacher should take a closer look at the URL before asking for adjustments to the web monitoring.

[Q3] Students are learning new Spanish language vocabulary. The teacher sends them to a zoom link to connect to native speakers with whom they will have a short conversation in which the target vocabulary is used. When students click the link, the browser pops up with a box indicating they need to download something. What problem is likely happening?

1. The website connectivity is low.

2. The URL syntax of the website is incorrect.

3. A firewall is preventing the zoom from playing.

4. The zoom uses a client app that requires being installed or updated. [correct] [Feedback for Answer Choice 1] Because the website loaded into the browser and provided some response, the website connectivity is working.

[Feedback for Answer Choice 2] Because the website loaded into the browser and provided some response, the URL is correct.

[Feedback for Answer Choice 3] Because the website loaded into the browser and provided some response, a firewall is not blocking it.

[Feedback for Correct Answer 4] Because the website loaded into the browser, but provided some further informational response, the likely problem is that the browser’s zoom client is not installed or outdated. The website might tell the user this and provide a link to a site where a new client can be downloaded. In a school environment, teachers and students might not be able to download software, so the teacher will have to contact the IT support to have the client updated.

[Q4] Your students need to find digital images that can be used in their projects without violating copyright. What is the best search approach to find usable images?

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1. Keyword search 2. Advanced search [correct] 3. Click restraint 4. Online database [Feedback for Answer Choice 1] Keyword searches can increase the applicability of the search results; however, it will cast a very wide net.

[Feedback for Correct Answer 2] Teachers and students can use search engines’ Advanced Search to identify images related to a set of search criteria including those with usage rights as “Creative Commons licenses.”

[Feedback for Answer Choice 3] After students receive research results, teachers should encourage click restraint whereby students do not click haphazardly or even sequentially on the results but use judgment skills in examining the URLs and any abbreviated content in the linked result to choose the best content to pursue.

[Feedback for Answer Choice 4] There could be an online database of images available, but students would (a) need to know of such databases, (b) need to ensure the images were copyright-free, and (c) ensure the images had no cost.

[Q5] A social studies teacher finds that when his students have a research paper assignment, they tend to use Google and Wikipedia and other nonacademic sources; he wants to teach them to use a more scholarly and reliable sources for their research work. Which resource would be best suited for such a task?

1. MAS Ultra-School Edition [correct] 2. Rand McNally 3. World Book: Advanced 4. Merriam-Webster [Feedback for Correct Answer 1] MAS Ultra-School Edition is an online database that aggregates information from a range of resources, including magazines, newspapers, encyclopedia entries, biographies, and sometimes images and video. When taught effective search techniques, students tend to find more manageable and applicable information through a database.

[Feedback for Answer Choice 2] Rand McNally is an atlases and mapping resource, which helps students learn about and use local, national, world, and extraterrestrial geography.

[Feedback for Answer Choice 3] World Book: Advanced is an online encyclopedia with content similar to Wikipedia.

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[Feedback for Answer Choice 4] Merriam-Webster is an online dictionary, providing pronunciations, definitions, example uses, synonyms, and antonyms for each word entry.

Learning Outcome 4.2: Explain how learning digital citizenship skills helps teachers and students address each of the safety, security, and privacy challenges they are likely to encounter in an online environment. (ISTE Standards for Educators: 3—Citizen; 6—Facilitator) [Q1] Mr. Simons, a physics teacher, notices that a website he uses for instruction has numerous advertisements that appear on the page as students work through the science activities that he prepared. What safety or security issue does this represent?

1. Online predators 2. Social engineering 3. Cyberbullying 4. Online marketing [correct] [Feedback for Answer Choice 1] Young people may not realize that other people they meet in online environments may not represent themselves accurately, such as a 12-year-old named “Mary” could actually be a 50year-old man.

[Feedback for Answer Choice 2] Social engineering attacks are emails, texts, or calls that claim to be from a legitimate organization, business, or government agency that ask for personal information that is actually used for information theft or urge you to open an email attachment that is actually malware.

[Feedback for Answer Choice 3] The practice of using technology to harass, threaten, embarrass, or target another person has become a serious problem, with 20–40% of adolescents having been perpetrators or victims.

[Feedback for Correct Answer 4] Of these safety and security issues, Mr. Simons has noticed that this website sponsors online marketing to students. Even if the advertisements are related to science, he might decide that it is inappropriate for students to be targets for sales marketing and stop using this website.

[Q2] Ms. Bahramipour went to a local EdTech meetup and discovered a new educational app that she wants to use in her class. What’s the optimal next step for her to use the app?

1. Download, install, and have her students start using it 2. Check the legitimacy of the app with the school’s technology specialist [correct] 3. Send a note home to parents telling them that she will be using the app 4. Test the app out on a few of her students

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[Feedback for Answer Choice 1] Malware can attach themselves to files and programs and be received along with the item being downloaded. Download files and programs only from reputable websites.

[Feedback for Correct Answer 2] Optimally, the teacher should check with the school’s technology specialist (who may also check with the district IT director) to see whether the app safeguards students’ private information in ways that accord with federal legislation and the agreements the school district has communicated with parents regarding websites and apps that hold data on the Internet.

[Feedback for Answer Choice 3] Teachers do not need to check their professional instructional decisions with parents.

[Feedback for Answer Choice 4] It might be inequitable to use a new app with only a few students, unless their needs were different than others.

[Q3] Users’ activities on the web, such as social networking posts, can leave a permanent trail of data that, if deemed socially undesirable by viewers, can negatively impact a person’s future opportunities such as college acceptance, employment, or even friendships. What is this trail called?

1. Digital cookies 2. Phishing 3. Firewall 4. Digital footprint [correct] [Feedback for Answer Choice 1] Another privacy issue surrounds the use of cookies, or small data files that track a user’s web browsing. The purpose of cookies is to provide the server with information that can help personalize web activity to the visitor’s needs.

[Feedback for Answer Choice 2] Phishing or social engineering attacks, which are emails, texts, or calls that claim to be from a legitimate organization, business, or government agency that ask for personal information that is actually used for information theft or urge you to open an email attachment that is actually malware.

[Feedback for Answer Choice 3] Firewall software protects a computer from attempts by others to gain unauthorized access to it and prevents access to certain sites.

[Feedback for Correct Answer 4] The trail of data left by web users is called one’s digital footprint. Delzer (@TopDogTeaching) recommends reminding students that “I am building my digital footprint everyday.”

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[Q4] Ms. Taylor built a closed social network to support her class learning activities. She has many students who seem disconnected from the school culture. She felt that a classroom social network might give students a better feeling of connectedness with each other and, consequently, could positively affect class climate. Unfortunately, she started getting reports of some students being cruel or unkind toward each other within the social network. What safety issue is Ms. Taylor contending with?

1. Phishing 2. Data mining 3. Cyberbullying [correct] 4. Online predators [Feedback for Answer Choice 1] Phishing attacks are emails, texts, or calls that claim to be from a legitimate organization, business, or government agency that ask for personal information that is actually used for information theft or urge you to open an email attachment that is actually malware.

[Feedback for Answer Choice 2] Websites may collect data about users, known as data mining, that are used for marketing.

[Feedback for Correct Answer 3] The practice of using technology to harass, threaten, embarrass, or target another person has become a serious problem, with 20–40% of adolescents having been perpetrators or victims.

Ms. Thompson is facing a cyberbullying situation.

[Feedback for Answer Choice 4] Young people may not realize that other people they meet in online environments may not represent themselves accurately, such as a 12-year-old named “Mary” could actually be a 50year-old man.

[Q5] You arrive to school on Monday morning and quickly check your school email. Among the several emails from parents and colleagues, you see one from the school IT Services. The email indicates that your school email was hacked and you should immediately change your password. If you do not change it, your email and Internet access will stop working. You have a lot of lessons planned for today that involve you showing digital representations that rely on your access to the network. What action do you take on that morning?

1. Click on the link and quickly change your password 2. Forward the email to your IT specialist and ask if this is a real issue [correct] 3. Save the email so you can change your password after school when you have more time 4. Delete the email because you never change your passwords—too much to remember [Feedback for Answer Choice 1] Have you verified that the email is legitimate?

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[Feedback for Correct Answer 2] This is the best course of action. The email may be a phishing attempt to get you to submit your real password on a nefarious website that will monitor and keep your password and use it for hacking purposes.

[Feedback for Answer Choice 3] It is fine if you take more time to consider an email asking you to do something; but have you verified that the email is legitimate?

[Feedback for Answer Choice 4] Deleting the email is a good action when you know it is not from a trusted source. You should consider changing passwords occasionally so if they are compromised, you have a new, secure password.

Learning Outcome 4.3: Describe the benefits and challenges of locating and using archived, immersive, or live web content and open educational resources (OER) in educational contexts.

(ISTE Standards for Educators: 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator) [Q1] Ms. Krug searches for and finds historical photographs of women inventors from the Library of Congress to use for an activity for International Women’s Day. Which of the following types of web content did Ms. Krug access?

1. Interactive content 2. Archived content [correct] 3. Immersive content 4. Live content [Feedback for Answer Choice 1] Web content can also have interactive or immersive qualities that typically involve the user in some actions, such as making choices, moving, or involving multiple senses. Simulations; virtual field trips; and virtual, augmented, and mixed reality environments have these interactive and immersive characteristics.

[Feedback for Correct Answer 2] Ms. Krug accessed archived content, which remains fairly static and often resides in online archives from governmental agencies or on organization websites. The Library of Congress is the largest library in the world, so the teacher was thoughtful in checking for historical photos there.

[Feedback for Answer Choice 3] Web content can also have interactive or immersive qualities that typically involve the user in some actions, such as making choices, moving, or involving multiple senses. Simulations; virtual field trips; and virtual, augmented, and mixed reality environments have these interactive and immersive characteristics.

[Feedback for Answer Choice 4] Another source for online educational content is live-sourced experiences. Videoconferencing, webinars, livestreaming, and citizen science all leverage live content for learning.

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[Q2] Mr. Hooker decides to join a citizen science project that has scientists and explorers going on a 7-week expedition to understand the effects of global warming on sea life. They will be collecting data from a ship in the Pacific Ocean near Alaska and sharing the data in an online environment that hosts learning activities about science, mathematics, social studies, and English language arts for his students. Mr. Hooker’s, as well as other schools that are located near seas or oceans, are collecting some data for the project as well. Which of the following types of web content does this learning project use?

1. Live content [correct] 2. Interactive content 3. Archived content 4. Immersive content [Feedback for Correct Answer 1] This citizen science learning project uses live content, such as data the scientists and other classrooms collect about sea creatures, ocean temperatures, and presence and absence of ice, to situate daily interdisciplinary learning activities for students who are exploring along with the expedition.

[Feedback for Answer Choice 2] Web content can also have interactive or immersive qualities that typically involve the user in some actions, such as making choices, moving, or involving multiple senses. Simulations; virtual field trips; and virtual, augmented, and mixed reality environments have these interactive and immersive characteristics.

[Feedback for Answer Choice 3] Archived content, which remains fairly static and often resides in online archives from governmental agencies or on organization websites. The Library of Congress is the largest library in the world, so the teacher was thoughtful in checking for historical photos there.

[Feedback for Answer Choice 4] Web content can also have interactive or immersive qualities that typically involve the user in some actions, such as making choices, moving, or involving multiple senses. Simulations; virtual field trips; and virtual, augmented, and mixed reality environments have these interactive and immersive characteristics.

[Q3] Open educational resources (OER) often are licensed using Creative Commons (CC) licenses that allow OER content to be used in accordance with the 5R permissions. Which of the following activities are not permitted activities based on the 5R permissions?

1. Revising (modifying a resource) 2. Removing (deleting a resource) [correct] 3. Remixing (combining multiple resources) 4. Redistributing (sharing with others)

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[Feedback for Answer Choice 1] The 5Rs allow for revising (modifying a resource).

[Feedback for Correct Answer 2] The CC license does not allow removing or deleting the original resource. The 5Rs allow for retaining (keeping a copy), reusing (using in multiple ways), revising (modifying a resource), remixing (combining multiple resources), and redistributing (sharing again with others) the material.

[Feedback for Answer Choice 3] The 5Rs allow for remixing (combining multiple resources).

[Feedback for Answer Choice 4] The 5Rs allow for redistributing (sharing again with others) the material.

[Q4] A teacher searched for resources to use in her lessons. Which of the following resource qualifies as an OER? 1. A copyrighted photograph taken in 2010 from the Library of Congress 2. A section of a digital textbook published by Pearson Publishing 3. A photograph from Wikimedia Commons with a Creative Commons license [correct] 4. A music track she purchased through iTunes [Feedback for Answer Choice 1] A photograph that is copyrighted is not considered an open educational resource (OER).

[Feedback for Answer Choice 2] Any section of a book is copyrighted unless it is in the public domain. For example, in 2022, only books published before 1926 are in the public domain, so any digital book would not be considered an open educational resource (OER).

[Feedback for Correct Answer 3] The photograph that the teacher found in Wikimedia Commons is free to use as long as it was licensed with CC. The teacher checked to ensure that she could retain, reuse, revise, remix, and redistribute the material with attribution to the original source. The teacher looked near the bottom of the image for the CC license type and the creator’s name/identity. The website even provided specific information on how to attribute the source in any redistributions of the photograph.

[Feedback for Answer Choice 4] Any music track is copyrighted unless it is in the public domain. For example, in 2022, only music published before 1923 are in the public domain, so any contemporary digital music track would not be considered an open educational resource (OER).

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[Q5] As teachers begin to use OER in their lessons, they have identified a range of benefits for teaching and learning. Which of the following potential benefits of OER has not yet materialized?

1. Having simple and easy access to high-quality content for their subject areas [correct] 2. Having the ability to modify OER content, such as modifying the reading level of texts, to meet students’ needs 3. Being able to use free, high-quality content resources that are better than aging textbooks 4. Having satisfaction in sharing OER-based lessons with other teacher professionals [Feedback for Correct Answer 1] Teachers report that it is very difficult to search for high-quality, current, OER that will support their subject areas and match their local cultural contexts while meeting curriculum standards and receiving approval from their administrators.

[Feedback for Answer Choice 2] By adapting, remixing, or revising OER, teachers can supplement or remove content, simplify difficult reading, translate content into other languages, and make content more culturally responsive to students in their geographic areas.

[Feedback for Answer Choice 3] OER typically does not require accounts or paid subscriptions to use resources. Some subject areas, such as science, technology, and social studies, change so much that teachers believe that print textbooks are not up-to-date.

[Feedback for Answer Choice 4] Teachers express delight in working with colleagues, such as in a professional learning community, to develop OER-based lessons and to immediately share their work back out to the profession to be used by other teachers.

Learning Outcome 4.4: Apply evaluation criteria to determine the ease or difficulty of integrating web content in instruction. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5—Designer) [Q1] A teacher decides to use the evaluation framework for web content to help decide whether and how to use a live-streamed webinar in which a local author will read from her young adult novel and answer questions about the book. The webinar is hosted by a local bookstore. On the bookstore website, the teacher finds information about the author, the time of the webinar, and information about the software needed but no information about how the webinar might be used for classroom teaching. What affordance in the evaluation framework would be characterized as having low or no availability?

1. Boundaries 2. Pedagogical context [correct] 3. Authority 4. Stability 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

[Feedback for Answer Choice 1] Boundaries are the intellectual and physical boundaries or scope of web content. Print textbooks provide maximal intellectual and physical boundaries. On the web, students physically access web content on digital devices, in web browsers, and in apps, and different access could show web content differently.

[Feedback for Correct Answer 2] This web content, the webinar being hosted by the local bookstore, has no pedagogical context.

To use this webinar effectively for learning, the teacher would need to design instructional framing for its use.

[Feedback for Answer Choice 3] Authority is the relevance and accuracy of the web content. Unlike textbooks that are developed and authorized for classroom use, content on the web typically is not. Teachers and students must take critical stances on establishing relevancy and accuracy of web content. The teacher has decided this webinar to have high relevancy for her students.

[Feedback for Answer Choice 4] Stability relates to whether the web content will change or disappear within the timeframe for use. The local bookstore provided technical information, so the teacher may feel there’s higher stability of the online content.

[Q2] When considering a type of web content, a teacher determines that all the affordances (boundaries, authority, stability, pedagogical context, and disciplinary context) are maximally available. Thus, the boundaries are strong, the authority of the content is high, the stability of the content is high, the pedagogical context is provided, and the disciplinary context is provided as well. Of the following scenarios involving the use of this web content, which scenario would be most likely to occur when all the affordances are maximally available?

1. Teachers would need to do a good deal of pedagogical design work to make sure that what students did with the web content was instructionally sound.

2. Students would follow predetermined steps in the web content and engage in no critical thinking. [correct] 3. Students would be overwhelmed with all the web-based information they are trying to work through.

4. Teachers would need to provide additional content information that is created by experts.

[Feedback for Answer Choice 1] Since the pedagogical context is maximally available, the web content would have built-in framing for how the web content supports teacher and learning.

[Feedback for Correct Answer 2] When the affordances of web content or resources are maximally available, students tend to be set within highly programmed instructional sequences focused on specific subject matter content. Because the experience is maximally bounded and framed, students would have only to follow the predesigned instructional steps built into the web content.

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[Feedback for Answer Choice 3] Students can become overwhelmed with web work when boundaries are low or not available, especially when students are accessing the web on different devices, with different browsers, and with different search criteria.

[Feedback for Answer Choice 4] When the disciplinary context is high, carefully sequenced curricular content is maximally available.

[Q3] A teacher signs up to use EcoMUVE, a virtual world that allows students to enter an imaginary world and solve ecological challenges in a pond ecosystem. What integration strategy for web content is this teacher implementing?

1. Immersive exploration, collaboration, and problem solving [correct] 2. Multicultural, global awareness 3. Visual learning with problems, models, and solutions 4. Support for student research and information literacy skill development [Feedback for Correct Answer 1] This teacher is seeking to use a strategy for immersive exploration, collaboration, and problem solving. The EcoMUVE is a multi-user virtual environment where the students can assume an avatar and work together to explore the ecosystem and collaborate to solve the ecological problems they face.

[Feedback for Answer Choice 2] Much web content can broaden students’ perspectives on their own culture and that of others in addition to providing insights into how their culture relates to others in the world.

[Feedback for Answer Choice 3] The real-world data, images, animations, and videos available online can help students better understand complex problems and visualize possible solutions.

[Feedback for Answer Choice 4] Students frequently use web content to gain insights into topics they are studying and to locate information from online sources for research papers and presentations.

[Q4] A German language teacher wants students to plan a trip in Germany by using actual information on how long it takes to get from place to place. She plans to students use online mapping resource, such as Google Maps, to engage in the task? By choosing this particular web content and resource, what affordance of web resources is the lowest?

1. Boundaries 2. Authority 3. Stability 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

4. Disciplinary context [correct] [Feedback for Answer Choice 1] Boundaries are the intellectual and physical boundaries or scope of web content. Print textbooks provide maximal intellectual and physical boundaries. On the web, students physically access web content on digital devices, in web browsers, and in apps, and different access could show web content differently. By choosing only one online mapping resource, such as Google Maps, the web content has higher boundaries in place.

[Feedback for Answer Choice 2] Authority is the relevance and accuracy of the web content. Unlike textbooks that are developed and authorized for classroom use, content on the web typically is not. Teachers and students must take critical stances on establishing relevancy and accuracy of web content. The teacher has chosen a reputable mapping site, Google Maps, which has high authority.

[Feedback for Answer Choice 3] Stability relates to whether the web content will change or disappear within the timeframe for use. Google Maps is very stable, as it rarely, if ever, goes down.

[Feedback for Correct Answer 4] The online content, Google Maps, has low disciplinary context. Disciplinary context is the existence of carefully sequenced subject-area curricular content that is age and developmentally appropriate. The content within it is geographic information but not organized in a way that is subject-related for the discipline of social studies or others. For this reason, the teacher must bring the disciplinary context to the use of web content resources through her lesson design.

[Q5] Mr. Thomas is planning to have his social studies class go on a virtual field trip to see Aztec and Mayan Ruins using Google Arts & Culture. He is aiming for his students to visit locations which are not accessible to them in Massachusetts, and to experience cultural artifacts that vary from those available in the northeastern United States. With Mr. Thomas’ goals in mind, what integration strategy for web content is he prioritizing in his lesson plan?

1. Immersive exploration, collaboration, and problem solving 2. Multicultural, global awareness [correct] 3. Visual learning with problems, models, and solutions 4. Support for student research and information literacy skill development [Feedback for Answer Choice 1] The virtual field trip is an immersive exploration but this was not foremost in Mr. Thomas’ reasoning for doing this lesson.

[Feedback for Correct Answer 2] Much web content can broaden students’ perspectives on their own culture and that of others in addition to providing insights into how their culture relates to others in the world. Mr. Thomas wants his students who reside in the northeastern United States to be immersed into the ancient ruins in Mexico and Central America.

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[Feedback for Answer Choice 3] The real-world data, images, animations, and videos available online can help students better understand complex problems and visualize possible solutions.

[Feedback for Answer Choice 4] Students frequently use web content to gain insights into topics they are studying and to locate information from online sources for research papers and presentations.

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Chapter 4 Application Exercises Application Exercise 4.1: Analyzing Technology Integration: A Research Paper Learning Outcome 4.3 Describe the benefits and challenges of locating and using archived, immersive, or live web content and open educational resources (OER) in educational contexts.

(ISTE Standards for Educators: 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator) [Q1] Review the Technology Integration in Action: A Research Paper chapter opening scenario at the beginning of Chapter 4. Pay close attention to Steps 1, 2, and 3, where Ms. Almon identifies the technological possibilities for her problem of practice.

Describe her problem of practice, the technology possibility and integration strategy she identified, and why the technological resources in the school and community aligned with her idea.

[Q1 Model Response] Ms. Almon’s problem of practice (POP) was students’ disinterest in using paper-based library research resource listings. This problem stemmed from students’ growing commitments to digital, 24/7 resources.

She identified the possibility of developing research guidance and support within a site in their district’s LMS, Google Classroom. She felt this was a productive possibility because students were already using this LMS in other teachers’ classrooms so they had developing sense of the digital environment. Further, the possibility of a digital resource would be available 24 hours, 7 days a week, which was much more than the physical school library and its resource binders were open and available. She collaborated with teachers and their planned digital resources could be used independently or in collaboration with others, so the proposed resource aligned with both directed and social constructivist integration strategies, depending on how the teachers or the librarian chose to use them to support students writing a research paper.

[Q2] Review the Technology Integration in Action: A Research Paper chapter opening scenario at the beginning of Chapter 4. Pay close attention to Step 5, Determine relative advantage, how Ms. Almon RATified the lesson, shown in Figure 4.1. Review Pearson eText Artifact 4.1, the RAT Matrix, to consider how Ms. Almon RATified the role of technology in her lesson.

Picking one of the RATified matrix cells in Figure 4.1 (e.g., Curriculum-Transformation or Learning-Amplification), explain how and why the technology in Ms. Almon’s lesson might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum. Your response should serve as a more detailed rationale for the relative advantage of the technological resources in Ms. Almon’s lesson idea.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 within the Pearson eText Artifact 4.1 the RAT Matrix) to hone in on the dimension(s) you think might have been impacted within Ms. Almon’s technology-supported lesson. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

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For example, in targeting the Learning-Amplification RATified matrix cell, Ms. Almon felt that there was amplified advantage of students having access to the research resource guidance 24 hours a day, seven days a week via the Google Classroom LMS site. The LMS serves to amplify (increase access) to these formerly paper-based resources that were only available in the physical library in a physical notebook. In fact, hypothetically, every student in the entire district could access the resources simultaneously in the LMS, whereas only a few could access the guidance resources in the library.

Application Exercise 4.2: Analyzing Technology Integration: Your Alternative Solution Learning Outcome 4.1 Develop navigation and information literacy practices that allow teachers and students to conduct targeted online search strategies and information analysis. (IS TE Standards for Educators: 3—Citizen; 6—Facilitator) Learning Outcome 4.2 Explain how learning digital citizenship skills helps teachers and students address each of the safety, security, and privacy challenges they are likely to encounter in an online environment. (ISTE Standards for Educators: 3—Citizen; 6—Facilitator) Learning Outcome 4.3 Describe the benefits and challenges of locating and using archived, immersive, or live web content and open educational resources (OER) in educational contexts.

(ISTE Standards for Educators: 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator) Learning Outcome 4.4 Apply evaluation criteria to determine the ease or difficulty of integrating web content in instruction. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5— Designer) [Q1] Review the Technology Integration in Action: A Research Paper chapter opening scenario at the beginning of Chapter 4. Pay close attention to Steps 1, 2, and 3, where Ms. Almon identifies the technological possibilities for her problem of practice, students’ disinterest in using paper-based library research resource listings as guidance for research investigations.

Using your knowledge about the web and web-based content resources introduced in this chapter, particularly taking note of Table 4.2 and the text sections Searching the Web for Information, Information Literacy Skill Development, Online Ethical and Legal Issues, Digital Citizenship, Online Educational Content, Evaluation Framework for Web Content, and Integration Strategies for Web Content, generate one new technology possibility for targeting Ms. Almon’s problem of practice. Explain how your new technological possibility would target her problem of practice.

[Q1 Model Response] To construct your response, consider a new technological possibility for targeting this POP given the supporting and limiting context described in Step 2 of the opening scenario and the resources available on the web and as web-based content. Then identify a new possibility targeting students’ disinterest in using paper-based library research resource listings as guidance in research investigations. Describe what strategy and its required technological resources might be an alternative possibility that Ms. Almon might have pursued.

[Q2] Review the Technology Integration in Action: A Research Paper chapter opening scenario at the beginning of Chapter 4. Pay close attention to Step 5, Determine the relative advantage, how 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

Ms. Almon RATified the lesson, shown in Figure 4.1. Review Pearson eText Artifact 4.1, the RAT Matrix, to consider how Ms. Almon RATified the role of technology in her lesson.

Using one of the RATified intersectional matrix cells in Figure 4.1 (e.g., CurriculumTransformation or Learning-Amplification) as a model, explain how and why your new technology possibility for targeting Ms. Almon’s problem of practice, identified in your answer to Question 1, might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 in the Pearson eText Artifact 4.1, the RAT Matrix) to hone in on the dimension(s) you think might be impacted in a lesson that might use your technology-supported possibility. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

Application Exercise 4.3: Evaluating Lesson Plans Learning Outcome 4.2 Explain how learning digital citizenship skills helps teachers and students address each of the safety, security, and privacy challenges they are likely to encounter in an online environment. (ISTE Standards for Educators: 3—Citizen; 6—Facilitator) Learning Outcome 4.3 Describe the benefits and challenges of locating and using archived, immersive, or live web content and open educational resources (OER) in educational contexts.

(ISTE Standards for Educators: 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator) Learning Outcome 4.4 Apply evaluation criteria to determine the ease or difficulty of integrating web content in instruction. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5— Designer) [Q1] Using Technology Integration Example 4.1 as a model, locate one lesson on the Internet or provided by your instructor that tackles digital citizenship skills introduced in the text section Online Safety and Digital Citizenship in the chapter.

Evaluate the lesson, using (1) the Pearson eText Artifact 4.2, the Technology Lesson Plan Evaluation Checklist, (2) the Pearson eText Artifact 4.1, the RAT Matrix to assist with determining the relative advantage, and (3) the evaluation criteria introduced in the text section Evaluation Framework for Web Content. Based on your checklist evaluation, your RATification of the lesson, and your evaluation of the web content involved in the lesson would you adopt this lesson in the future? Why or why not?

[Q1 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? How minimally or maximally available are the five affordances: boundaries, authority, stability, pedagogical context, and disciplinary context of the web content involved in the lesson? How do these affordances inhibit scaffolding for learning? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

lesson to ensure a meaningful learning experience for children developing digital citizenship skills in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? How minimally or maximally available are the five affordances: boundaries, authority, stability, pedagogical context, and disciplinary context of the web content involved in the lesson? How do these affordances support scaffolding for learning?

If there are many positive indicators, you may feel optimistic about adopting the lesson as is.

Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children developing digital citizenship skills in this lesson.

[Q2] Using Technology Integration Examples 4.2, 4.3, and 4.4 as models, locate one lesson on the Internet or provided by your instructor that uses archived, immersive, or live web content or open educational resources (OER) introduced in the text section Online Educational Content in the chapter.

Evaluate the lesson, (1) the Pearson eText Artifact 4.2, the Technology Lesson Plan Evaluation Checklist, (2) the Pearson eText Artifact 4.1, the RAT Matrix to assist with determining the relative advantage, and (3) the evaluation criteria introduced in the text section Evaluation Framework for Web Content. Based on your checklist evaluation, your RATification of the lesson, and your evaluation of the web content involved in the lesson would you adopt this lesson in the future? Why or why not?

[Q2 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? How minimally or maximally available are the five affordances: boundaries, authority, stability, pedagogical context, and disciplinary context of the web content involved in the lesson? How do these affordances inhibit scaffolding for learning? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using online educational resources in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? How minimally or maximally available are the five affordances: boundaries, authority, stability, pedagogical context, and disciplinary context of the web content involved in the lesson? How do these affordances support scaffolding for learning?

If there are many positive indicators, you may feel optimistic about adopting the lesson as is.

Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using online educational resources in this lesson.

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Chapter 4 Test Items 4.1 Multiple Choice Items 1) What organization or entity developed an early version today's Internet?

A) Google B) U.S. Department of Defense C) Silicon Valley D) Yahoo 2) What is a term for the trail that people leave behind as a result of their social media interactions?

A) Digital footprint B) Online reputation C) Digital decisions D) Online selfie 3) What type of software can prevent students from accessing certain sites, and can also block attempts by others to gain access to computers?

A) Cookies B) Filtering C) Firewall D) Blockers 4) Which of the following is an example of an online database?

A) Primary Search (EBSCO) B) Google C) Digital Universe (American Museum of Natural History) D) Wikipedia 5) Many teachers use checklists for students to evaluate web resources. Since websites are becoming more slick, another approach is suggested in which students scan the website of interest and attempt to identify its author or sponsoring organization. Then, they open other tabs in their browser to investigate what other resources, such as reputable news or research articles, might reveal about the originators of the target website. They also suggest using advanced search skills such as searching for the author or organization name in quotes with the words “funding” or “bias”. Importantly, students need to engage in and explain their reasoning. What is this more contemporary approach called?

A) Primary research B) Learning to search C) Searching to learn D) Lateral reading 6) What is the domain designator in the following URL: http://www.ed.gov?

A) http 19 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

B) www C) ed D) gov 7) What process emphasizes the inquiry task that involves information searching, knowledge development, and sense making?

A) Website content quality evaluation B) Keyword searching C) Searching to learn D) Critical thinking 8) A teacher assumes that all her students have ample access to the Internet and digital devices at home, so she assigns work that students must do online at home to be prepared for the next day’s assignments. What inequity or injustice is this teacher creating through her faulty assumption?

A) Homework gap B) Digital gatekeeping C) Digital literacy D) Home asset 9) What type of online tools are Google, Bing, and Yahoo! all examples of?

A) Subject index B) Metacrawler C) Search engine D) Directory 10) What type of web-based content is an augmented reality environment?

A) Archived B) Immersive C) Live D) Directory 11) What type of web-based content is a recording of African-American band music from 1868?

A) Archived B) Immersive C) Live D) Directory 12) What type of web-based content is a Zoom videoconference meeting?

A) Archived B) Immersive C) Live D) Directory 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

13) Of the following activities, what does an open educational resource (OER) permit a user to do?

A) Replace the resource B) Revise the resource C) Resell the resource D) Relabel the resource 14) If a student represents materials they found online as their own work, what is occurring?

A) Online piracy B) Hacking C) Academic fraud D) Online plagiarism 15) If web-based content a teacher found indicates the specific grade-level, content-area standards it supported, how would a teacher evaluate the resource in terms of its affordances for use in the classroom?

A) It has low disciplinary context.

B) It has high disciplinary context.

C) It has low pedagogical context.

D) It has high pedagogical context.

4.2 Short Answer Essay Questions 1) Describe at least two ways one can investigate site authorship to determine that a website's information is legitimate and reliable.

2) Identify at least two sources for finding OER. 3) Choose one of the five affordances of web-based content resources that should be evaluated prior to use. Explain what the affordance is and how it can impact successful use of the resource with learners.

4) Explain the differences among open, free, and proprietary web content resources.

5) Describe the three types of web-based content and provide an example of each.

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Chapter 4 Test Answer Key ANSWER KEY: Chapter 4 Test (4.1 Multiple-choice Items) 1. Answer: B (see page 99, section titled “Introduction to the Web”) 2. Answer: A (see page 112, section titled “Digital Footprint and Online Identity”) 3. Answer: C (see page 110, section titled “Online Safety and Security Issues”) 4. Answer: A (see page 105, section titled “Research and Reference Tools”) 5. Answer: D (see page 107, section titled “Lateral Reading”) 6. Answer: D (see page 100, section titled “Figure 4.1”) 7. Answer: C (see page 106, section titled “Searching to Learn”) 8. Answer: A (see page 108, section titled “Box 4.1 Digital Equity and Justice”) 9. Answer: C (see page 103, section titled “Search Engines”) 10. Answer: B (see page 117, section titled “Interactive or Immersive Web Content”) 11. Answer: A (see page 116, section titled “Archived Online Content”) 12. Answer: C (see page 122, section titled “Live Web Content”) 13. Answer: B (see page 123, section titled “Open Educational Resources”) 14. Answer: D (see page 113, section titled “Online Ethical and Legal Issues”) 15. Answer: B (see pages 128–129, section titled “Evaluation Framework for Web Content”)

4.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see pages 106–108, section titled “Information Literacy Skill Development”): •

Site author(s) and/or sponsorship are clearly identified.

•

Author(s) is/are clearly qualified to present reliable information on the topic.

•

Contact is provided so site users can ask questions and get further information.

•

Open other tabs in a browser to investigate what other resources, such as reputable news or research articles, might reveal about the originators of the target website.

•

Search for the author or organization name in quotes with the words “funding” or “bias”

2. Model Response: Answers vary but should include some of the following points (see pages 124–125, section titled “Locating OER”): •

Teachers can search for OER using search engines. With this approach, teachers should use advanced search strategies that allow filtering for open licensed content.

•

Teachers can access OER repositories. These repositories may not have curricularly sequenced OER, but instead individual OER tagged by keywords.

•

Teachers can access curated curricular OER, which is typically done by experts, such as teachers. Some resources allow teachers to curate their own OER into a sequenced lesson or unit.

3. Model Response: Answers vary but should include some of the following points (see 22 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

pages 128–129, section titled “Evaluation Framework for Web Content”): •

Boundaries can be intellectual and physical. Web content might have no intellectual boundaries, so students access information at too high or too low of a level for them, hindering learning. Web content may physically display differently on different devices, which may impact students' engagement with and learning from the content.

•

Authority is the relevance and accuracy of web content. Teachers or students may need to critically analyze the web content to ensure its quality for learning. With no evaluation, students may end up relying on irrelevant and inaccurate information.

•

Stability refers to the aptness for change or deletion of the web content. Low stability increases the chance that the web content may no longer be available at the time students need to access it.

•

Pedagogical context is the built-in framing for teaching and learning that web content may have. If web content has no pedagogical framing, the teacher must consider how it should best be used within the educational goals of his/her class.

•

Disciplinary context is careful sequencing of subject-area curricular content. Web content with low disciplinary context pushes the teacher to do more design work in deciding how the content fits within content standards and the year's curriculum.

4. Model Response: Answers vary but should include some of the following points (see pages 123–125, section titled “Open Educational Resources”): •

Open resources are free, but they also permit the user to engage in the 5Rs: retain, reuse, revise, remix, and redistribute the content.

•

Other resources may be free but have copyright restrictions that do not allow the 5Rs.

•

Proprietary resources typically must be purchased and are copyright-restricted because the owner holds all rights for controlling copying and distribution of the resource.

5. Model Response: Answers vary but should include some of the following points (see pages 116–123, section titled “Online Educational Content”): •

Archived content. Examples could include: content on government or university websites.

•

Interactive or immersive content. Examples could include: simulations, virtual field trips, virtual reality, augmented reality, and mixed reality environments.

•

Live content. Examples could include: videoconferencing, adventure learning, and citizen science.

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Chapter 5: Instructional Content Software for Student Learning Chapter 5 Learning Outcome Quizzes Learning Outcome 5.1: Identify characteristics, sources, roles, and selection criteria for instructional content software in order to evaluate them to facilitate adoption. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] What is a key characteristic of instructional content software?

1. Instructional content software is open-ended software that allows students and teachers creative expression.

2. Instructional content software does administrative work such as taking attendance, completing IEP forms, and scheduling meetings.

3. Instructional content software includes preprogrammed curricular material that often is instructionally sequenced. [correct] 4. Instructional content software is easily developed by teachers in the classroom so they can differentiate instruction.

[Feedback for Answer Choice 1] Instructional software includes designed content material that often is instructionally sequenced for specific K–12 content areas and learner developmental levels.

[Feedback for Answer Choice 2] Student information systems does administrative work such as taking attendance, completing IE P forms, and scheduling meetings.

[Feedback for Correct Answer 3] The key characteristic of instructional content software is that it includes curricular material that is used to deliver instruction or assist with the delivery of instruction on a topic through demonstrations, examples, and explanations.

[Feedback for Answer Choice 4] Many instructional content software products are fee based due to the required expertise and development costs. We encourage teachers to advocate for a role in district or school decision making for technology and software product adoptions.

[Q2] This chapter reviews six software functions that exist within instructional software, including drill and practice, tutorial, personalized learning, simulation, game and gaming, and problem solving.

Which function focuses primarily on directed instructional strategies for learning?

1. Tutorial [correct] 2. Simulation 3. Serious game 1 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

4. Problem solving [Feedback for Correct Answer 1] Drill-and-practice, tutorial, and personalized learning software functions are typically used with directed strategies to deliver information to help students acquire and retain information and skills.

[Feedback for Answer Choice 2] Simulation software is designed to support more constructivist or social constructivist aims of helping students explore topics and generate their own knowledge independently or with others.

[Feedback for Answer Choice 3] Game software is designed to support more constructivist or social constructivist aims of helping students explore topics and generate their own knowledge independently or with others.

[Feedback for Answer Choice 4] Problem-solving software is designed to support more constructivist or social constructivist aims of helping students explore topics and generate their own knowledge independently or with others.

[Q3] A secondary teacher wants to target the problem of helping students understand geometry’s applicability in solving real-life problems. After a comprehensive analysis of four software programs using the criteria described in this section to identify appropriate instructional software, the teacher jotted the following notes about each possible software program. Which of these notes seem to offer confidence about the software that might encourage you to recommend it to your media specialist or principal for further review or purchase?

1. The graphical and design elements are cartoonish; geometry content is high-quality, has depth, and breadth.

2. Learning tasks purposefully use geometry concepts; lots of examples; learners’ involvement is “minds-on”; seems easy to use; student work goes to gradebook. [correct] 3. Saw research studies showing this leads to learning; seems easy to use for students and me; there’s no automatic reporting for me, but students can print their work outcomes.

4. Most interactivity involves students swiping or clicking to next screen; problems are closedended; more direct-instruction model while I’m using constructivist activities in my classroom.

[Feedback for Answer Choice 1] The multimedia elements, such as cartoonish graphics, seem to be gratuitous additions not matched to the developmental age and interests of target learners. This may reduce chances the students will find the resource engaging.

[Feedback for Correct Answer 2] The teacher identified one product that had high-level geometry content that was purposefully integrated into the learning tasks of the software. It offered many examples for learning the concepts before being asked to solve problems. The tasks were minds-on activities like solving puzzles, and the software had ease of use.

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[Feedback for Answer Choice 3] This software lacks meaningful assessment data for the teacher.

[Feedback for Answer Choice 4] This resource was a mismatch of integration approaches and demonstrated a lot of mind-off physical activity (swiping or tapping), which may reduce learner involvement.

[Q4] Ms. McCarthy was eager to find some instructional software for challenges she identified in a unit on Earth movement. She wanted to identify new options and discover which ones were worthwhile. What suggested action would you recommend to Ms. McCarthy?

1. Look at the textbook for suggestions 2. Ask a colleague from another school to see what they are using 3. Search within Common Sense Education’s EdTech Reviews [correct] 4. Email your principal for ideas and options available at your school [Feedback for Answer Choice 1] The number of commercial instructional software products has grown so much that textbooks, especially if they are more than a couple years old, may not be knowledgeable or up-to-date.

[Feedback for Answer Choice 2] The number of commercial instructional software products has grown so much that colleagues may not be knowledgeable or up-to-date.

[Feedback for Correct Answer 3] The number of commercial instructional software products has grown so much that new sites have emerged to help teachers, parents, and schools select ones that meet criteria for quality and alignment to standards. Some sites include edshelf, EdSurge Product Index, Common Sense Education’s EdTech Reviews, Digital Promise’s EdTech Pilot Study Briefs, and What Works Clearinghouse.

[Feedback for Answer Choice 4] The number of commercial instructional software products has grown so much that your principal may not be knowledgeable or up-to-date.

[Q5] The text encourages teachers to take an active role in selecting appropriate instructional software for their instructional needs and for student learning. It offers review websites and evaluation criteria suggestions to help teachers in such work. What reason is the best explanation for this recommendation?

1. Digital technology resources are relatively easy to evaluate if they are helpful or unhelpful.

2. To plan for technology integration, teachers need to identify technology possibilities and decide if it offers a relative advantage over other options. [correct]

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3. The state now requires teachers to evaluate digital resources as part of their teacher certification process.

4. Teachers must choose digital resources that align with social constructivist integration approaches.

[Feedback for Answer Choice 1] When you start to search for instructional software to meet your teaching or student learning needs and find some possibilities, you will need to determine whether it is appropriate. There are numerous criteria to use to evaluate resources.

[Feedback for Correct Answer 2] Reviewing digital resources may assist teachers in determining the instructional strength of the resources you have discovered, especially as you consider technology possibilities (Step 3 of the Technology Integration Planning [TIP] model) and when you RATify a proposed technologyintegrated lesson (Step 5 of the TIP model). Ultimately, you are the professional in charge of instruction, so you are the best judge of technology’s role in your classroom.

[Feedback for Answer Choice 3] No states currently require teachers to evaluate digital resources to earn a teaching certificate.

[Feedback for Answer Choice 4] Digital resources may include an underlying instructional model within the software, such as directed or social constructivist instructional approaches. There is no requirement that resources align with social constructivist approaches. Teachers should determine whether that approach matches or complements how they will integrate the software within their intended instruction and overall lesson.

Learning Outcome 5.2: Describe the benefits, challenges, integration strategies, and selection criteria of drill and practice, tutorial, and adaptive, personalized learning functions that support directed instructional situations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5— Designer; 6—Facilitator; 7—Analyst) [Q1] In her Spanish I class, Ms. Eppel finds that her students’ recall of Spanish vocabulary is very limited, and she wants to give them practice in using Spanish equivalents for many English words. She finds a software that drills students on vocabulary by presenting words in English or Spanish to which students must supply equivalents in the opposite language. What would be the benefit(s) of using drill-and-practice software functions in the situation?

1. Give students quick feedback on their correctness [correct] 2. Help students understand correct usage of vocabulary 3. Facilitate conversation with native speakers 4. To learn new vocabulary [Feedback for Correct Answer 1] Software with drill-and-practice functions would supply practice items from vocabulary Ms. Eppel has already taught the students to help students remember what they learned and give quick feedback on their correctness to make sure they are remembering vocabulary correctly.

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[Feedback for Answer Choice 2] The software Ms. Eppel found focuses on recall of vocabulary words, not usage.

[Feedback for Answer Choice 3] Software with drill-and-practice functions do not have the capability to support live conversation.

[Feedback for Answer Choice 4] Ms. Eppel has already taught the students the vocabulary, and she aims for students to remember what they learned and get immediate feedback on their correctness to make sure they are remembering vocabulary correctly.

[Q2] What is the optimal amount of time per day students should use software with drill-and-practice functions?

1. 60 minutes 2. 45 minutes 3. 30 minutes 4. 15 minutes [correct] [Feedback for Answer Choice 1] 60 minutes is too long of a time; students may become more off-task.

[Feedback for Answer Choice 2] 45 minutes is too long of a time; students may become more off-task.

[Feedback for Answer Choice 3] 30 minutes is too long of a time; students may become more off-task.

[Feedback for Correct Answer 4] Guidelines for instructional use of software with drill and practice functions aims for students to use it for less than 20 minutes per day.

[Q3] Ms. Imada’s science class is an academically diverse group; some students learn concepts very quickly and others need much more time to review and work on them. Some students need to review topics they find particularly difficult; others miss topics when they have been absent. The students who learn quickly want to jump ahead and learn advanced topics on their own. A tutorial would meet all these instructional needs because: 1. It provides a discussion board area for students to compare answers.

2. It provides a complete teaching sequence (instruction, practice items, testing) on each content topic. [correct] 3. It has lengthy quizzes that Ms. Imada can assign.

4. It is easy to create.

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[Feedback for Answer Choice 1] Software with tutorial functions do not offer discussion boards.

[Feedback for Correct Answer 2] Software with tutorial functions offer a self-paced, complete instructional experience for students including content concepts, practice items, and short assessments that reflect students’ understanding. These can be used by students for review or independent instruction.

[Feedback for Answer Choice 3] Tutorials should allow students to answer in natural language and should accept all correct answers and possible variations of correct answers. Tutorials should also give appropriate corrective feedback as needed after only one or two tries rather than frustrating students by having them keep trying to answer indefinitely.

[Feedback for Answer Choice 4] A well-designed tutorial sequence emerges from extensive research of content knowledge and how to teach the topic well. Designers must know what learning tasks the topic requires, the best sequence for students to follow, how best to explain and demonstrate essential concepts, common errors that students are likely to make, and how to provide instruction and feedback to correct those errors. Tutorials are not easy to create.

[Q4] The Wildcats School District needs a way to make sure that its students are meeting the state’s standards. It wants to use a software system that collects data on students’ progress on each standard in a given core topic and gives teachers and principals reports on how well classes, schools, and the whole district are doing. The materials are available online in the form of videos and instructional software. What are the key features of this personalized learning system (PLS) that would excite teachers?

1. It will provide a lock-step system so students cannot get off track by choosing different goals or paths.

2. It will alert teachers to concepts that students are having trouble with and point them to instructional materials that are available to teach the concepts and skills. [correct] 3. It will not involve teachers with assessment because the system will give all of that feedback to the students and administrators.

4. The system will provide a feature by which teachers can add their own content from the Internet.

[Feedback for Answer Choice 1] A personalized learning system provides a customized and adaptive instructional experience matched to each student’s needs.

[Feedback for Correct Answer 2] A teacher would be excited about a personalized learning system’s adaptive features that assess students’ learning against content standards and then offer next instructional steps for teachers or students to take. PLSs contain high-quality content materials, allow some degree of student control over their learning goals and pathways, and are optimally used with other instructional activities that support personalized learning.

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[Feedback for Answer Choice 3] A personalized learning system can give summary reports on progress according to standards for any designated student, which helps teachers know which student has or has not mastered standards and to make decisions on the next instructional steps for the topic.

[Feedback for Answer Choice 4] A personalized learning system does offer teachers the ability to add content into it.

[Q5] If your participation in the PLS selection committee led to choosing and implementing a product with optimal PLS features and a track record of achievement success, what is a major challenge the Wildcats School District could face after adopting the PLS? 1. Teachers and community members think all the teachers will be fired because the PLS can replace them.

2. Teachers think the PLS is the total solution to address low achievement and have students use it every day to replace all their instruction. [correct] 3. Students hack into the PLS system and change their assessments, so they can do easier work.

4. The data gets lost, and it’s difficult to assign students their quarterly grades.

[Feedback for Answer Choice 1] Arnett (2016) suggests that technological developments such as PLSs are key contributors to enhancing teachers’ work, not threatening it. He describes how technological innovations can (1) assist less-effective teachers when the product contains high-quality content and instruction, (2) assist all teachers in reaching students’ wide-ranging learning needs, and (3) support coverage of nonacademic skills that contribute to overall success.

[Feedback for Correct Answer 2] If the PLS is not introduced as one part of a larger strategy to personalize learning for the school’s students, some teachers could view the PLS as a one-stop solution to raising achievement levels among students. Because these systems have extensive instructional content and assessments, teachers might think that they do not need to instruct. However, PL Ss should be used with a variety of other instruction and approaches that makes teachers teach better.

[Feedback for Answer Choice 3] PLSs are created by reputable companies. Examples include Amplify, Lexia Learning Core5, Renaissance Learning, Edgenuity, Read 180, Edmentum’s courseware, and Reading Assistant Plus. These companies adhere to all laws regarding data privacy and data security.

[Feedback for Answer Choice 4] PLSs are created by reputable companies. Examples include Amplify, Lexia Learning Core5, Renaissance Learning, Edgenuity, Read 180, Edmentum’s courseware, and Reading Assistant Plus. These companies adhere to all laws regarding data privacy and data security.

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Learning Outcome 5.3: Describe the benefits, challenges, integration strategies, and selection criteria of simulation, game and gamification, and problem-solving functions that support socioconstructivist instructional situations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] In the past, Mr. Sydney’s students have not been interested in learning about the U.S. Constitution. He wants them to learn that it is a document that affects their lives every day in many situations that they or people they know encounter. Rather than just telling them about it, he found a simulation that lets them practice applying it. Students role-play creating articles of confederation to deal effectively with issues the software poses such as threats to borders, needs for currency, trade disputes, internal disagreements about key issues, and separate rights for states versus central power. As they work in groups on various problems of confederation, students come to understand why our laws are necessary and how they affect their lives. Of the benefits that simulations offer, which one is not applicable to Mr. Sydney’s use of this Constitution simulation?

1. Student involvement 2. Time compression 3. Observation of complex processes 4. Safer processes [correct] [Feedback for Answer Choice 1] This simulation does involve students by placing them in charge and asking, “What would you do?” They interact with the options and the results of their choices can be immediate and graphic.

[Feedback for Answer Choice 2] This simulation does involve students in decision making in a complex government process that would take a long time to establish.

[Feedback for Answer Choice 3] Real-life events often are so complex that they are confusing—especially to those seeing or learning about them for the first time. When many things happen at once, students find it difficult to focus on the operation of individual components. Simulations can isolate parts of activities and control background noise. This makes it easier for students to see what is happening when, later, all the parts come together in an actual activity.

[Feedback for Correct Answer 4] This simulation does not involve physical danger to learners, and thus it is not focused on making the target process or experiment safe.

[Q2] Before Mr. Sydney had students use a Constitution simulation, he considered how he would integrate it with other in-class instructional activities such as reviewing the U.S. Constitution, sharing some examples from recent history, and final group presentations of how the articles 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

work in practice. Mr. Sydney’s instructional preparation reflects which research-based “best practice”?

1. Simulations work best when combined with nonsimulation activities. [correct] 2. Students who use simulations should be assessed for learning gains soon after use.

3. Simulations with scaffolding or feedback enhancements lead to increased learner impact.

4. Interactive simulations are much more effective than seeing actual demonstrations.

[Feedback for Correct Answer 1] For simulations to be effective, a teacher must provide instructional structure for students’ use (Eskrootchi & Oskrochi, 2010). When Mr. Sydney planned, he included the use of the simulation within other nonsimulation instructional activities, which has been shown to be more effective for student learning gains than using the simulation as stand-alone instruction (Merchant et al., 2014).

[Feedback for Answer Choice 2] Mr. Sydney’s instructional preparation planned for group presentations as the assessment procedures he would institute as part of his lesson.

[Feedback for Answer Choice 3] While teacher feedback and in-simulation scaffolding can be a crucial scaffolding for the simulation to help students refine their design processes and knowledge development, Mr. Sydney’s planning was not focused on this strategy.

[Feedback for Answer Choice 4] While some argue that real systems are often preferable to simulations, but a simulation is useful when the real situation is too time-consuming, dangerous, expensive, or unrealistic for a classroom presentation or field trip. In Mr. Sydney’s case, he wanted to use the simulation because the Constitution is a complex topic.

[Q3] When reviewing possible games for inclusion in your teaching, you seek answers to the following questions: •

By playing the game, will students learn high-quality content and be able to apply it in other nongame situations?

•

Are there timely feedback and scaffolding mechanisms to support the player’s learning?

•

Do the content and its representations match the learning level of target students?

The answers to these questions help you understand which criteria for choosing effective instructional games?

1. Game development 2. Curricular value [correct] 3. Pedagogical framework 4. Assessment capabilities

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[Feedback for Answer Choice 1] Who developed a game can give clues to its longevity and the developer’s commitment to learning. You might ask: Does the developer or company have a long history of creating educational products? Who is involved in development? From what content, ideological, and social perspectives was the game developed?

[Feedback for Correct Answer 2] The answers to these questions help you understand the game’s curricular value so you can decide whether the game has educational value for your learners by making curricular content central to the game’s objectives.

[Feedback for Answer Choice 3] Determine whether the game is built on directed or constructivist instructional theories. You might ask: Are the learning objectives explicit and observable through modeling? Does the game acknowledge learners’ existing knowledge on the topic?

[Feedback for Answer Choice 4] Consider how assessment is built into the game and how it helps the learner and the teacher.

You might ask: What types of assessment, such as formative, summative, individual, or group, are involved? Do built-in assessments provide indicators of learning progress to the player?

[Q4] When selecting a problem-solving software, Mr. Bashara knew he should look for software that clearly develops specific problem-solving ability(ies). What is the best way for him to know whether the software does this?

1. Ensure that the software is interesting, challenging, and fun 2. Read the software packaging information to see whether it is labeled for problem solving 3. Determine whether the software claims to teach foster problem solving 4. Use the software himself and confirm whether it achieves the desired problem-solving ability [correct] [Feedback for Answer Choice 1] Problem solving involves three important components: •

Recognition of a goal (an opportunity for solving a problem)

•

Process (a sequence of physical activities or operations)

•

Mental activity (cognitive operations to pursue a solution).

Be sure the software actually nurtures problem solving.

[Feedback for Answer Choice 2] Recent investigations into inappropriate claims made by companies emphasize the need to examine whether products’ promises for transferability are based on verifiable, independent research.

[Feedback for Answer Choice 3] Software should have a clear link to developing a specific problem-solving ability. Software documentation should state clearly which specific skills students will learn and how the software 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

fosters them. However, sometimes claims can be marketing and not be backed up by independent research. Recent investigations into inappropriate claims made by companies emphasize the need to examine whether products’ promises for transferability are based on verifiable, independent research.

[Feedback for Correct Answer 4] Unless independent research (that is not paid for by the software company) has been conducted and is available, the best way for Mr. Bashara to know whether the software will develop the problem-solving skills he seeks is to use the software himself. He might need to use it with other instructional activities to increase the likelihood that students recognize the contentbased problem solving in which they are engaging.

[Q5] Mr. Bashara finds that students in his honors algebra class can solve algebra equations, but they claim they will never use these math skills in the future. He finds a software package that has “virtual stores” in which students must solve various algebra equation problems in order to know the optimal purchase of everyday items. Which the following purposes is Mr. Bashara using the problem-solving software?

1. Make learning fun for the students 2. Help students recognize that mathematical problem solving is an integral part of life [correct] 3. Develop content-free component problem-solving skills (strategies or subskills) 4. Provide students discrete content problems with immediate feedback [Feedback for Answer Choice 1] Mr. Bashara definitely wanted to motivate students to attack content-area problems, but his main aim was not to “make learning fun.”

[Feedback for Correct Answer 2] Mr. Bashara recognized that his students needed more application experiences that showed how algebraic problem solving was involved in peoples’ daily activities. The content-area (math) problem-solving software motivated students to apply their mathematics knowledge in everyday purchasing activities when provided real-life purchasing scenarios.

[Feedback for Answer Choice 3] Mr. Bashara recognized that his students needed more application experiences with algebraic problem solving. This is centered on mathematical content area.

[Feedback for Answer Choice 4] The virtual stores problem-solving software challenged students to create solutions to problems presented by a scenario.

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Chapter 5 Application Exercises Application Exercise 5.1: Analyzing Technology Integration: Rescuing Aliens Learning Outcome 5.1 Identify characteristics, sources, roles, and selection criteria for instructional content software in order to evaluate them to facilitate adoption. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5—Designer; 6—Facilitator; 7—Analyst) Learning Outcome 5.3 Describe the benefits, challenges, integration strategies, and selection criteria of simulation, game and gamification, and problem-solving functions that support social constructivist instructional situations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Rescuing Aliens chapter opening scenario at the beginning of Chapter 5. Pay close attention to Steps 1, 2, and 3, where Ms. Igwe identifies the technological possibilities for her problem of practice.

Describe her problem of practice, the technology possibility and integration strategy she identified, and why the technological resources in the school and community aligned with her idea.

[Q1 Model Response] Ms. Igwe’s problem of practice (POP) was students’ apparent disinterest in science and their superficial knowledge development of Earth and space science. She identified the possibility of implementing an inquiry-based lesson on these topics through a digital problem-based learning environment in which the students must help six displaced alien species find new homes in our solar system. She planned to have students work as teams within the environment, so her possibility aligned best with a social constructivist approach. She felt students’ interest and experience in digital game-playing and her past computing activities (as centers in the classroom) situated them with positive dispositions and some digital skills to support their work within the proposed digital problem-based learning environment.

[Q2] Review the Technology Integration in Action: Rescuing Aliens chapter opening scenario at the beginning of Chapter 5. Pay close attention to Step 5, Determine relative advantage, how Ms. Igwe RATified the lesson, shown in Figure 5.1. Review Pearson eText Artifact 5.1, the RAT Matrix, to consider how Ms. Igwe RATified the role of technology in her lesson.

Picking one of the RATified matrix cells in Figure 5.1 (e.g., Instruction-Amplification or LearningTransformation), explain how and why the technology in Ms. Igwe’s lesson might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum. Your response should serve as a more detailed rationale for the relative advantage of the technological resources in Ms. Igwe’s lesson idea.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 within the Pearson eText Artifact 5.1, the RAT Matrix) to hone in on the dimension(s) you think might have been impacted within Ms. Igwe’s technology-supported lesson. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

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For example, in targeting the Learning-Replacement RATified matrix cell, Ms. Igwe felt that there was no technological advantage related to students practice in writing and submitting scientific rationales within the problem-based environment. While an important scientific practice that she wanted to maintain, in other non-technological contexts, she could have scaffolded students in writing and submitting scientific rationales on paper, or in other digital contexts such as within an LMS, such as Google Classroom. Ms. Igwe felt the technology provided a digital format for the same scientific process and outcome, writing scientific rationales.

Application Exercise 5.2: Analyzing Technology Integration: Your Alternative Solution Learning Outcome 5.1 Identify characteristics, sources, roles, and selection criteria for instructional content software in order to evaluate them to facilitate adoption. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5—Designer; 6—Facilitator; 7—Analyst) Learning Outcome 5.2 Describe the benefits, challenges, integration strategies, and selection criteria of drill and practice, tutorial, and adaptive, personalized learning functions that support directed instructional situations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5— Designer; 6—Facilitator; 7—Analyst) Learning Outcome 5.3 Describe the benefits, challenges, integration strategies, and selection criteria of simulation, game and gamification, and problem-solving functions that support social constructivist instructional situations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Rescuing Aliens chapter opening scenario at the beginning of Chapter 5. Pay close attention to Steps 1, 2, and 3, where Ms. Igwe identifies the technological possibilities for her problem of practice.

Using your knowledge about instructional content software introduced in this chapter, particularly taking note of the text sections Integration Strategies and Guidelines for Using Drill and Practice, Integration Strategies and Guidelines for Using Tutorials, Integration Strategies for Using PLSs, Integration Strategies and Guidelines for Using Simulations, Integration Strategies and Guidelines for Using Instructional Games, and Integration Strategies and Guidelines for Using Problem-Solving Software generate one new technology possibility for targeting Ms. Igwe’s problem of practice: students’ apparent disinterest in science and their superficial knowledge development of Earth and space science. Explain how your new technological possibility would target her problem of practice.

[Q1 Model Response] To construct your response, consider a new technological possibility for targeting this POP given the supporting and limiting context described in Step 2 of the scenario and the characteristics of drill and practice, tutorial, personalized learning, simulation, game, and problem-solving technologies. Then consider the suggested integration strategies described throughout the chapter to identify a new possibility targeting students’ apparent disinterest in science and their superficial knowledge development of Earth and space science. Describe what strategy and its required technological resources might be an alternative possibility that Ms. Igwe might have pursued.

[Q2] Review the Technology Integration in Action: Rescuing Aliens chapter opening scenario at the beginning of Chapter 5. Pay close attention to Step 5, Determine the relative advantage, how 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

Ms. Igwe RATified the lesson, shown in Figure 5.1. Review Pearson eText Artifact 5.1, the RAT Matrix, to consider how Ms. Igwe RATified the role of technology in her lesson.

Using one of the RATified intersectional matrix cells in Figure 5.1 (e.g., Instruction-Amplification or Learning-Transformation) as a model, explain how and why your new technology possibility for targeting Ms. Igwe’s problem of practice, identified in your answer to Question 1, might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 in the Pearson eText Artifact 5.1, the RAT Matrix) to hone in on the dimension(s) you think might be impacted in a lesson that might use your technology-supported possibility. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

Application Exercise 5.3: Evaluating Lesson Plans Learning Outcome 5.2 Describe the benefits, challenges, integration strategies, and selection criteria of drill and practice, tutorial, and adaptive, personalized learning functions that support directed instructional situations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5— Designer; 6—Facilitator; 7—Analyst) Learning Outcome 5.3 Describe the benefits, challenges, integration strategies, and selection criteria of simulation, game and gamification, and problem-solving functions that support social constructivist instructional situations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Using Technology Integration Examples 5.1 and 5.2 as models, locate one lesson on the Internet or provided by your instructor that uses digital resources for drill and practice, tutorials, or adaptive, personalized learning introduced in the text sections Characteristics of Drill and Practice Functions; Characteristics of Tutorial Functions; and Characteristics of Adaptive, Personalized Learning Functions in the chapter.

Evaluate the lesson, using Pearson eText Artifact 5.2, the Technology Lesson Plan Evaluation Checklist and, as needed to assist with determining the relative advantage, the Pearson eText Artifact 5.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q1 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using technology resources for drill and practice, tutorials, or adaptive, personalized learning in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using technology resources for drill and practice, tutorials, or adaptive, personalized learning in this lesson.

[Q2] Using Technology Integration Examples 5.3, 5.4, and 5.5 as models, locate one lesson on the Internet or provided by your instructor that uses simulation, games or gamification, or problem-solving resources introduced in the text sections Characteristics of Simulation Functions; Characteristics of Game and Gamification Functions, and Characteristics of Problem-Solving Software in the chapter.

Evaluate the lesson, using Pearson eText Artifact 5.2, the Technology Lesson Plan Evaluation Checklist and, as need to assist with determining the relative advantage, the Pearson eText Artifact 5.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q2 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using simulation, game or gamification, or problem-solving resources in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using simulation, game or gamification, or problemsolving resources in this lesson.

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Chapter 5 Test Items 5.1 Multiple Choice Items 1) Which instructional software function would probably be the most appropriate choice for allowing students to discover rules for genetics, an abstract, scientific concept?

A) Drill and practice B) Tutorial C) Simulation D) Problem solving 2) Which instructional software function could help students memorize and recall the correct names of chemical elements?

A) Drill-and-practice B) Tutorial C) Simulation D) Problem solving 3) A biology teacher might use this kind of software to let students “practice” combining chemicals before actually doing it in the physical classroom.

A) Drill and practice B) Tutorial C) Simulation D) Problem solving 4) Which is an acknowledged benefit of software with drill and practice functions?

A) Extensive explanations B) Guaranteed success C) Entertaining environment D) Immediate feedback 5) What general term is used to describe all digital software programs designed specifically to deliver instruction or to assist with the delivery of instruction on a content-area topic?

A) Instructional content software B) Simulation C) Personalized learning software D) Drill-and-practice 6) What do sites such as Edshelf, What Works Clearinghouse, EdSurge Product Index, and Common Sense Education help teachers with?

A) Creating software matched to standards B) Identifying software available to download C) Selecting effective instructional software D) Creating software for any content area 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

7) Which of the following integration guidelines is appropriate software with drill-and-practice functions?

A) Use for group learning activities B) Use as a reward for good behavior C) Use only after teaching the concepts D) Use when teachers are not available 8) These are the two categories people usually use to describe tutorial software functions.

A) Simple and complex B) Animated and non-animated C) Verbal and animated D) Linear and branching 9) What instructional challenge have researchers identified related to inequity in use of instructional software used for directed instruction, such as drill-and-practice?

A) Students in lower income schools use software with drill-and-practice functions more than students in affluent schools.

B) Software with drill-and-practice functions does not give the correct feedback for answers.

C) Teachers use software with drill-and-practice functions to introduce new content concepts.

D) Software with drill-and-practice functions is more humanizing than games.

10) Of the following features, which one is not likely to be found in instructional games?

A) An environment with objects, tools, and characters B) A content-based conflict, contest, or challenge C) Feedback and assessment D) Violent or combat entertainment features 11) A teacher adopted an educational game for her students but then noticed the following: •

The rules of the game, especially how to win, were not connected to achieving learning objectives.

•

The game did not involve the player in cognitive processes (such as interpreting information or applying developed knowledge) similar to what the teacher wanted the learners to develop and apply.

What challenge would these two issues contribute to creating if the teacher continued to use the game?

A) Students would have difficulty transferring any learning developed in the game to other nongame situations.

B) The learning game would not align with the teachers’ directed instructional practices.

C) The teacher would have difficulty getting funding for the game.

D) The school might reject the game because the students were not having enough fun.

12) You are assigned to a committee to choose the personalized learning system (PLS) for the school. When you start examining the products, the answer to which of the following questions would be least helpful to you in making a suggestion or decision?

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A) Do the PLS assessments align with the standards and the standardized tests your students will ultimately take?

B) Does any independent research show that this PLS positively impacts student achievement?

C) Does the PLS provide timely and easily understandable data from students’ efforts that reveal progress and areas of need?

D) What is the cost of the PLS for the district?

13) A teacher chooses to use a software that has a content-based challenge situated within a narrative story in which the student can choose to become a character within it and works toward resolving the learning challenge. What function is most likely built within this software?

A) Tutorial function B) Simulation function C) Game function D) Personalized learning function 14) What characteristic is common to most Personalized Learning Systems (PLS)?

A) Has curriculum matched to CCSS B) Focuses on using a single media format C) Provides various rewards for effective performance D) Uses an interdisciplinary approach to instruction 15) What is a distinguishing feature of instructional content software?

A) It supports collaborative learning.

B) It has pre-programmed curricular material.

C) It helps teachers and students be productive.

D) It enables global communication.

5.2 Essay Questions 1) Explain why teachers who use social constructivist instructional approaches may not be fond of software with drill-and-practice functions.

2) Describe some of the objections teachers have to face using game software in the classroom.

3) Describe at least four selection criteria to consider when evaluating software for adoption to solve specific learning needs or knowledge objectives.

4) Explain how a teacher might determine if a problem-solving software effectively teaches the problem-solving skills it describes in marketing materials.

5) Describe at least three of the selection criteria that teachers and administrators should consider when reviewing personalized learning systems.

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Chapter 5 Test Answer Key ANSWER KEY: Chapter 5 Test (5.1 Multiple-choice Items) 1. Answer: C (see page 153, section titled “Benefits of Simulations”) 2. Answer: A (see page 142, section titled “Integration Strategies and Guidelines for Using Drill and Practice”) 3. Answer: C (see page 153, section titled “Characteristics of Simulation Functions”) 4. Answer: D (see page 140, section titled “Benefits of Drill and Practice”) 5. Answer: A (see page 136, section titled “Introduction”) 6. Answer: C (see page 137, section titled “Selecting Appropriate Instructional Software”) 7. Answer: C (see page 142, section titled “Integration Strategies and Guidelines for Using Drill and Practice”) 8. Answer: D (see page 144, section titled “Characteristics of Tutorial Functions”) 9. Answer: A (see page 152, section titled “Box 5.1 Digital Equity and Justice”) 10. Answer: D (see page 164, section titled “Selecting Appropriate Instructional Games”) 11. Answer: A (see page 161, section titled “Challenges Related to Instructional Games”) 12. Answer: D (see page 151, section titled “Selecting Appropriate PLSs”) 13. Answer: C (see page 158, section titled “Characteristics of Game and Gamification Functions”) 14. Answer: A (see page 148, section titled “Characteristics of Adaptive, Personalized Learning Functions”) 15. Answer: B (see page 136, section titled “Introduction”)

5.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see pages 141–142, section titled “Challenges Related to Drill and Practice”): •

Drill and practice is typically focused on developing isolated skills

•

Drill and practice is typically focused and transmitting knowledge to learners and having them practice recalling it.

•

Drill and practice does not support deeper learning approaches in which students use skills in an integrated way within the context of their own projects that specifically require the skills.

•

Social constructivism positions students to learn and use skills within a more authentic context such as project-based activities, so they can see where skills apply.

•

Students become off-task after only 20 minutes using drill and practice, so it is not conducive to engaged learning.

2. Model Response: Answers vary but should include some of the following points (see pages 159–162, section titled “Characteristics of Game and Gamification Functions”):

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•

Games tend to convince students that they are escaping from learning, thus drawing attention away from the intrinsic value and motivation of learning.

•

Winning the game becomes a student's primary focus and that the instructional purpose is lost in the pursuit of this goal.

•

Students tend to confuse game rules with real-life rules.

•

There are few good models of games for education and they can be hard to find.

•

Many games have no educational value.

•

Games goals may not align with learning goals, so students win a game but learn nothing.

•

Game content or game pedagogy may not support short- or long-term transfer of learning/knowledge to nongame but similar contexts.

•

The connection of game goals may not explicitly align with curriculum or standards.

•

Many schools may not have needed technologies to support the use of games.

3. Model Response: Answers vary but should include some of the following points (see pages 137–139, section titled “Selecting Appropriate Instructional Software”): •

Criteria for evaluating software can include assessing any of the following:

•

Content

•

Instruction and assessment

•

Integration model

•

Differentiation features

•

Learner involvement

•

Learner engagement

•

Technical and implementation aspects

•

Design and aesthetics

•

Evidence of effectiveness

4. Model Response: Answers vary but should include some of the following points (see pages 167–168, section titled “Challenges Related to Problem-Solving Software”): •

Examine the activities in the problem-solving software to determine if they match the target (marketed) skills.

•

Determine if independent research exists that has examined the software's (marketed) effectiveness for learning problem-solving skills.

5. Model Response: Answers vary but should include some of the following points (see pages 151–152, section titled “Selecting Appropriate PLSs”): •

Teachers and administrators can assess personalized learning software in terms of:

o student agency; o content depth and quantity; o meaningful data; 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

o aligned and validated assessments; o evidence of impact; and o integration approach.

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Chapter 6: Design, Analysis, and Creation Chapter 6 Learning Outcome Quizzes Learning Outcome 6.1: Select integration strategies for digital writing and publishing that meet teaching and learning needs in the classroom and reflect learning sciences research. (ISTE Standards for Educators:1—Learner; 4—Collaborator, 5—Designer; 6—Facilitator) [Q1] How would you best explain the creation of multimodal expressions through transmediation?

1. Transmitting audio and video files into an editing software program.

2. Transferring information from a computer to a website.

3. Uploading media files into a website.

4. Understanding information learned in one medium, engaging with it, and representing it in another digital medium. [correct] [Feedback for Answer Choice 1] Editing audio or video support the development of a multimedia expression.

[Feedback for Answer Choice 2] Multimedia expressions may be shared via websites.

[Feedback for Answer Choice 3] Multimedia expressions may be created through media files and shared via websites.

[Feedback for Correct Answer 4] The process of transmediation occurs when learners translate informational content they learn through a medium, such as a text or website, into another medium, such as a film or narrated presentation. Transmediation underlies the development of multimodal creative expressions as students learn content and then design creative ways to express their knowledge with the use of web-based resources.

[Q2] All multimodal creative expressions by students are developed through a six-step design process. Ms. Steel has plans for her students to engage in digital storytelling using an app called Storybird. From a design process perspective, what will her students’ first step be in their digital storytelling activity?

1. Identify the topic of the story [correct] 2. Learn the Storybird app 3. Storyboard or outline the story 4. Present story ideas to the class [Feedback for Correct Answer 1] The first step of the design process is to define the problem or task, so students should begin the project by identifying or brainstorming the topic for their story.

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[Feedback for Answer Choice 2] Students might explore and choose a software to develop their story when they “Develop Preliminary Solutions.”

[Feedback for Answer Choice 3] Students storyboard or outline their story when they “Brainstorm and Analyze Solutions.”

[Feedback for Answer Choice 4] Students story ideas to the class when they “Gather Feedback from Others.”

[Q3] Which of the following software is optimal for designing, creating, and publishing books?

1. Microsoft Word 2. Google Docs 3. Book Creator [correct] 4. StoryCorps [Feedback for Answer Choice 1] Although many word processors, such as Microsoft Word, can create lengthy documents, the layout features in desktop publishing software make book creation an efficient, precise process.

[Feedback for Answer Choice 2] Although many word processors, such as Google Docs, can create lengthy documents, the layout features in desktop publishing software make book creation an efficient, precise process.

[Feedback for Correct Answer 3] The layout features in desktop publishing software, such as Book Creator or Adobe InDesign, make book creation an efficient, precise process.

[Feedback for Answer Choice 4] StoryCorps app inspires a culture of listening and sharing. Creative contributions to StoryCorps are archived in the Library of Congress.

[Q4] What impact has research shown about students who engage in writing with word processors?

1. Writers show poorer quality of writing 2. Weaker writers benefit more than strong writers [correct] 3. Writers publish their writing less often 4. Writers decrease their quantity of writing [Feedback for Answer Choice 1] Several meta-analyses, which represent hundreds of studies, indicate that students who use word processing showed better writing quality, more writing, fewer mechanical errors, increased engagement in revision, and more frequent publishing of their work.

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[Feedback for Correct Answer 2] Some research, such as that highlighted by Morphy and Graham (2012), found that the quality of weaker writers’ writing benefited from word processing more than that of stronger writers.

Although strong writers still experience benefits from using word processors, this research finding could encourage teachers of struggling writers to integrate word processing into their writing instruction as long as they take time to teach these students word processing skills before beginning their work.

[Feedback for Answer Choice 3] Several meta-analyses, which represent hundreds of studies, indicate that students who use word processing showed better writing quality, more writing, fewer mechanical errors, increased engagement in revision, and more frequent publishing of their work.

[Feedback for Answer Choice 4] Several meta-analyses, which represent hundreds of studies, indicate that students who use word processing showed better writing quality, more writing, fewer mechanical errors, increased engagement in revision, and more frequent publishing of their work.

[Q5] Mr. Wattanawaha wants to use features of writing software for guiding and formatively assessing his students. Which of the following features would be appropriate for him to support such feedback for his students?

1. Language translation capability 2. Track changes feature [correct] 3. Spellchecking 4. Equations using EquatIO [Feedback for Answer Choice 1] Students who are English learners often use language translation features if they need scaffolding by translating teacher input or directions into a more accessible language.

[Feedback for Correct Answer 2] Teachers can make good use of the track changes feature in Microsoft Word or the “suggest” mode in Google Docs, which allows putting typed colored marks on typed works to guide revision.

[Feedback for Answer Choice 3] Students can make good use of the spellchecking feature in Microsoft Word and Google Docs to check for errors prior to submitting their work.

[Feedback for Answer Choice 4] Students and teachers can insert mathematical equations in word processed work or handouts using EquatIO. Learning Outcome 6.2: Select integration strategies for multimodal representation of content concepts or developed knowledge that meet teaching and learning needs in the classroom and reflect learning sciences research. (ISTE Standards for Educators: 1—Learner; 3—Citizen; 4— Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

[Q1] What is the main purpose of creating multimodal representations?

1. Draw pictures 2. Make bulleted text lists 3. Assess students 4. Show content concepts [correct] [Feedback for Answer Choice 1] Drawing and painting software tools help users create their own graphics to insert into any digital products or web pages. These may be part of a multimodal representation.

[Feedback for Answer Choice 2] Bulleted lists are typically linear progression of text content set apart from other text through indentation and some small repeated icon. These may be part of a multimodal representation.

[Feedback for Answer Choice 3] A multimodal representation may serve as an artifact of learning which teachers may choose to assess formatively or summatively.

[Feedback for Correct Answer 4] Teachers and students mainly build multimedia-based representations of content concepts for instructional and/or learning purposes. These depictions can involve text, images, video, sounds, animations, and other features, but their core purpose is to represent content concepts to learners or to exemplify learner understandings of content.

[Q2] Mr. Pennington wants to create a content-rich, interactive lesson that he can record and reuse at a later time or provide as a supplementary resource for students who need more explanation on particular concepts. Which of the following digital resources would you suggest he uses to create the digital representation he needs?

1. Nearpod [correct] 2. Canva 3. Google Drawings 4. Wix [Feedback for Correct Answer 1] Nearpod is a software that creates interactive lessons. Teachers can use it to design digital representations that combine subject-area content with interactive features for students.

Nearpod supports interactive lessons, with the teacher importing content, such as slides, graphics, virtual reality, videos, or simulations, and then add close- or open-ended formative assessment. It allows teachers to design content to be used as a whole-class lesson or for individual study. Recording the session creates a video that can be reused later.

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[Feedback for Answer Choice 2] Canva creates infographics, which tend to visually highlight patterns in data, such as frequency of words using word clouds, numerical patterns in charts, and chronology in timelines.

[Feedback for Answer Choice 3] Google Drawings is a software that helps users digitally draw or paint original artwork, and create charts or graphics.

[Feedback for Answer Choice 4] Wix is a WYSIWYG (what you see is what you get) web editor. It supports teachers and students in designing and developing web pages and a website.

[Q3] Several students working together on a historical project decided to create a multimodal representation of their learning that included at least a) a timeline of events across a 10-year timespan and (b) two charts that summarized data at the beginning and end of the 10-year timespan. What software might be the easiest and most efficient to use to build this graphical and visual multimodal representation?

1. Google Slides 2. Adobe Photoshop 3. Nearpod 4. Canva [correct] [Feedback for Answer Choice 1] Google Slides help create presentations. A user creates slides or frames that can be presented sequentially or in any order the user sets. Presentation software is designed to display information, including text, images, audio, and video, that often includes sequencing. While Google Slides allows for easy creation of charts, timelines may be more difficult to build.

[Feedback for Answer Choice 2] Adobe Photoshop is an image editing programs, which facilitates modification of any graphical image. This software is often used to enhance and format photos that are later imported to other software to create presentations or web pages. Image editing programs such as Adobe Photoshop are known for their sophistication and wide-ranging capabilities but they could be difficult to use to create charts and timelines without a template.

[Feedback for Answer Choice 3] Nearpod supports interactive lessons, with the teacher importing content, such as slides, graphics, virtual reality, videos, or simulations, and then add close- or open-ended formative assessment.

[Feedback for Correct Answer 4] Canva is a great software for this task. Canva creates infographics, which tend to visually highlight patterns in data, such as frequency of words using word clouds, numerical patterns in charts, and chronology in timelines. Infographics could be designed in desktop publishing or image software, but the specialized infographic software makes the process far simpler because it includes loads of templates that just require the addition of the content.

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[Q4] A group of students want to share their science experiment results on a webpage so that their partner classroom and mentor scientists can all see their results. What software tools would be best for this group to use?

1. SMART Learning Suite 2. Google Sites [correct] 3. Adobe Photoshop 4. Kidspiration [Feedback for Answer Choice 1] SMART Learning Suite supports the creation of interactive lessons, predominantly by teachers who use SMARTboards.

[Feedback for Correct Answer 2] Google Sites is a WYSIWYG (what you see is what you get) web editor. It can definitely support the group designing and developing web pages and a website to share their science experiment results.

[Feedback for Answer Choice 3] Adobe Photoshop is an image editing programs, which facilitates modification of any graphical image. This software is often used to enhance and format photos that are later imported to other software to create presentations or web pages. Image editing programs such as Adobe Photoshop are known for their sophistication and wide-ranging capabilities but it is difficult to use.

[Feedback for Answer Choice 4] Kidspiration is a concept mapping software that helps teachers and early learners organize their ideas in a visual concept map form.

[Q5] Ms. Rowena’s third-grade students just finished reading A Wrinkle in Time. She wants them to describe Meg, Charles, and Calvin and then write about whether they would venture near the black shadow. Students need to start by outlining their ideas. What tool should Ms. Rowena’s students use?

1. SketchUp 2. Infogram 3. Bubbl.us [correct] 4. Wix [Feedback for Answer Choice 1] SketchUp is a draw and paint software that helps students digitally draw or paint original artwork.

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[Feedback for Answer Choice 2] Infogram is a type of infographic software that helps students or teachers create a graphical visual representation of multimedia information or data.

[Feedback for Correct Answer 3] Bubbl.us is a type of mind mapping or concept mapping software that helps teachers and students organize their ideas in a visual concept map form. This is the perfect software for Ms. Rowena’s students to use to start outlining their ideas.

[Feedback for Answer Choice 4] Wix is a WYSIWYG (what you see is what you get) web editor. It supports teachers and students in designing and developing web pages and a website.

Learning Outcome 6.3: Select integration strategies for data collection, analysis, and assessment that meet teaching and learning needs in the classroom and reflect learning sciences research. (ISTE Standards for Educators: 1—Learner; 3—Citizen; 5—Designer; 6— Facilitator; 7—Analyst) [Q1] If you want to make your instruction more interactive and responsive to students’ understandings in the moment of instruction, which of the following assessment systems might be the best to use?

1. TinkerPlots visualization 2. SeeSaw digital portfolio 3. The gradebook in Infinite campus student information system 4. Frequent use of Kahoot! student response systems [correct] [Feedback for Answer Choice 1] Tinkerplots is a charting, graphing, and visualization resource to create images, charts, graphs, diagrams to communicate data-based messages from data. This resource does not lend itself to formative, in-the-moment assessment approaches.

[Feedback for Answer Choice 2] With a digital portfolio, students can select work products that they feel best represent their learning and accomplishments to include in a collection that is built over time, such as across a quarter, semester, or whole year. Portfolios do not lend themselves to formative, in-the-moment assessment approaches.

[Feedback for Answer Choice 3] While Infinite Campus and other SIS allows teachers, parents, and students to see their summative grades in a gradebook, they tend to not have a streamlined way of collecting and showing formative assessment data in the moment of teaching.

[Feedback for Correct Answer 4] Kahoot!, a student response system (SRS), permits all students to answer teacher questions simultaneously using a digital device. The teacher and students can see the aggregate responses immediately, which allows the teacher to get a sense of students’ understandings or misunderstandings and shift instruction dynamically as necessary to respond to those results.

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[Q2] In Mr. Minen’s seventh-grade social studies class, election time is nearing. He breaks the class into five groups of six. Each group chooses one candidate to run for class president. Each group must develop a platform for its candidate. Then the whole class must determine which platform most resonates with the class members. What type of data, analysis, or assessment resource will help their information-gathering process?

1. Visualization software 2. Data and analysis software [correct] 3. Student information systems 4. Database software [Feedback for Answer Choice 1] Visualization software helps users create images, charts, graphs, and diagrams to communicate a meaning or message. This might be helpful for the students’ next step of communicating the information they gathered.

[Feedback for Correct Answer 2] The students will need to use data and analysis software to gather information, perhaps with an online survey or by using a student response system (SRS), and analyze the responses to determine which particular platform goals resonate most with students.

[Feedback for Answer Choice 3] Student information systems (SIS) are software tools that help educators track student, class, and school data (e.g., attendance, assignment and test scores, special education processes) to maintain records and support decision making.

[Feedback for Answer Choice 4] Databases allow users to store, organize, and manipulate information, including both text and numerical data, in a way that makes it easy to locate later.

[Q3] Which of the following has been shown to be a benefit of integrating data and analysis software into teaching and learning?

1. Increased writing achievement 2. Decreased data literacy 3. Increased racial divides among people 4. Increased comprehension of abstract concepts [correct] [Feedback for Answer Choice 1] No research has investigated links between data and analysis software use and writing achievement.

[Feedback for Answer Choice 2] Both teachers and students need data literacy skills, specifically the ability to view charts and graphs presented by news media, extract information, and build understanding as well as the 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

ability to build data representations as needed. Research has shown when teachers work in small groups to delve into data-based issues, their interpretations were more accurate. More exposure and scaffolded use of data and analysis software leads to increased data literacy among teachers and students.

[Feedback for Answer Choice 3] Work with data and analysis software could open students and teachers to broader views of racial issues. Philip et al. argue that visualizations from public media sources should be used in science, technology, engineering, and mathematics (STEM) learning to inquire into data regarding racial literacy and race and power. All real world, data-based visualizations are bound by social, economic, political, and racial contexts. However, the data and analysis activities may reveal already existing racial divides, but they do not create racial divides.

[Feedback for Correct Answer 4] Studies have shown that students better comprehend abstract concepts when they use data and analysis software.

[Q4] Which of the following assessment software systems can dynamically change the content and assessment in relation to students’ performance?

1. Student response systems 2. Digital portfolio systems 3. Student information systems 4. Computer adaptive testing systems [correct] [Feedback for Answer Choice 1] Student response systems (SRS) support formative assessment via handheld clickers or on computers or mobile devices. Each student in a classroom answer posed questions simultaneously.

[Feedback for Answer Choice 2] A digital portfolio is a collection of work in a multimedia format on a website or other multimedia product as an assessment strategy for cumulative achievement. Students’ work products are arranged over time so that students and others can see how their skills have developed and progressed in relation to learning goals or outcomes.

[Feedback for Answer Choice 3] Student information systems (SIS) are software tools that help educators track student, class, and school data (e.g., attendance, assignment and test scores, special education processes) to maintain records and support decision making.

[Feedback for Correct Answer 4] Computer adaptive testing systems often have features that continuously analyze students’ learning progress and present more or less difficult questions based on the student’s performance.

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[Q5] Mr. Bahramipour wants to help his students develop a long-term view of their learning accomplishments and facilitate more individual reflection and goal-planning based on this longterm viewpoint. Which of the following assessment tool would you recommend Mr. Bahramipour use for his students to build a long-term view and reflect on their own learning?

1. SeeSaw digital portfolio [correct] 2. Google Forms online survey 3. Frequent use of Kahoot! student response systems 4. The gradebook in Infinite campus student information system [Feedback for Correct Answer 1] With a digital portfolio, students can select work products that they feel best represent their learning and accomplishments to include in a collection that is built over time, such as across a quarter, semester, or whole year. An important part of a portfolio is evidence of student reflection upon the included artifacts, which build deeper understandings and communicate the student’s perspectives to viewers of the portfolio.

[Feedback for Answer Choice 2] While Google Forms allows teachers to design multiple types of questions to ask students and provides a quick, easy way to collect data, it does not have a streamlined way of showing data over time nor engaging students in reflection activities.

[Feedback for Answer Choice 3] While Kahoot! allows teachers to design multiple types of questions to ask students and provides a quick, easy way to collect formative assessment data, it does not have a streamlined way of showing data over time nor engaging students in reflection activities.

[Feedback for Answer Choice 4] While Infinite Campus and other SIS allows teachers, parents, and students to see their grades in a gradebook, they tend to not have a streamlined way of showing data over time, allowing students to submit non-grade-based performance-based representations of learning, nor engaging students in reflection activities.

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Chapter 6 Application Exercises Application Exercise 6.1: Analyzing Technology Integration: Plant Life Learning Outcome 6.3 Select integration strategies for data collection, analysis, and assessment that meet teaching and learning needs in the classroom and reflect learning sciences research. (ISTE Standards for Educators: 1—Learner; 3—Citizen; 5—Designer; 6— Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Plant Life chapter opening scenario at the beginning of Chapter 6. Pay close attention to Steps 1, 2, and 3, where Ms. Anand identifies the technological possibilities for her problem of practice.

Describe her problem of practice, the technology possibility and integration strategy she identified, and why the technological resources in the school and community aligned with her idea.

[Q1 Model Response] Ms. Anand’s problem of practice (POP) was students’ difficulty understanding scientific concepts related to plant parts and functions and pollination and fertilization. This problem stemmed from inadequate content coverage in the science text they used. She identified the possibility of using a field-based experience using photograph and video technologies on school-supplied iPads. Because she proposed to situate students’ learning within the school garden in which they collected data from which to learn scientific concepts, Ms. Anand’s integration strategy aligned with social constructivism. She took advantage of the school resources, iPad tablets, to support the students’ field-based activity. She also felt the experience of collecting and analyzing data with the tablet devices and its software would contribute to the students’ data literacy, an area of knowledge she felt may have been low among her mostly rural student community.

[Q2] Review the Technology Integration in Action: Plant Life chapter opening scenario at the beginning of Chapter 6. Pay close attention to Step 5, Determine relative advantage, how Ms. Anand RATified the lesson, shown in Figure 6.1. Review Pearson eText Artifact 6.1, the RAT Matrix, to consider how Ms. Anand RATified the role of technology in her lesson.

Picking one of the RATified matrix cells in Figure 6.1 (e.g., Curriculum-Amplification or Learning-Transformation), explain how and why the technology in Ms. Anand’s lesson might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum. Your response should serve as a more detailed rationale for the relative advantage of the technological resources in Ms. Anand’s lesson idea.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 within the Pearson eText Artifact 6.1, the RAT Matrix) to hone in on the dimension(s) you think might have been impacted within Ms. Anand’s technology-supported lesson. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

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For example, in targeting the Curriculum-Amplification RATified matrix cell, Ms. Anand felt that there was amplified advantage of using student-collected photographic or video data as an additional curricular resource and drew students into authentic data collection processes. The students could produce more visual examples of plants, creating a data archive, than were provided in the course text from which students would base their inquiry into plant life.

Application Exercise 6.2: Analyzing Technology Integration: Your Alternative Solution Learning Outcome 6.1 Select integration strategies for digital writing and publishing that meet teaching and learning needs in the classroom and reflect learning sciences research. (ISTE Standards for Educators: 1—Learner; 4—Collaborator, 5—Designer; 6—Facilitator) Learning Outcome 6.2 Select integration strategies for multimodal representation of content concepts or developed knowledge that meet teaching and learning needs in the classroom and reflect learning sciences research. (ISTE Standards for Educators: 1—Learner; 3—Citizen; 4— Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) Learning Outcome 6.3 Select integration strategies for data collection, analysis, and assessment that meet teaching and learning needs in the classroom and reflect learning sciences research. (ISTE Standards for Educators: 1—Learner; 3—Citizen; 5—Designer; 6— Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Plant Life chapter opening scenario at the beginning of Chapter 6. Pay close attention to Steps 1, 2, and 3, where Ms. Anand identifies the technological possibilities for her problem of practice.

Using your knowledge about design, analysis, and creation strategies introduced in this chapter, particularly taking note of Tables 6.2, 6.4, and 6.6 and the text sections Integration Strategies for Writing and Publishing, Integration Strategies for Digital Representations, and Integration Strategies for Data, Analysis, and Assessment, generate one new technology possibility for targeting Ms. Anand’s problem of practice: understanding scientific concepts related to plant parts and functions and pollination and fertilization. Explain how your new technological possibility would target her problem of practice.

[Q1 Model Response] To construct your response, consider a new technological possibility for targeting this POP given the supporting and limiting context described in Step 2 of the scenario and the features of technologies for writing and publishing; digital representations; and data, analysis, and assessment summarized in Tables 6.2, 6.4, and 6.6. Then consider the suggested integration strategies described throughout the chapter to identify a new possibility targeting students’ difficulty understanding scientific concepts related to plant parts and functions and pollination and fertilization. Describe what strategy and its required technological resources might be an alternative possibility that Ms. Anand might have pursued.

[Q2] Review the Technology Integration in Action: Plant Life chapter opening scenario at the beginning of Chapter 6. Pay close attention to Step 5, Determine the relative advantage, how Ms. Anand RATified the lesson, shown in Figure 6.1. Review Pearson eText Artifact 6.1, the RA T Matrix, to consider how Ms. Anand RATified the role of technology in her lesson.

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Using one of the RATified intersectional matrix cells in Figure 6.1 (e.g., Curriculum-Amplification or Learning-Transformation) as a model, explain how and why your new technology possibility for targeting Ms. Anand’s problem of practice, identified in your answer to Question 1, might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 in the Pearson eText Artifact 6.1, the RAT Matrix) to hone in on the dimension(s) you think might be impacted in a lesson that might use your technology-supported possibility. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

Application Exercise 6.3: Evaluating Lesson Plans Learning Outcome 6.1 Select integration strategies for digital writing and publishing that meet teaching and learning needs in the classroom and reflect learning sciences research. (ISTE Standards for Educators: 1—Learner; 4—Collaborator, 5—Designer; 6—Facilitator) Learning Outcome 6.2 Select integration strategies for multimodal representation of content concepts or developed knowledge that meet teaching and learning needs in the classroom and reflect learning sciences research. (ISTE Standards for Educators: 1—Learner; 3—Citizen; 4— Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) Learning Outcome 6.3 Select integration strategies for data collection, analysis, and assessment that meet teaching and learning needs in the classroom and reflect learning sciences research. (ISTE Standards for Educators: 1—Learner; 3—Citizen; 5—Designer; 6— Facilitator; 7—Analyst) [Q1] Using Technology Integration Examples 6.1 and 6.2 as models, locate one lesson on the Internet or provided by your instructor that uses digital resources for writing and publishing introduced in the text section Digital Writing and Publishing in the chapter.

Evaluate the lesson, using Pearson eText Artifact 6.2, the Technology Lesson Plan Evaluation Checklist and, as needed to assist with determining the relative advantage, the Pearson eText Artifact 6.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q1 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using technology resources for writing or publishing in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

meaningful learning experience for children using technology resources for writing or publishing in this lesson.

[Q2] Using Technology Integration Examples 6.3 and 6.4 as models, locate one lesson on the Internet or provided by your instructor that uses digital representation resources introduced in the text sections Creating Multimodal Representations in the chapter.

Evaluate the lesson, using Pearson eText Artifact 6.2, the Technology Lesson Plan Evaluation Checklist and, as need to assist with determining the relative advantage, the Pearson eText Artifact 6.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q2 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using digital representation resources in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using digital representation resources in this lesson.

[Q3] Using Technology Integration Examples 6.5, 6.6, and 6.7 as models, locate one lesson on the Internet or provided by your instructor that uses digital resources for data, analysis, and assessment introduced in the text section Data, Analysis, and Assessment in the chapter.

Evaluate the lesson, using Pearson eText Artifact 6.2, the Technology Lesson Plan Evaluation Checklist and, as needed to assist with determining the relative advantage, the Pearson eText Artifact 6.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q3 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using technology resources for data collection or analysis or assessment in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using technology resources for data collection or analysis or assessment in this lesson.

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Chapter 6 Test Items 6.1 Multiple Choice Items 1) What is the term for a row-column position in a spreadsheet?

A) Item B) Record C) Cell D) Entry 2) Of the following, which is one of the controversies or challenges surrounding use of word processing in schools?

A) Effects of word processing on students' handwriting B) Effects of word processing on quality of student compositions C) Whether 10-finger keyboarding is more important in language arts than in other content areas D) How fast students' 10-finger keyboarding should be at each grade level 3) What affordance of software allows students in different locations to use it to create, edit, and share documents at the same time over the Internet?

A) Shareware B) SMART C) Open source D) Cloud-based 4) Which software resource would be helpful for preparing a classroom newsletter for parents?

A) Word processing B) Spreadsheet C) Presentation D) Infographic 5) What digital resource takes over the task of doing arithmetic functions so that students can focus on higher level mathematics concepts?

A) Word processing B) Online survey C) Infographic D) Spreadsheet 6) What word processing template might a teacher keep on hand to update and reuse each year?

A) Club budget B) Grade report C) Graphic representation 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

D) Welcome letter 7) What digital resource could be used to illustrate a numerical concept such as the difference between electoral votes and popular votes?

A) Word processor B) Spreadsheet C) Presentation D) Graphics 8) What is the term used to describe the products teachers can design and build with technologies that serve to support and supplement instruction by using graphics and multimedia to give illustrations and emphasize points with images, sound, text, or video.

A) Data analysis B) Digital representations C) Digital publishing D) Organization 9) For what learning activity would students choose to use an infographic resource?

A) Analyze data B) Represent data findings C) Draw an original graphic D) Outline ideas 10) Which of the following is an accepted design principle for writing and publishing digital documents?

A) Avoid overuse of type styles.

B) Make maximum use of colors.

C) Use a variety of different fonts.

D) Use serif and sans serif fonts.

11) A teacher is conducting an action research project that involves collecting data from her students. She needs to analyze the data. What kind of digital resource would you recommend she use to analyze the student responses she received?

A) Student response system B) Portfolio system C) Database D) Statistical software 12) If a social studies teacher wanted to poll students anonymously about their opinions on a local issue, what digital resource might she use to gather their data?

A) Voter collection tool B) Student information system C) Statistical analysis software 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

D) Online survey 13) What can both teachers and students create that helps create a visual record their skill and knowledge development over time?

A) Student information system B) Infographic C) Digital portfolio D) Digital book 14) When teachers commit to ensuring digital justice in our nation’s schools, what orientation to digital learning should they adopt to work toward digital justice?

A) Fair digital learning B) Equal digital learning C) Empowered digital learning D) Global digital learning 15) A teacher needs to create a graph representing trends in data. She wants to do it as fast as possible and with the most ease. Which digital resource might allow her to simultaneously collect the data and create the graph?

A) iReady B) Google Forms and Sheets C) Adobe Acrobat Pro DC D) CorePlanner

6.2 Short Answer Essay Questions 1) Discuss some of the common design elements incorporated into digital representations that make them more effective.

2) Discuss some of the ways teachers can develop their own and their students’ data literacy.

3) Give examples of at least four key design criteria for effective digital writing and publishing, and tell how each helps improve the written or published product.

4) Discuss some of the common teacher integration strategies for data, analysis, and assessment activities and the resources that support those strategies.

5) Describe some digital technology resources that teachers can use to involve parents in their child's education.

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Chapter 6 Test Answer Key ANSWER KEY: Chapter 6 Test (6.1 Multiple-choice Items) 1. Answer: C (see page 196, section titled “Data, Analysis, and Assessment”) 2. Answer: A (see page 183, section titled “Challenges in Digital Writing and Publishing”) 3. Answer: D (see page 191, section titled “Student Use of Digital Representations”) 4. Answer: A (see page 177, section titled “Integration Strategies for Writing and Publishing”) 5. Answer: D (see page 202, section titled “Student Use of Data, Analysis, and Assessment”) 6. Answer: D (see page 177, section titled “Writing and Publishing Strategies for Teachers”) 7. Answer: B (see page 200, section titled “Teacher Use of Data, Analysis, and Assessment”) 8. Answer: B (see page 188, section titled “Integration Strategies for Digital Representations”) 9. Answer: B (see pages 185–189, section titled “Creating Multimodal Representations”) 10. Answer: A (see page 182, section titled “Instructional Strategies for Writing and Publishing”) 11. Answer: D (see page 196, section titled “Data, Analysis, and Assessment”) 12. Answer: D (see page 195, section titled “Data, Analysis, and Assessment”) 13. Answer: C (see page 198, section titled “Data, Analysis, and Assessment”) 14. Answer: C (see page 201, section titled “Box 6.1: Digital Equity and Justice”) 15. Answer: B (see page 196, section titled “Data, Analysis, and Assessment”)

6.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see pages 193–194, section titled “Instructional Strategies for Writing and Publishing”): •

Use large type in projected digital representations (at least 32-point font)

•

Use high-contrast colors to show contrast between the text and the background

•

Minimize the amount of text

•

Keep representations simple, clear, and free of distractions

•

Avoid use of too many “fancy” fonts

•

Avoid using gratuitous graphics and clip art

•

Avoid using unnecessary audio and sounds

•

Use graphics, not only text

•

Design for a light room

•

Avoid designing representations that lead the presenter to read it aloud

2. Model Response: Answers vary but should include some of the following points (see page 204, section titled “Instructional Strategies Using Data, Analysis, and Assessment”): •

Situate data literacy development in hands-on, project-based learning with real-world data.

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•

Obtain real-world data through student-led data collection or sourced from a public data repository.

•

Scaffold students’ data search strategies.

•

Develop analysis skills by evaluating visualizations, charts, and graphs from public media sources, such as magazines, newspapers, and social media.

•

Establish data organization techniques.

•

Model data analysis and interpretation.

•

Build data-based graphs and charts that are interpretable as stand-alone visualizations.

•

Facilitate assessment check-ins so students have focused time and skills to monitor their grades and learning.

3. Model Response: Answers vary but should include some of the following points (see page 182, section titled “Instructional Strategies for Writing and Publishing”): •

Limited numbers of typefaces (too many can be distracting);

•

Use different fonts for title and text (to increase readability, use a serif typeface for text in the main body of the document, and use a sans serif typeface for titles and headlines);

•

Use appropriate type sizes (to increase readability, depending on age of those who will read documents);

•

Match text and background colors (avoid color combinations that can be difficult to read);

•

Use visual cues (e.g., frames or boxes around text, bullets or arrows to designate important points, shading of page behind important text; different text styles and captions);

•

Use white space effectively (help focus attention on areas that do contain information);

•

Avoid text formatting errors that cause reading problems (e.g., irregularly shaped text blocks and angled type);

•

Avoid text break errors (leftover single words and phrases at the tops or bottoms of pages, excessive use of hyphens).

4. Model Response: Answers vary but should include some of the following points (see page 199, section titled “Integration Strategies Using Data, Analysis, and Assessment”): •

Polling students—online surveys

•

Saving time—data dashboards do calculations and prepare charts

•

Organizing displays of information—spreadsheets, databases, chart, and infographic resources

•

Examining achievement data—spreadsheets, statistical data analysis, visualization

•

Building visual teaching demonstrations for numerical concepts—spreadsheet, charts, graphs, visualizations

5. Model Response: Answers vary but should include some of the following points (various pages throughout the chapter): •

Word processing for parent letters, field trip information, or student progress information

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•

Student information systems for parent access to student data (grades, attendance) and communicate with the teacher

•

Online surveys for parent surveys

•

Portfolio systems to engage parents to see their child’s progress over time and provide feedback

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Chapter 7: Communication, Collaboration, and Making Chapter 7 Learning Outcome Quizzes Learning Outcome 7.1: Identify the features and uses of communication resources that solve teaching and learning needs or challenges. (ISTE Standards for Educators: 1—Learner; 4— Collaborator; 5—Designer; 6—Facilitator) [Q1] Ms. Alkhouri wants to communicate with the parents of the children in her class. What communication tool would be optimal for this task to support ease of use and support language options?

1. Google Calendar 2. Screencast-o-Matic 3. TalkingPoints [correct] 4. Audacity [Feedback for Answer Choice 1] Google Calendar is a cloud-based calendaring and scheduling tool. It helps teachers and students organize, schedule, and communicate about their time availability and commitments.

[Feedback for Answer Choice 2] Screencast-o-Matic can be used to produce videos for instructional or explanatory use. It allows recording of on-screen activity (e.g., typing and cursor motions) and accompanying voiceovers, annotation (e.g., circling or highlighting certain words or actions), editing, and sharing.

[Feedback for Correct Answer 3] The TalkingPoints app supports family engagement in their children’s education through multilingual messaging. Teachers and parents can use their preferred language(s) as the app translates mobile app or text message communication across 100 languages.

[Feedback for Answer Choice 4] Audacity is also a free audio recorder and editor that creates audio files that can be distributed.

[Q2] A teacher realizes a lot of her students are making similar errors within a content unit. She wants to communicate with all her students at one time asynchronously to explain the common misconception and show strategies to overcome it. What is the best communication tool to target this issue?

1. Calendar 2. Listserv 3. E-mail 4. Screencast [correct]

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[Feedback for Answer Choice 1] Digital calendars help teachers and students organize, schedule, and communicate about their time availability and commitments.

[Feedback for Answer Choice 2] Listservs and group e-mails are fast and efficient ways to send messages back and forth with the same (and often large) set of people over a long period of time.

[Feedback for Answer Choice 3] E-mail is a common way to exchange multimedia messages between individuals or small groups via a software app (e.g., Microsoft Outlook, Apple Mail) or through a web browser on computers, smartphones, and tablets.

[Feedback for Correct Answer 4] Screencasts are recording of on-screen activity (e.g., typing and cursor motions) and accompanying voiceovers, annotation (e.g., circling or highlighting certain words or actions), editing, and sharing. The resulting screencast can be shared to access asynchronously.

[Q3] Mr. Watkins was assigned to oversee the planning of the fall carnival at the school. He wants to use a communication technology that can facilitate a large group of people easily communicating asynchronously with each other. What approach to communication might be his best choice for this task?

1. Collect e-mail addresses of everyone and send e-mails 2. Create a discussion group and invite members [correct] 3. Collect phone numbers and text message 4. Create a videoconference meeting [Feedback for Answer Choice 1] Individual e-mails can be cumbersome to collect and take a lot of time to individually enter each e-mail address each time you want to send a message.

[Feedback for Correct Answer 2] Listservs and group e-mail are faster and more efficient to use for sending messages back and forth with the same (and often large) set of people over a long period of time. Teachers can set up a Google Group and invite people to join. The discussion group function allows messages to be sent simultaneously to everyone in the group via the Internet [Feedback for Answer Choice 3] Individual phone numbers can be cumbersome to collect and take a lot of time to individually enter each number each time you want to send a message.

[Feedback for Answer Choice 4] Videoconferencing is synchronous communication modality, so it would not support the need for asynchronous communication.

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[Q4] Ms. Thompson is an online teacher, and she wants to offer online office hours where students can sign up for a time from a set of pre-determined available timeslots to videoconference with her about their school work. What communication tool is the best choice for this task?

1. WhatsApp 2. SignUpGenius [correct] 3. Groups.io 4. Flipgrid [Feedback for Answer Choice 1] WhatsApp is a messaging resource that facilitates synchronous short messages between people who are both using the tool. While students could message her about a time for the meeting, this is not the most efficient approach to scheduling meetings with many different students.

[Feedback for Correct Answer 2] Signup Genius allows collaborative scheduling in which the teacher can determine open time slots and students can come to the calendar asynchronously, at their leisure, to choose a time for a meeting.

[Feedback for Answer Choice 3] Groups.io is an online group that facilitates e-mail messaging to the entire group.

[Feedback for Answer Choice 4] Flipgrid supports video creation and sharing to a remote audience via the web.

[Q5] Which communication resource is intended to be an episodic multimedia medium in which content is released frequently and often on a schedule?

1. Podcast [correct] 2. Calendar 3. Film 4. Discussion group [Feedback for Correct Answer 1] Podcast, a term that combines “iPod” and “broadcast,” originally meant broadcasting audio via a website, such as iTunes. While not always enacted, podcasts, vodcasts, and vlogs are intended to be episodic in that new episodes are released frequently and often on a schedule.

[Feedback for Answer Choice 2] Digital calendars help teachers and students organize, schedule, and communicate about their time availability and commitments.

[Feedback for Answer Choice 3]

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Teachers or students can communicate through a longer, nonepisodic video format, such as the production of a film or other creative video. Software allows digital videos to be edited and combined with special effects, such as titles, screen fades, transitions, and voice-over audio/sound effects.

[Feedback for Answer Choice 4] An online group is established that stores and maintains members’ e-mails and offers a mailing list function that allows messages to be sent simultaneously to everyone in the group via the Internet.

Learning Outcome 7.2: Select digital collaboration resources and strategies that respond to teaching and learning needs or challenges and reflect learning sciences research. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6— Facilitator) [Q1] Which of the following collaboration resources has a history of supporting students’ engagement in writing across the content areas?

1. Blog [correct] 2. Microblog 3. Videoconferencing 4. Social networking site [Feedback for Correct Answer 1] The most high-profile use of blogs has been to encourage more frequent, engaged writing in content areas among students. With guidance and scaffolding by teachers, students engage in more writing, provide feedback to peers, and participate in sense making within content areas, such as mathematics.

[Feedback for Answer Choice 2] A microblog is social media technology that allows users to express short-form multimedia messages (i.e., 280-character tweet on Twitter, photos on Instagram, messages on Tumblr, video on TikTok, and messages on Snapchat) that can include web links, hashtags, video, pictures, and photos.

[Feedback for Answer Choice 3] Videoconferencing is multiway live, web-based communication medium allowing those involved to see, hear, and interact with each other.

[Feedback for Answer Choice 4] The highly social nature of SNSs makes them ideal for keeping in touch with parents and carrying out collaborative and constructivist, discussion-based strategies.

[Q2] A language teacher wants to use a software that facilitates students listening to the spoken language from native speakers. Which collaboration resource forefronts audio and video to be used in this manner?

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1. Wikis 2. Blogs 3. Content curation 4. Videoconferencing [correct] [Feedback for Answer Choice 1] Wikis are modifiable web pages. Integration strategies include collaborative student workspaces, student portfolios, and teacher resource sharing. While a wiki can host video, it is not optimal for synchronous language exchange opportunities.

[Feedback for Answer Choice 2] Blogs are websites for discussing a topic or issue. Integration strategies include engaged writing, collaboration in content area topics, formative assessments, communication among teacher communities of practice, increased interaction with parents and community members, and updates and insights on education topics. While a blog can host video, it is not optimal for synchronous language exchange opportunities.

[Feedback for Answer Choice 3] Content curation tools facilitate collection, organization, and sharing of Internet-based information. Integration strategies include content collections, photo curation, student research, and lesson resource planning. Curation resources can archive video but it is not optimal for synchronous language exchange opportunities.

[Feedback for Correct Answer 4] Videoconferencing is multiway live, web-based communication medium allowing those involved to see, hear, and interact with each other. Videoconferencing allows a synchronous “face-toface” communication between participants who are at a distance but they can hear and see each other.

[Q3] Ms. Mosley created a collaborative research project in which students worked in teams to investigate a current event in their community and write a news-style story about it on a classroom wiki. When finalized, the story was shared with the community. As students completed their stories, Ms. Mosley discovered that students did not collaborate with each other on research or writing but instead just wrote different parts of the story. Her goal was for collaborative learning and knowledge production to occur. What should she institute the next time she uses this lesson?

1. Increase the teacher presence in the wiki to support and guide collaboration activities. [correct] 2. Assign a student to monitor peer collaboration and report back to the teacher.

3. Increase the points that students earn for collaborative activities in the project.

4. Invite parents to be part of the collaborative teams.

[Feedback for Correct Answer 1] Just because students are using technologies that support collaboration does not mean that students will use the features to collaborate with one another. Eteokleous, Ktoridou, and 5 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

Orphanou’s (2014) research emphasized the importance of teacher presence in wiki activities, meaning that teachers need to lead students through the student-centered activity with enough support, guidance, assistance, and encouragement to support collaboration. So, the teacher needs to ensure that students know how to use the collaborative features, such as discussions and commenting, as well as be present in the wiki to model, monitor, and encourage collaboration.

[Feedback for Answer Choice 2] Students might not be the best to monitor peer collaboration as they are participants, not the instructor. The teacher can monitor the extent to which collaboration is occurring.

[Feedback for Answer Choice 3] The teacher could provide more clarification and modeling of collaboration strategies for groups, but increasing the points students earn for collaboration might not make an impact if students do not understand how to collaborate online.

[Feedback for Answer Choice 4] It is unclear what role parents would play in the collaboration for this project.

[Q4] Mr. Porkee wants to find a technology that would help him remember different resources available online and then be able to sort through them and develop lessons that involve some of these web-based resources. What category of collaboration resources would be best for his need?

1. Microblogs 2. Wikis 3. Content curation [correct] 4. Social networking sites [Feedback for Answer Choice 1] A microblog is social media technology that allows users to express short-form multimedia messages (i.e., 280-character tweet on Twitter, photos on Instagram, messages on Tumblr, video on TikTok, and messages on Snapchat) that can include web links, hashtags, video, pictures, and photos. While a user can post or link to various resources within a microblog platform, it is not the most optimal resource to organize and retrieve information within it.

[Feedback for Answer Choice 2] A wiki is a collection of web pages that encourages collaboration and communication of written ideas by having users contribute or modify content. While Mr. Porkee could create links to different resources on a wiki, the wiki might not be as streamlined for helping him create lessons from the archived online resources.

[Feedback for Correct Answer 3] Mr. Porkee should find content curation software to meet his needs. He might consider SymbalooEDU to curate learning resources and then create web-supported, digital lessons with those resources. His work might assist him in supporting flipped or independent learning pedagogies.

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[Feedback for Answer Choice 4] Social networking sites (SNSs) are websites that give members a space in which they can create a personal profile; contribute multimedia content such as text, images, and videos; and connect and interact with other users. While a user can post or link to various resources within an SNS, it is not the most optimal resource to organize and retrieve information within it.

[Q5] Mr. van Dalen has used a range of technologies in his high school class, but the students have begun to overwhelmed with the range of platforms he has them use: a grade reporting software, a blog software journaling, a wiki for lesson descriptions, and a videoconference program for synchronous meetings. Often students forget their passwords, and it takes a lot of time to help them retrieve them to access the needed online resources. This year, he needs to streamline his use of resources—what collaborative resource might help solve Mr. van Dalen’s problem?

1. A multifeatured workspace or LMS [correct] 2. A wiki 3. Social networking 4. A videoconference [Feedback for Correct Answer 1] To assist teachers in designing and teaching with technologies and communicating and collaborating with colleagues and parents, multifunction systems and workspaces offer students, teachers, administrators, and parents one space, with one password, to access multiple tools and resources that fit their needs. In contrast, LMSs and multifeature workspaces have one account but offer multiple resources within one system.

[Feedback for Answer Choice 2] A wiki is a collection of web pages that encourages collaboration and communication of written ideas by having users contribute or modify content. While Mr. van Dalen could create links to different resources on a wiki, the wiki would still draw his students to many different resources to do their activities.

[Feedback for Answer Choice 3] Social networking sites (SNSs) are websites that give members a space in which they can create a personal profile; contribute multimedia content such as text, images, and videos; and connect and interact with other users.

[Feedback for Answer Choice 4] Videoconferencing is multiway live, web-based communication medium allowing those involved to see, hear, and interact with each other.

Learning Outcome 7.3: Select digital making strategies that respond to teaching and learning needs or challenges and reflect learning sciences research. (ISTE Standards for Educators: 1— Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Ms. Gambel plans for her students in the maker club to build a new website from scratch to highlight an oral history project. A student, Jason, starts creating some of his web pages and 7 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

developing snippets of audio oral histories. Ms. Gamble notices that Jason has begun the web development process without engaging some of the foundational steps. What are the first two first steps the students should engage in as they begin web development?

1. Review websites and storyboard the proposed site [correct] 2. Gather audio and photographs for the proposed site 3. Add navigation and gather graphics for the proposed site 4. Buy the domain and publish the proposed site [Feedback for Correct Answer 1] Jason and his peers should review other websites to identify the design elements and functionality they could built into their own site. Then they storyboard or wireframe, which is a planning and design step that culminates with a blueprint for what should appear on each page and how the pages will work together. Jason optimally should create a storyboard or wireframe before he starts developing individual web pages.

[Feedback for Answer Choice 2] After students have reviewed websites for ideas and storyboarded their proposed site, they can begin gathering audio and photographs [Feedback for Answer Choice 3] After students have reviewed websites for ideas and storyboarded their proposed site, they will understand how their navigation is planned. They can gather graphics, build pages, and add navigation.

[Feedback for Answer Choice 4] The project could buy the domain at any time. Once the entire site is built, they will publish the site on their domain to make it publicly available.

[Q2] Ms. Gambrel is trying to integrate more digital making within her English and language arts courses. What advice would you give her to consider as she begins her thinking and planning?

1. Follow what the curriculum guide and state standards advise for making.

2. Consider what out-of-school student interests could leverage in-school maker projects. [correct] 3. Use your usual English lessons as a start to making projects.

4. Seek out advanced technologies, like Raspberry Pis or 3-D printing to motivate students.

[Feedback for Answer Choice 1] Making and the learning it supports does not always align with the formal, standards-driven, and assessment-heavy curriculum and instruction existing in K–12 schools.

[Feedback for Correct Answer 2] Teachers and leaders should take great strides to understand students’ out of school interests and digital experiences so as to lay a foundation for creating in-school making contexts as aligned as possible to the inherent informal, interest-driven goals of making culture.

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[Feedback for Answer Choice 3] If Ms. Gambrel’s lessons work well, they make not be optimal place to start. She could use problems of practice within her subject areas to guide the design of a maker lesson, but it’s optimal to make it interdisciplinary lesson where she merges humanities, STEM, and the arts in interest-driven making activities.

[Feedback for Answer Choice 4] Making and maker projects can be very successful without advanced technologies, such as even using used materials, such as old electronics or computers, to deconstruct for learning or use for testing apps or materials for building and creating. Ms. Gambrel should develop a plan that meets her students’ experience, which likely is at an introductory level.

[Q3] Research studies have examined a range of technologies and strategies for introducing K–12 students to computer programming. Ms. Gambrel is working with a team to develop a vision for their makerspace and the role computer programming and coding could be situated within it.

Which of the following vision statements could be problematic, based on the research?

1. Computer programming bridges students’ interests from outside school to inside school.

2. Students engage in problem-solving processes when computer programming.

3. We must strive to integrate computer programming in the curricular content.

4. Computer programming is an individual learning process. [correct] [Feedback for Answer Choice 1] The range of maker activities which involve programming, such as game and app design, 3-D animation, robotics, are situated to accommodate and even forefront students’ interests from outside school to be integrated with inside-school goals.

[Feedback for Answer Choice 2] The benefits of most digital making activities, especially those that involve computer programming, are their ability to support the development of computational thinking, such as skills in abstraction, algorithms, logical thinking, data representations, and problem solving.

[Feedback for Answer Choice 3] A significant challenge for schools is deciding where to place computer programming in the curriculum, which has remained unresolved. Though, students can learn content concepts through computer programming; thoughtful focus must be taken to make these important connections.

[Feedback for Correct Answer 4] A prominent finding from research is the deep level of collaboration that occurs among learners as they code, create, and make. Numerous research studies of students who engage in computer programming activities have found the process to be highly collaborative among peers, teachers, and online communities. Thus, computer programming is not an individual learning process, and teachers should design lessons that situate students collaboratively when engaging in coding activities.

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[Q4] Ms. Gambrel understands that making and makerspaces have not always been the most equitable spaces for student learning. What strategy best positions Ms. Gambrel’s making activities to be more equitable and inclusive?

1. Plan longer maker projects so students can really get involved 2. Identify several thematic projects [correct] 3. Add the maker project as a lunch-time activity 4. Allow access to the maker projects after students have completed their assigned schoolwork [Feedback for Answer Choice 1] It is helpful to diversify the types of projects and roles student makers can do in makerspaces; for example, a long, big project may dissuade some students, so allow and encourage smaller projects. Some students may prefer supportive roles like helping or observational roles to begin participating.

[Feedback for Correct Answer 2] Developing a range of thematic contexts for making, such as a coding and fashion club where children can make etextiles more equitable. If Ms. Gambrel consults with students to choose the themes, she may be able to better integrate students’ out-of-school interests in the maker projects.

[Feedback for Answer Choice 3] Limiting the maker project to occur during lunch may create systemic exclusion in that some students who have lunch commitments (such as eating lunch and exercising) will systematically not be able to attend. Creating the making activities outside the curriculum (such as an optional lunch activity) undermines attempts to have making more integrated into curricular activities.

[Feedback for Answer Choice 4] If making is only a reward for completing assigned schoolwork, students who use all their time to diligently do required work may be systematically excluded.

[Q5] Research has shown that students who engage in digital making activities can help them develop skills in abstraction, algorithms, logical thinking, data representations, and problem solving. What term best describes these skills that learners can develop as they make?

1. Maker mindset 2. Design thinking 3. Critical thinking 4. Computational thinking [correct] [Feedback for Answer Choice 1] The heart of a maker mindset is facilitating students to collaborate, create, innovate, and learn.

[Feedback for Answer Choice 2]

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Other skills students may develop include exposure to a design process, such as design–make– share (Ajima, 2013).

[Feedback for Answer Choice 3] Other skills students may develop include critical and imaginative thinking (Aldenbashi, 2021).

[Feedback for Correct Answer 4] The benefits of most digital making activities are their ability to support the development of computational thinking, such as skills in abstraction, algorithms, logical thinking, data representations, and problem solving.

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Chapter 7 Application Exercises Application Exercise 7.1: Analyzing Technology Integration: Creative Writing and Making Learning Outcome 7.1 Identify the features and uses of communication resources that solve teaching and learning needs or challenges. (ISTE Standards for Educators: 1—Learner; 4— Collaborator; 5—Designer; 6—Facilitator) [Q1] Review the Technology Integration in Action: Creative Writing and Making chapter opening scenario at the beginning of Chapter 7. Pay close attention to Steps 1, 2, and 3, where Ms. Alkhouri identifies the technological possibilities for her problem of practice.

Describe her problem of practice, the technology possibility and integration strategy she identified, and why the technological resources in the school and community aligned with her idea.

[Q1 Model Response] Ms. Alkhouri’s problem of practice (POP) was the need to develop students’ digital literacy through active, creative uses of technology for English language arts. This problem related to her growing awareness of digital inequities among students of color, from lower socioeconomic means, or who have a history of lower testing achievement in which these students disproportionally have less access to digital technologies and less use of them for creative, collaborative activities. Since her school had somewhat limited technology resources, she decided to work with the librarian to create several mini makerspaces that would support the literary arts, an idea she gleaned from several Twitter hashtags she followed. The principal was supportive and could provide resources to create these makerspaces that would impact not only her students but any others that visited the school library. Her lesson was a multimedia poetry project which aligned with social constructivist integration strategy. She planned for students to work together and individually to create ‘found’ multimodal poems.

[Q2] Review the Technology Integration in Action: Creative Writing and Making chapter opening scenario at the beginning of Chapter 7. Pay close attention to Step 5, Determine the relative advantage, how Ms. Alkhouri RATified the lesson, shown in Figure 7.1. Review Pearson eText Artifact 7.1, the RAT Matrix, to consider how Ms. Alkhouri RATified the role of technology in her lesson.

Picking one of the RATified matrix cells in Figure 7.1 (e.g., Instruction-Amplification or LearningAmplification), explain how and why the technology in Ms. Alkhouri’s lesson might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum. Your response should serve as a more detailed rationale for the relative advantage of the technological resources in Ms. Alkhouri’s lesson idea.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 within the Pearson eText Artifact 7.1, the RAT Matrix) to hone in on the dimension(s) you think might have been impacted within Ms. Alkhouri’s technology-supported lesson. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

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For example, in targeting the Instruction-Amplification RATified matrix cell, Ms. Alkhouri felt that there was amplified advantage of students contributing to a class blog in which they posted their developing found poems and provided feedback to each other. When students share writing-inprocess with each other, they become more accepting and aware of writing as a process and not a magical, perfect outcome. While they might have been able to share drafts in class, the blog allowed students to see more of their peers’ poetry and accommodated multimedia aspects that could be built into the students’ poems.

Application Exercise 7.2: Analyzing Technology Integration: Your Alternative Solution Learning Outcome 7.1 Identify the features and uses of communication resources that solve teaching and learning needs or challenges. (ISTE Standards for Educators: 1—Learner; 2— Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator) Learning Outcome 7.2 Select digital collaboration resources and strategies that respond to teaching and learning needs or challenges and reflect learning sciences research. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6— Facilitator) Learning Outcome 7.3 Select digital making strategies that respond to teaching and learning needs or challenges and reflect learning sciences research. (ISTE Standards for Educators: 1— Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Creative Writing and Making chapter opening scenario at the beginning of Chapter 7. Pay close attention to Steps 1, 2, and 3, where Ms. Alkhouri identifies the technological possibilities for her problem of practice.

Using your knowledge about digital communication, collaboration, and making strategies introduced in this chapter, particularly taking note of Tables 7.2, 7.3, and 7.4 and the text sections Integration Strategies for Digital Communication and Integration Strategies for Digital Making, generate one new technology possibility for targeting Ms. Alkhouri’s problem of practice: developing students’ digital literacy through active, creative uses of technology for English language arts. Explain how your new technological possibility would target her problem of practice.

[Q1 Model Response] To construct your response, consider a new technological possibility for targeting this POP given the supporting and limiting context described in Step 2 of the scenario and the features of communication, collaboration, and making summarized in Tables 7.2, 7.3, and 7.4. Then consider the suggested integration strategies described throughout the chapter to identify a new possibility to develop students’ digital literacy through active, creative uses of technology for English language arts. Describe what strategy and its required technological resources might be an alternative possibility that Ms. Alkhouri might have pursued.

[Q2] Review the Technology Integration in Action: Creative Writing and Making chapter opening scenario at the beginning of Chapter 7. Pay close attention to Step 5, Determine the relative advantage, how Ms. Alkhouri RATified the lesson, shown in Figure 7.1. Review Pearson eText Artifact 7.1, the RAT Matrix, to consider how Ms. Alkhouri RATified the role of technology in her lesson.

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Using one of the RATified intersectional matrix cells in Figure 7.1 (e.g., Instruction-Amplification or Learning-Amplification) as a model, explain how and why your new technology possibility for targeting Ms. Alkhouri’s problem of practice, identified in your answer to Question 1, might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 in the Pearson eText Artifact 7.1, the RAT Matrix) to hone in on the dimension(s) you think might be impacted in a lesson that might use your technology-supported possibility. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

Application Exercise 7.3: Evaluating Lesson Plans Learning Outcome 7.1 Identify the features and uses of communication resources that solve teaching and learning needs or challenges. (ISTE Standards for Educators: 1—Learner; 4— Collaborator; 5—Designer; 6—Facilitator) Learning Outcome 7.2 Select digital collaboration resources and strategies that respond to teaching and learning needs or challenges and reflect learning sciences research. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6— Facilitator) Learning Outcome 7.3 Select digital making strategies that respond to teaching and learning needs or challenges and reflect learning sciences research. (ISTE Standards for Educators: 1— Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Using Technology Integration Example 7.1, 7.2, 7.3, or 7.4 as models, locate one lesson on the Internet or provided by your instructor that uses digital communication or collaboration resources introduced in the text sections Digital Communications and Digital Collaboration in the chapter.

Evaluate the lesson, using Pearson eText Artifact 7.2, the Technology Lesson Plan Evaluation Checklist and, as needed to assist with determining the relative advantage, the Pearson eText Artifact 7.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q1 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using communication or collaboration technology resources in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using communication or collaboration technology resources in this lesson.

[Q2] Using Technology Integration Example 7.5 as a model, locate one lesson on the Internet or provided by your instructor that uses digital making resources introduced in the text sections Digital Making in the chapter.

Evaluate the lesson, using Pearson eText Artifact 7.2, the Technology Lesson Plan Evaluation Checklist and, as need to assist with determining the relative advantage, the Pearson eText Artifact 7.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q2 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using digital making resources in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using digital making resources in this lesson.

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Chapter 7 Test Items 7.1 Multiple Choice Items 1) Which kind of software is required to edit a movie from filmed video footage?

A) Video editing software B) MPEG software C) AVI software D) Streamed video software 2) Mr. van Dalen is a history teacher at Eisenhower High School, which is nearly 150 years old.

He proposed a new historical project for his U.S. history students to undertake: research the history of the school with specific attention to notable graduates. He thought the students could do some oral history interviews and examine historical records at the local museum and nearby university. Ultimately, the students want to develop a film and edit the video interviews so the interviewees have historical photographs and artifacts layered behind them. What resource for filming might support the students’ aims?

A) E-mail B) Webcam C) Screencast D) Green screen 3) Ms. Haden wants to set up a way for her students to talk with each other during class lectures, both those that she the teacher offers as well as when students are doing presentations. She wants to scaffold them to focus on educationally focused discussions that can be archived and used later for developing study guides or sharing with presenters as formative or summative feedback. What messaging app could meet this lesson need?

A) iMessage B) Remind C) Backchannel chat D) Snapchat 4) What type of web-based creation is produced when students’ audio record chapters of an original story and share the recordings each week online?

A) Podcast B) Flipped learning C) Chain writing D) Digital pen pal 5) What type of integration strategy is a teacher using when his students’ videoconference with another classroom across the globe to exchange ideas about water pollution prevention?

A) Access to courses B) Classroom without walls C) Field trip 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

D) Mentoring 6) What type of integration strategy is a teacher using when she has her students link up with local writers who critique the students' stories and e-mail them feedback before their work is finalized and posted online?

A) Student–teacher conference B) Pen pal writing exchange C) Field trip D) Mentoring 7) Twitter is an example of which digital collaboration resource?

A) Blog B) Chat room C) Microblog D) Wiki 8) One of the key advantages to using an LMS or multifeatured workspace is that students (and the teacher) can log-in to only one space to engage in multiple types of learning activities supported by the multiple features built into these digital resources. When a teacher identifies a digital activity not supported within their LMS or workspace, what is the teacher’s best course of action?

A) Think of a different activity to do B) Set up a separate way for students to log-in to the different digital site to do the activity C) Ask the curriculum specialist for help D) Search to see if the digital activity can be done using an external app (API) integrated into the LMS or workspace 9) What is the first step when designing and creating a web page or website?

A) Add navigation links B) Wireframe or storyboard C) Develop pages and media elements D) Review existing websites 10) If a student is creating within Minecraft or Sims, what type of computer programming products are they designing and making?

A) Augmented reality B) Virtual worlds C) Scratch visual programming D) Robots 11) What activity describes students who design, tinker, experiment, and ultimately create physical or digital objects?

A) Augmenting 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

B) Coding C) Programming D) Making 12) What type of software permits a user to record video of what is occurring on the computer along with typed and cursor actions in order to create a lesson?

A) Screencasting B) Green screen C) Portfolio D) Virtual reality 13) A fourth-grade teacher wants to use Twitter in multiple ways with her class. What is the best advice for her to consider as she gets started?

A) Set up the students’ accounts yourself and keep their passwords handy.

B) Create a class Twitter account.

C) Expect individual students to follow and post on Twitter.

D) Post a lot of pictures because parents enjoy seeing them.

14) What is a prominent research finding regarding students who engage in computer programming activities?

A) Learners do not need teacher assistance.

B) Learners collaborate with others.

C) Learners achieve through independent work.

D) A majority of children enjoy coding a lot.

15) What are students programming when they develop a computer-generated environment in which a real-life scene is overlaid with computer-generated information?

A) Augmented reality B) Virtual worlds C) Scratch visual programming D) 3-D game

7.2 Short Answer Essay Questions 1) Discuss the research-based perspectives on the relationship between students' use of informal textese/textisms and students' learning and use of formal English.

2) Describe at least three ways teachers are using microblogs in teaching and learning.

3) Discuss concerns related to the use of social networking sites within K-12 education.

4) Describe at least two types and roles of media resources that can be used in a website.

5) Describe the six steps of the design process involved in communicating, creating, and making activities.

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Chapter 7 Test Answer Key ANSWER KEY: Chapter 7 Test (7.1 Multiple-choice Items) 1. Answer: A (see page 217, section titled “Films”) 2. Answer: D (see page 217, section titled “Films”) 3. Answer: C (see page 215, section titled “Text and Instant Messaging”) 4. Answer: A (see page 216, section titled “Podcasts, Vodcasts, Vlogs”) 5. Answer: B (see pages 229–230, section titled “Videoconferencing”) 6. Answer: D (see page 219, section titled “Integration Strategies for Digital Communication”) 7. Answer: C (see page 225, section titled “Microblogs”) 8. Answer: D (see pages 230–231, section titled “Learning Management Systems and Multifeature Workspaces”) 9. Answer: D (see page 239, section titled “Web Development Steps”) 10. Answer: B (see page 236, section titled “Building in Virtual Worlds”) 11. Answer: D (see page 232, section titled “Digital Making”) 12. Answer: A (see page 218, section titled “Screencasts”) 13. Answer: B (see page 225, section titled “Microblogs”) 14. Answer: B (see page 232, section titled “Computer Programming and Coding”) 15. Answer: A (see page 237, section titled “Building Augmented Reality”)

7.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see pages 215–216, section titled “Text and Instant Messaging”): •

A study (van Dijk et al., 2016) indicates textese is a completely different register and thus, is unrelated to academic literacy.

•

Yet, this same study (van Dijk et al., 2016) found crafting shortened texts with dropped words was correlated with better grammar proficiency.

•

Waldron et al. (2017) did not find a link between use of predictive text and primary and secondary students’ use of textisms in their text messages, nor was there evidence that predictive text usage affected students’ standardized spelling or grammar scores

2. Model Response: Answers vary but should include some of the following points (see pages 225–227, section titled “Microblogs”): •

Sharing classroom learning with a class hashtag

•

Resource collections by using a specific hashtag and news feed

•

Mentor and expert access by interacting with real people via microblogs

•

Following current events

•

Formative assessment by having students’ tweets answer or questions with a class hashtag, and teachers can review the hashtag archive 19 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

•

Bulletin boards with announcements or reminders for students and parents

•

Twitter walls using an app that creates a visual display of tweets

•

Role playing through live tweeting in character of historical figures

•

Professional learning by following and interacting with like-minded teacher peers

3. Model Response: Answers vary but should include some of the following points (see pages 221–223, section titled “Social Networking”): •

Many SNS require users to be aged 13 or older, making it most applicable for high school students.

•

Many school or district policies do not allow use of SNS during the school day and use blocking software.

•

Many SNS are open content sites, meaning objectionable content could be easily accessed on it.

•

Some SNS favor narcissistic contributions, which reduce the ability to use them for argumentation and knowledge construction.

•

Some SNS are not effective educationally if the teacher is involved or directs the activities.

•

SNS friendships between teachers and students may lead to invasions of teacher or student privacy, extend work commitments, and create social inequity for students who do not use SNS.

4. Model Response: Answers vary but should include some of the following points (see pages 239–240, section titled “Multimedia Resources for the Site”): •

Audio—background music, illustrations of music, speeches, poetry readings, directions, sound effects, podcasts;

•

Video—procedure demonstrations, lectures, illustrative examples, decision-making simulations, problem-solving situations, screen-capture;

•

Photos—historical events or people, geographic locations or objects in outer space, illustrative tools;

•

Graphic images—illustrative cartoons, attention-getting cues, animations, charts, visualizations;

•

Text—signs, titles, summaries, definitions.

5. Model Response: Answers vary but should include some of the following points (see page 213, section titled “Digital Communications”): The steps include: 1. Define the problem or task 2. Collect information 3. Brainstorm and analyze ideas 4. Develop preliminary solutions 5. Gather feedback from others 6. Improve through revision 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

Chapter 8: Teaching and Learning in Blended and Online Environments Chapter 8 Learning Outcome Quizzes Learning Outcome 8.1: Describe the characteristics, benefits, challenges, and integration strategies of blended learning models for relevant instructional situations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] For a new teacher interested in innovating more with educational technologies, what recommendation would you make to the teacher in relation to pursuing online or blended learning models.

1. Recommend planning out blended learning instruction for an entire course.

2. Recommend online learning instruction for an entire course.

3. Recommend planning out blended learning instruction for one curriculum unit. [correct] 4. Recommend online learning instruction for one curriculum unit.

[Feedback for Answer Choice 1] Blended learning can be an entry step toward innovation in education but planning for a whole course may be daunting for a new teacher with little experience.

[Feedback for Answer Choice 2] Patrick and Chambers (2020) do not advocate for online learning to serve as an entry step toward innovation in education.

[Feedback for Correct Answer 3] Blended learning can be an entry step toward innovation in education and planning for just one curriculum unit is optimal for a new teacher with little experience.

[Feedback for Answer Choice 4] Patrick and Chambers (2020) do not advocate for online learning to serve as an entry step toward innovation in education.

[Q2] Lizzie, a 12th- grade student, is enrolled in all online courses that she can work through at her own pace with guidance from her online teachers. However, for her AP calculus course, the teacher hosts biweekly, face-to-face review sessions and learning activities, and Lizzie takes her exams at the district Assessment Center. Which type of blended learning model does this represent?

1. Station rotation model 2. Enriched virtual model [correct] 3. Flipped classroom model 4. Flex model 1 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

[Feedback for Answer Choice 1] In this model, all students rotate through all the stations (at least one of which includes online learning activities) in a physical classroom on a fixed schedule.

[Feedback for Correct Answer 2] In the enriched virtual model, most activities take place online, but the AP calculus teacher offers face-to-face learning experiences to enhance the online course. Thus, Lizzie is experiencing an enriched virtual model of blended learning.

[Feedback for Answer Choice 3] In the flipped classroom model, students complete the online learning rotation off the school site, typically as homework outside of class time. The online learning portion is typically the main delivery of content, and the time in the physical classroom engages students in teacherguided, hands-on activities in which students apply the content or student collaborative activities.

[Feedback for Answer Choice 4] In the flex model, online learning is the main learning modality for students, but the learning occurs in a face-to-face setting with a teacher present to help, oversee projects, or lead discussions.

[Q3] Ms. Kerr reviews her students’ assessment data at the end of each week. She then determines the pacing, sequencing, and content for each student for the following week. In her classroom, she provides some whole-class instruction, and then, as needed, students cycle through digital activities that have skill-based activities, discussion, and online content specific to their learning needs. Which type of blended learning model does this represent?

1. Station rotation model 2. Lab rotation model 3. Individual rotation model [correct] 4. À la carte model [Feedback for Answer Choice 1] Ms. Kerr is using a station rotation model in which everyone cycles through the same digital stations, but their activities at each station can be slightly different because of their individual learning needs that Ms. Kerr has determined from her analysis of assessment data.

[Feedback for Answer Choice 2] In the lab rotation model, students go to a computer lab for the online learning portion of the rotation on a fixed schedule. This is practical for teachers who have access to a computer lab that may be overseen by another teacher who guides students in the lab.

[Feedback for Correct Answer 3] This model provides students with an individualized rotation schedule determined by the teacher, the student’s learning pathway, or computing algorithms (i.e., those built into adaptive or personalized learning technologies). Students will have different rotations, with some students not rotating to all stations.

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[Feedback for Answer Choice 4] With an à la carte model, students take a fully online course with an online teacher along with their other face-to-face courses at a brick-and-mortar, physical educational setting or off-site.

[Q4] Mr. Daun, a science teacher, wants to develop brief video to introduce key scientific concepts related to motion and force. He will use a flipped classroom model and assign the videos to students to watch as homework so that in-class time can be used to engage in a hands-on science experiment using a Vernier scientific cart and track system with motion encoder. What is the best length and format for the video?

1. The video should be about 20 minutes long and follow the textbook’s content.

2. The video should be about 10 minutes long and be a lecture style format.

3. The video should be about 6 minutes long and use an informal, conversational tone. [correct] 4. The video should be about 30 minutes long and use animated characters.

[Feedback for Answer Choice 1] This length of video and format is not optimal to maintain students’ interest in the content.

[Feedback for Answer Choice 2] This length of video and format is not optimal to maintain students’ interest in the content.

[Feedback for Correct Answer 3] Mr. Daun is implementing a flipped classroom model of blended learning. A video for student viewing optimally should be no more than 6 minutes in length, and it should be presented in first person and in an informal, conversational, tone to focus on important concepts.

[Feedback for Answer Choice 4] This length of video is not optimal to maintain students’ interest in the content.

[Q5] The four pillars of F-L-I-P (Hamden et al., 2013) remind teachers how blended learning can achieve the goal of revitalizing and improving instructional methods. The “L” focuses on a Learning culture shift. What instructional scenario best reflects the required shift in learning culture when implementing blended learning models?

1. The teacher hosts an online discussion debate about a current even related to the course topic. [correct] 2. The teacher has all students listen to a video lecture relaying the day’s course topic.

3. The teacher relies on students to discuss key concepts together online but does not participate himself.

4. The teacher launches new blended instruction and assumes all students are technology adept.

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[Feedback for Correct Answer 1] Learner interactions are important in blended learning and this teacher is working toward creating a community of inquiry in which students can discuss and debate with high levels of teacher interaction and feedback.

[Feedback for Answer Choice 2] Learning culture in blended learning must shift from students as passive receivers of knowledge to students’ active, social involvement in their own learning.

[Feedback for Answer Choice 3] Learner interactions are important in blended learning. Online discussion can work toward this goal, but high levels of teacher interaction and feedback are required.

[Feedback for Answer Choice 4] Teachers need to communicate, introduce, and demonstrate the new pedagogy with students before implementation (Avery et al., 2018; Lo & Hew, 2017).

Learning Outcome 8.2: Describe the characteristics, benefits, challenges, and integration strategies of online learning models for relevant instructional situations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] A company offers an online AP calculus course that any U.S. high school student can take. It has video lectures, example problems with feedback, small-group work and discussions, and assessments but no “real-time” meetings. Which online model does this reflect?

1. Noninteractive, asynchronous online model 2. Interactive, asynchronous online model [correct] 3. Interactive, synchronous online model 4. Interactive, asynchronous + synchronous online model [Feedback for Answer Choice 1] Although students in noninteractive, asynchronous courses do interact with content designed by content experts (who could be instructors), they have no interaction with instructors or other students during learning activities.

[Feedback for Correct Answer 2] The group work and discussions make this course interactive because students must interact with each other in these activities, and the fact that there are no real-time meetings makes it asynchronous.

[Feedback for Answer Choice 3] Some online courses have interactive, synchronous, real-time class meetings. The synchronous learning activities occur in the LMS with the aid of webcams and microphones or in online videoconferencing tools, such as Zoom, Google Meet, or Microsoft Teams.

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[Feedback for Answer Choice 4] Teachers plan out the week’s learning activities to be completed asynchronously by students, but they also offer synchronous, often video-based, check-ins as whole-class instruction, smallgroup meetings, or virtual office hours.

[Q2] Which of the following is one of the challenges revealed in current research about online schools?

1. Students in online schools show poorer academic performance than students in traditional public schools. [correct] 2. There is a low student withdrawal rate which increases demand for online courses.

3. Online schools have over-enrollment of students of color.

4. Schools are failing because of inadequate funding.

[Feedback for Correct Answer 1] Studies show that online schools’ overall performance is not as successful as that of traditional public schools, outcomes that are even referred to as “poor” and “abysmal,” and have not improved over time (Molnar et al., 2021, p. 10). Research shows a sustained pattern of poor performance in online schools run by for-profit education management organizations (EMOs).

The poor performance of online schools is also not universal, as the state-level Florida Virtual School is relatively successful. Furthermore, this data reflects only full-time online/ virtual schools, so the success of smaller online courses or programs is unknown due to lack of research.

[Feedback for Answer Choice 2] Overall, students of all race/ethnicity subgroups enrolled in public online charter schools showed high mobility rates, indicating more instability after enrolling in online schools.

[Feedback for Answer Choice 3] In terms of student demographics, online schools enroll fewer students of color, in poverty, with special education needs, and who are learning the English language than do national public schools.

[Feedback for Answer Choice 4] Virtual schools receive full funding for their offerings, similar to traditional public schools. In many cases, they have lower costs because they serve fewer students with high needs, have higher student–teacher ratios, and little to no physical infrastructure like buildings and busing as compared to brick-and-mortar public schools.

[Q3] Ms. Haas is building a team to develop a set of online courses within her school. She’s thinking about different ways to ensure success with the online courses. Based on the research about students’ readiness for online learning, what advice would you give Ms. Haas?

1. Admit students who demonstrate a high interest in the subject content of the online course.

2. Require students to take a technology course prior to being able to enroll in any online courses.

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3. Find an online readiness survey to administer to all students who are interested in enrolling in the online courses. If students score low, do not let them take the course.

4. Don’t worry so much about students’ characteristics, and instead focus on using good design strategies and selecting highly experienced online teachers. [correct] [Feedback for Answer Choice 1] A good attitude toward course subject matter can assist online learners (Hung et al., 2010), but if used, this could dissuade students who might benefit from learning online.

[Feedback for Answer Choice 2] Previous experience with technology can assist online students, and studies support a correlation between increased computer self-efficacy and improved outcomes in online courses.

Yet, students can also learn to use new technological tools while they engage in an online course, which would be a very authentic learning context.

[Feedback for Answer Choice 3] Wladis and Samuels (2016) found that readiness surveys can have low predictive validity and more important, if used, could dissuade students who might benefit from learning online.

[Feedback for Correct Answer 4] Only students’ typing ability and reading rate/recall were correlated with online course completion. Thus, good design of the course and highly experienced teachers can be more important than identification of student characteristics that might dissuade students from pursuing online learning opportunities.

[Q4] Ms. Haas is building a team to develop a set of online courses within her school. She wants to ensure that the design of online courses is optimal for scaffolding student success and satisfaction. Based on research related to the characteristics of courses that affect success, what recommendation would you give Ms. Haas as she prepares to design the online course activities?

1. Ensure that there is a high amount of interaction between teacher and students. [correct] 2. Make the course available as soon as possible to accommodate students who want to start early.

3. Offer a technical support session once a month in case students need help.

4. Avoid creating activities that require peers to engage with each other because it can be complex.

[Feedback for Correct Answer 1] The single greatest determinant of satisfaction across studies is the amount of interaction between teacher and students. High interaction with the teacher and others leads to increased perceptions of students’ engagement with the content and, ultimately, a more positive learning experience.

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[Feedback for Answer Choice 2] The practice of required course orientations is becoming more common to increase retention in online courses. If you open a course early and do not provide adequate orientation, students may become dissatisfied.

[Feedback for Answer Choice 3] Successful courses are those that minimize technical problems so that the student can focus on the learning rather than on computer and technical issues. Offering only one session per month likely would not provide adequate and timely support for technical issues.

[Feedback for Answer Choice 4] Interactions between learners and the instructors can help establish a sense of community among learners, resulting in both increased engagement and motivation. Feelings of isolation or disconnectedness from the teacher and classmates, as well as frustration with technology problems, can negatively affect course satisfaction.

[Q5] Mr. Salinas, a ninth-grade biology teacher, is approached by his principal and asked to teach an online biology course. Mr. Salinas asks to review the online course and use the National Standards for Quality Online Courses and the Quality Matters K-12 Rubric to determine its quality. Mr. Salinas jots the following notes about the course during his review. Which of the following comments in his notes indicates an issue concern about the quality of the online biology course he is reviewing?

1. The teacher provides different ways to teach the academic content, which is aligned with the CCSS-M standards.

2. In the learning activities, students do not communicate with the teacher. [correct] 3. All video content is closed-captioned.

4. There is a 24/7 support center for the teacher and students.

[Feedback for Answer Choice 1] Courses should have multiple means of content for students to learn the standards-based content.

[Feedback for Correct Answer 2] High interaction, especially between the student and teacher and between/among students in online courses, has been shown to influence student satisfaction, engagement, and learning.

One of the standards for quality online courses is that their design should promote communication among teachers and students. Therefore, Mr. Salinas was worried that the lack of interaction built into the biology class might reduce its quality.

[Feedback for Answer Choice 3] Learning resources need to be user-friendly, selected to match content and learning needs, and meet all accessibility, legal, and data privacy requirements. Therefore, videos need to be closed-captioned in case students with hearing impairments enroll in the course.

[Feedback for Answer Choice 4] Technology resources should not create barriers to learning progress. Providing 24/7 support will reduce such a barrier.

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Learning Outcome 8.3: Identify tools, strategies, and procedures to teach and build a blended or online course. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4— Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Sometimes those who teach an online course have little to no control over the course design.

When a teacher is able to design “from scratch,” which of the following should be the first step in designing an online course based on the recommended 10-step sequence by Roblyer (2015).

1. Designing and documenting learning activities 2. Selecting the online course model [correct] 3. Creating the course space structure 4. Creating content presentation materials [Feedback for Answer Choice 1] This step calls for making a critical set of decisions on the instructional design of the course: what students will need to do to achieve course objectives.

[Feedback for Correct Answer 2] Each online course model, regardless of its interactivity or synchronicity, has a unique impact on the type and presentation of course materials, so selecting the course model should be the first step that determines how to develop subsequent steps.

[Feedback for Answer Choice 3] In this step, previous take shape in the course space, such as in Canvas or Google Classroom.

[Feedback for Answer Choice 4] This step involves developing ways to represent content information.

[Q2] Online students can be involved in small-group work. Of the following instructor actions, which one might undermine the productivity of online group work?

1. Assign the group a clearly stated problem, and show them how they will be graded.

2. Assign roles and specific responsibilities to each group member.

3. Assign the group a name. [correct] 4. Monitor all group activities but intercede in group work only when necessary.

[Feedback for Answer Choice 1] Assigning the group, a clearly stated problem and showing them how they will be graded supports group work in ways that make it efficient and productive.

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[Feedback for Answer Choice 2] Assigning roles and specific responsibilities to each group member supports group work in ways that make it efficient and productive.

[Feedback for Correct Answer 3] Group cohesion can be encouraged if the instructor lets the group members discuss and agree on a group name.

[Feedback for Answer Choice 4] Monitoring all group activities and interceding in group work only when necessary supports group work in ways that make it efficient and productive.

[Q3] Ms. Pennington has just agreed to teach an online English language arts class. She knows that much technological infrastructure is involved in teaching online. She wants to focus first on the technology that is the “container” for the online course. Of the following tools, what is most likely to allow a teacher to design and develop an online course in an efficient way?

1. A learning management system (LMS) [correct] 2. A data dashboard 3. A videoconferencing system 4. A gradebook [Feedback for Correct Answer 1] LMSs, such as Canvas, Google Classroom, Schoology, Moodle, SeeSaw, and Blackboard, provide an online environment that contains tools for teaching and developing an entire online course.

[Feedback for Answer Choice 2] Although online teachers might also use a data dashboard to support assessment, it does not allow for the design and development of a complete online course.

[Feedback for Answer Choice 3] Although online teachers might also use videoconferencing, it does not allow for the design and development of a complete online course.

[Feedback for Answer Choice 4] Although online teachers might also use a gradebook, this tool does not allow for the design and development of a complete online course.

[Q4] Online courses must be accessible to students with special needs such as those with vision, hearing, and physical impairments. Federal law requires all agencies receiving federal funds to demonstrate compliance with web accessibility standards. Of the following instructional acts, which one could prevent an individual with a disability from accessing the learning information?

1. Create Google Slides to support a class activity and use a design template that has a white background and black text 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

2. Provide a text file at the beginning of each class session that summarizes content notes for students 3. Present a short explanation to a content problem using PowerPoint slides with text and live captioning 4. Record a short explanation to a content problem and upload the audio file into the LMS for students [correct] [Feedback for Answer Choice 1] While a design template that uses a white background and black text may seem boring, it models high contrast between text and background colors.

[Feedback for Answer Choice 2] In this case, the teacher’s choice to provide a text-based summary before class allows students the ability, on their own, to enlarge text, use Screen readers to read the text, translate to other languages or formats (e.g., braille), and annotate the notes.

[Feedback for Answer Choice 3] In this case, the teacher provided an alternative to live audio/video presentation by using the live captioning feature in PowerPoint to accommodate students with visual impairments.

[Feedback for Correct Answer 4] Teachers must provide alternatives to audio (e.g., transcripts or closed captioning) for students with hearing impairments. In addition to the podcast audio, the teacher should have also uploaded a text transcript of the verbal explanation.

[Q5] Many students may struggle learning if an online course is a new learning modality for them, such as what happened to many students during the COVID-19 pandemic. What is the best strategy for online teachers from high- or low-resourced contexts to support struggling learners?

1. Encourage parents to serve as the mentor for their children’s learning needs.

2. Refer students to one of the other tiers of support: a content teacher or learning mentor when they have difficulty.

3. When designing your course, ensure you create learning activity routines in the daily schedule. [correct] 4. Implement different assessment approaches each week.

[Feedback for Answer Choice 1] It is fabulous to check-ins with students and their families to develop positive rapport, understand the students’ or parents’ or caregivers’ points of view on emerging struggles, and gauge home-based stressors. However, research shows that some online charter schools’ expectations that parents take a role in instruction had significant negative correlations with student growth. Thus, online schools should not expect parents to assume instructional roles for which they might not be prepared.

[Feedback for Answer Choice 2] Some districts provide three tiers of support—an online teacher, a content teacher or learning mentor, and an online tutor—available around the clock every day. However, many teachers 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

may not teach in high-resourced contexts and the support will fall on the single online teacher.

This strategy will not work in low-resourced contexts.

[Feedback for Correct Answer 3] Create learning activity routines in the daily schedule can create predictability for learners, so once they are introduced to the routine and experience it every day, they will not struggle as they might if learning activities change often. Such a course design can be planned into all online courses in both high- and low-resourced contexts.

[Feedback for Answer Choice 4] Strive for consistency in the class materials and assessments.

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Chapter 8 Application Exercises Application Exercise 8.1: Analyzing Technology Integration: Virtual Health Learning Outcome 8.2 Describe the characteristics, benefits, challenges, and integration strategies of online learning models for relevant instructional situations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Virtual Health chapter opening scenario at the beginning of Chapter 8. Pay close attention to Steps 1, 2, and 3, where Ms. Haas identifies the technological possibilities for her problem of practice.

Describe her problem of practice, the technology possibility and integration strategy she identified, and why the technological resources in the school and community aligned with her idea.

[Q1 Model Response] Ms. Haas’s problem of practice (POP) was creating an eighth-grade health education course.

This stemmed from a new state mandate that all eighth-grade students take a health education course, which was challenging in a district with many schools that were physically distanced from each other, with varying student populations, and with few certified health teachers. Her idea was to adapt and offer a supplemental online course for students. Because the district had invested in robust Internet, access to devices, and Wi-Fi community hotspots, a supplemental online course could be accessed at home or at school, depending on students’ schedules and resources. Having experience taking online courses, Ms. Haas also felt she had insight into online pedagogy and course design. She wanted the course to be flexibly available but also have social constructivist integration strategies. Thus, she planned for the supplemental online course to use an interactive, asynchronous online model.

[Q2] Review the Technology Integration in Action: Virtual Health chapter opening scenario at the beginning of Chapter 8. Pay close attention to Step 5, Determine the relative advantage, how Ms. Haas RATified the lesson, shown in Figure 8.1. Review Pearson eText Artifact 8.1, the RAT Matrix, to consider how Ms. Haas RATified the role of technology in her lesson.

Picking one of the RATified matrix cells in Figure 8.1 (e.g., Instruction-Amplification or LearningAmplification), explain how and why the technology in Ms. Haas’s lesson might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum. Your response should serve as a more detailed rationale for the relative advantage of the technological resources in Ms. Haas’s lesson idea.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 within the Pearson eText Artifact 8.1, the RAT Matrix) to hone in on the dimension(s) you think might have been impacted within Ms. Haas’s technology-supported lesson. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

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For example, in targeting the Learning-Transformation RATified matrix cell, Ms. Haas felt that there was transformative advantage for students in using real-life apps to implement health choices. While the lesson was too brief to describe all the details of the apps she might use, I can imagine that students may use physical activity trackers and their apps to track active body movements across their days. These can transform learning by restructuring the course and its knowledge-building activities from daily class time (and maybe some homework) to a learning activity that spans across the child’s whole day and night. The apps also capture the child’s personal experiences with physical activity as data and provides easy access to personal data representations. Such data can be then linked and drawn into the course topics and learning activities, which may increase student motivation since the child is then able to contemplate real data and information related to themselves and potentially their families as they learn more about health.

Application Exercise 8.2: Analyzing Technology Integration: Your Alternative Solution Learning Outcome 8.1 Describe the characteristics, benefits, challenges, and integration strategies of blended learning models for relevant instructional situations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) Learning Outcome 8.2 Describe the characteristics, benefits, challenges, and integration strategies of online learning models for relevant instructional situations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Virtual Health chapter opening scenario at the beginning of Chapter 8. Pay close attention to Steps 1, 2, and 3, where Ms. Haas identifies the technological possibilities for her problem of practice.

Using your knowledge about blended and online learning models introduced in this chapter, particularly taking note of Table 8.2 and the text sections Blended Learning Models and Online Courses and Schools, generate one new technology possibility for targeting Ms. Haas’ problem of practice. Explain how your new technological possibility would target her problem of practice.

[Q1 Model Response] To construct your response, consider a new technological possibility for targeting this POP given the supporting and limiting context described in Step 2 of the scenario and the features of blended and online instruction summarized in Table 8.2. Then consider the blended and online models, such as station rotation; lab rotation; individual rotation; flipped classroom; flex; à la carte; enriched virtual; noninteractive, asynchronous online model; interactive, asynchronous online model; interactive, synchronous online model; or interactive, asynchronous + synchronous online model. Describe what model and its required technological resources might be an alternative possibility that Ms. Haas might have pursued.

[Q2] Review the Technology Integration in Action: Virtual Health chapter opening scenario at the beginning of Chapter 8. Pay close attention to Step 5, Determine the relative advantage, how Ms. Haas RATified the lesson, shown in Figure 8.1. Review Pearson eText Artifact 8.1, the RAT Matrix, to consider how Ms. Haas RATified the role of technology in her lesson.

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Using one of the RATified intersectional matrix cells in Figure 8.1 (e.g., Instruction-Amplification or Learning-Amplification) as a model, explain how and why your new technology possibility for targeting Ms. Haas’ problem of practice, identified in your answer to Question 1, might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 within the Pearson eText Artifact 8.1, the RAT Matrix) to hone in on the dimension(s) you think might be impacted in a lesson that might use your technology-supported possibility. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

Application Exercise 8.3: Evaluating Lesson Plans Learning Outcome 8.1 Describe the characteristics, benefits, challenges, and integration strategies of blended learning models for relevant instructional situations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) Learning Outcome 8.2 Describe the characteristics, benefits, challenges, and integration strategies of online learning models for relevant instructional situations. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) Learning Outcome 8.3 Identify tools, strategies, and procedures to teach and build a blended or online course. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4— Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Using Technology Integration Example 8.1 as a model, locate one lesson on the Internet or provided by your instructor that uses one of the blended learning models covered in the text section Blended Learning Models in the chapter.

Evaluate the lesson, using Pearson eText Artifact 8.2, the Technology Lesson Plan Evaluation Checklist and, as needed to assist with determining the relative advantage, the Pearson eText Artifact 8.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q1 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using technology resources in this blended learning lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using technology resources in this blended learning lesson.

[Q2] Using Technology Integration Example 8.1 as a model, locate one lesson on the Internet or provided by your instructor that uses one of the online learning models covered in the text section Online Courses and Schools in this chapter.

Evaluate the lesson, using Pearson eText Artifact 8.2, the Technology Lesson Plan Evaluation Checklist and, as need to assist with determining the relative advantage, the Pearson eText Artifact 8.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q2 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using technology resources in this online learning lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using technology resources in this online learning lesson.

Application Exercise 8.4: Capstone: Creating Lesson Plans with the TIP Model Learning Outcome 8.3 Identify tools, strategies, and procedures to teach and build a blended or online course. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4— Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) The purpose of this capstone application exercise is to facilitate teachers’ lesson design and planning skills for integrating technology. Teachers are scaffolded in this process through use of the TIP model and referring to the collective content in Chapters 1–8. They will benefit from designing an original technology-integrated lesson in reference to an authentic educational context and content area in which they have access. Estimated time to complete this exercise is 1–2 hours.

[Q1] Review the way to implement the TIP Model, referring to Figure 3.4 in Chapter 3, for technology integration planning. Then, use Ms. Haas’ Technology Integration in Action: Virtual Health chapter opening scenario in this Chapter 8 as a model for technology integration lesson planning.

Using a classroom context with which you are familiar, such as a classroom you have observed in the field or visited virtually through a video case or videoconference or read about in a 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

classroom case, begin building out a technology integration plan by considering the Phase 1 (first three steps) of the Technology Integration Planning Model (Figure 3.4).

Phase 1: Lead from Enduring Problems of Practice Step 1: Identify problems of practice (POPs) Step 2: Assess technological resources of students, families, teachers, the school, and the community Step 3: Identify technological possibilities and select an integration strategy Briefly describe a problem of practice that you want to tackle. It can be a much smaller curricular or pedagogical challenge that what Ms. Haas tackled (Step 1 of Phase 1).

Next, if your context allows it, describe the technological resources in the school and community. If the case you are working from does not have that level of detail and there is no way to inquire into it, then describe the hypothetical set of technological resources that could exist in a learning context in which you might teach (Step 2 of Phase 1).

Finally, given the problem of practice and the technological resources with which you can work, identify a technological possibility and integration strategy that targets your POP. Consult the text sections Blended Learning Models and Online Courses and Schools covered in this chapter for reference to models and integration strategies from which to select a strategy (Step 3 of Phase 1).

[Q1 Model Response] To construct your response, choose a subject area and a classroom context with which you are familiar or can imagine, and construct a response to each of the first three steps of Phase 1 of the Technology Integration Planning Model (see Figure 3.4 in Chapter 3). Describe the problem of practice that your lesson will tackle. Describe the technological resources of the students, their families, the teachers, school, and the community that you have observed to be supportive assets for your lesson’s implementation. Describe the technological possibilities you might consider, choose an approach, and describe the integration strategy underlying your approach.

For example, an AP US History teacher, Sam Manelski, described his problem of practice: he wanted his students to engage in more historical analysis and to build their reasoning skills during class time through collaborative learning approaches (Step 1 of Phase 1). His school had a 1:1 program in which all students had dedicated Microsoft Surfaces and robust Internet access and a range of software options, and Sam had been innovating with flipped learning strategies using YouTube recorded videos for several years (Step 2 of Phase 1). As one part of his approach to open up time for the collaborative analysis and reasoning activities during class, he chose to design a flipped classroom blended learning strategy. He shifted his lectures to interactive, audio-recorded VoiceThreads that allowed students, who had their own VoiceThread accounts, to comment and post questions. He also integrated use of Microsoft OneNote as (a) the main content management system for the class with schedules and learning materials and (b) for students to complete graphic organizers or sketchnoting (Step 3 of Phase 1).

For more information on Sam’s whole approach, review his description here: https://youtu.be/Q5pESeoPd80 [Q2] Review the way to implement the TIP Model, referring to Figure 3.4 in Chapter 3, for technology integration planning. Then, use Ms. Haas’ Technology Integration in Action: Virtual Health 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

chapter opening scenario in this Chapter 8 as a model for technology integration lesson planning.

You will extend the lesson planning response you generated from [Q1] above by building out your technology integration plan by considering the Phase 2 steps of the Technology Integration Planning Model (Figure 3.4).

Phase 2: Design and Teach the Technology Integration Lesson Step 4: Decide on learning objectives and assessments Step 5: Assess the relative advantage: RATify the planned lesson Step 6: Prepare the instructional environment and teach the lesson Considering the Problem of Practice, classroom context, and technology possibility and integration strategy you offered as a response to [Q1] above, identify one learning objective and one assessment that aligns with the overall problem of practice and technological possibility (Step 4 of Phase 2).

Next, determine the relative advantage of your proposed idea by using the Pearson eText Artifact 8.1, the RAT Matrix. You may focus on just one target area (instruction or learning or curriculum) to frame the role your proposed technology possibility impacts the target area (Step 5 of Phase 2).

Next, describe at least one task you would need as a teacher to be prepared to teach in the way you have described (Step 6 of Phase 2).

[Q2 Model Response] To construct your response, use the same subject area and a classroom context with which you constructed a response to Phase 1 of the Technology Integration Planning Model (see Figure 3.4 in Chapter 3), in response to [Q1] above. Choose one learning objective and an assessment to check your lesson goals. RATify the role of technology in your planned lesson, and identify one task you would need to do as a teacher to be prepared to teach and use technology in the way you have described.

For example, an AP US History teacher, Sam Manelski, started designing a flipped classroom model by using interactive VoiceThread lectures as homework as a way to open up time during class for higher level analysis projects. Having all students demonstrate content knowledge development was an important outcome for Sam to keep students prepared for their long-range goal of taking the AP exam in May. He may have written the objective and assessment for this outcome in the following way (Step 4 of Phase 2).

Outcome: Achieving passing grades on daily quizzes.

•

Objective—100% of all students taking the course will achieve a passing score (70% or better) on the daily quizzes that reflect VoiceThread content.

•

Assessment—Low-stakes graded quizzes that often involve interpretation or application of a primary source as it relates to the VoiceThread lecture content.

Next, he used the Pearson eText Artifact 8.1, the RAT Matrix to RATify his specific idea of using VoiceThreads for flip the classroom lectures (Step 5 of Phase 2). For this exercise, just focus on one of the target areas—in this case, the target area of Learning was the focus in Sam’s RA Tification, as exemplified in the Pearson eText Artifact 8.4, Maneliski RATification.

From the RATification of the Learning dimension, Sam felt the VoiceThread Flipped Classroom approach had an advantage relative to oral lecturing in class. Just from a learning perspective, 17 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

the lectures invited interactive and potentially collaborative contributions from students as they worked through the content; the content would endure in availability for students to revisit content as learning needs arose; and the content was more in line with universal design for learning (UDL) because the audio was closed captioned.

To prepare the learning environment and teach the lesson (Step 6 of Phase 2), Sam would need to design and build the VoiceThread content well in advance of the unit because he had a commitment to early and sustained access to all the A P U S History content and activities in OneNote so students could work ahead if desired or needed due to scheduling conflicts, such as extracurricular activities. To build the VoiceThreads, he would create content slides and upload them into VoiceThread and narrate the 15-minute lecture. Another task would be to create the low-stakes daily quiz that optimally used a primary source material that required students to apply the lecture content to answer an open-ended question.

For more information on Sam’s whole approach, review his description here: https://youtu.be/Q5pESeoPd80 [Q3] Review the way to implement the TIP Model, referring to Figure 3.4 in Chapter 3, for technology integration planning. Then, use Ms. Haas’ Technology Integration in Action: Virtual Health chapter opening scenario in this Chapter 8 as a model for technology integration lesson planning.

You will extend the lesson planning response you generated from [Q1] and [Q2] above considering the Phase 3 steps of the Technology Integration Planning Model (Figure 3.4).

Phase 3: Evaluate, Revise, and Share Step 7: Evaluate lesson results and impact Step 8: Make revisions based on results Step 9: Share lessons, revisions, and outcomes with other peer teachers Phase 3 lesson planning assumes the teacher is able to teach the lesson, which you may not be able to do yet. However, you can give still plan how you would evaluate the lesson, consider revisions, and share your valuable lesson planning work with others.

First, consider what resources or data you might use to evaluate the new lesson you designed to determine its impact on students. Consider using Pearson eText Artifact 8.3, the Technology Impact Checklist as a resource to evaluate the potential impact of your lesson with students.

Describe at least one resource or data you could use and what information it could provide you (Step 7 of Phase 3).

Next, describe what process you might use to revise the lesson. For example, might you work with other teachers, do revisions immediately or wait until you teach it again, involve students in the process etc.? (Step 8 of Phase 3) Finally, describe how might you share your lesson or revisions with other teachers (Step 9 of Phase 3).

[Q3 Model Response] To construct your response, use the same subject area and a classroom context with which you constructed a response to Phase 1 and Phase 2 of the Technology Integration Planning Model (see Figure 3.4 in Chapter 3), in response to [Q1] and [Q2] above. Deeply consider how you 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

might evaluate your lesson for its impact, create an efficient process through which you can revise lessons, and share your lesson accomplishments with others.

For example, consider AP US History teacher, Sam Manelski’s flipped classroom model that used interactive VoiceThread lectures as homework as a way to open up time during class for higher level analysis projects. He would have consulted the students’ daily quizzes to evaluate if they were developing deep content knowledge. If he had used the Pearson eText Artifact 8.3, the Technology Impact Checklist to evaluate the potential transformative impact of his lesson with students, he might have completed the checklist in the following way (Step 7 of Phase 3), as demonstrated in the Pearson eText Artifact 8.5, Maneliski Lesson Evaluation. In reviewing the results of his checklist, he might have found potential for ample transformative impact. An area for improvement is that VoiceThread isn’t an authentic discipline-specific technology that historians use.

For Sam, he had evidence of engaging in continual reflection and revision of his technologysupported lessons over time (Step 8 of Phase 3). He had initially used YouTube to develop flipped lectures, but later revised the approach to use VoiceThread to facilitate more interaction.

Sam shared his lesson and revisions with other teachers by presenting at the FlippedTech 2020 conference, which archived his presentation in YouTube at: https://youtu.be/Q5pESeoPd80 (Step 9 of Phase 3).

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Chapter 8 Test Items 8.1 Multiple Choice Items 1) Which of the following online models would require a resource such as Zoom, Google Meet, or Microsoft Teams?

A) Noninteractive, asynchronous online model B) Interactive, asynchronous online model C) Interactive, synchronous online model D) MOOC model 2) What model of learning uses various combinations of web-based and face-to-face learning experiences?

A) Integrated B) Online C) Blended D) Virtual 3) Which of the following is one strategy often used in online courses to ensure students are academic honest?

A) Data dashboards B) Random identity checks C) Background checks D) Honor codes 4) When an online teacher offers opportunities for students to meet in virtual office hours or through e-mail or phone, which of the following kinds of interaction is the online teacher facilitating?

A) Learner–learner B) Learner–content C) Teacher–content D) Learner–teacher 5) Providing learner lounges and discussion groups can help assure which of the following kinds of interaction?

A) Learner–learner B) Learner–content C) Teacher–content D) Learner–teacher

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6) What configuration of computing devices would be crucial to support flipped/inverted pedagogy?

A) Innovation station B) One-computer classroom C) One-to-one computing D) Mobile cart 7) What do research studies tend to confirm about online learning?

A) Synchronous formats are more effective than asynchronous ones.

B) Dropout rates are higher in online courses.

C) Students get higher grades in online courses.

D) Students find online courses more motivating.

8) Which of the following is an online course characteristic that supports success?

A) Independent exploration of the course site B) High interaction between students and the teacher C) The use of biometric monitoring tools D) Few opportunities for technical support 9) What can be accomplished when a teacher uses the National Standards for Quality Online Courses and the aligned Quality Matters K-12 Rubric?

A) Make expectations clear B) Assess online course quality C) Set common course standards D) Assess group work 10) What is a key technological infrastructure resource for online teaching?

A) Tablet or mobile phone B) Learning management system C) Screen capture software D) Digital portfolio 11) Of the following issues, which one is a current challenge related to online learning?

A) Widening social justice issues B) Course format choices C) Course availability D) Parent support 12) What have recent studies shown in relation to online school performance compared with traditional school performance?

A) Student engagement is better in online schools.

B) Student engagement is less in online schools.

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C) Student graduation rates are higher in online schools.

D) Student graduation rates are lower in online schools.

13) Instruction for which all students “meet” with the instructor by video at a designated time of day would be an example of this kind of online course.

A) Blended B) Broadcast C) Asynchronous D) Synchronous 14) Of the following challenges, which one has been identified as a challenge for students engaged in blended learning?

A) Disinterest in video lectures B) Increased class sizes C) Professional development opportunities D) Access to standardized tests 15) Which of the following has research shown to be a benefit of online learning?

A) offers path to credit recovery B) Increases teacher morale C) Improves technical infrastructure D) Increases parent interaction

8.2 Essay Questions 1) Discuss ways of assuring that each of the kinds of interaction described by Moore (1986) are taking place in an online course.

2) Some educators feel that online school courses for high school students will be a benefit to education; some feel education will suffer. What are factors you can cite in support of each of these positions?

3) Discuss at least three competencies of an effective online learning teacher.

4) Discuss the four pillars of flipped classrooms (FLIP) in terms of the ways they shape instruction.

5) Describe the four support areas a teacher might investigate to learn more about the school's or district's commitment (or lack thereof) to blended learning.

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Chapter 8 Test Answer Key ANSWER KEY: Chapter 8 Test (8.1 Multiple-choice Items) 1. Answer: C (see page 257, section titled “Online Course Models”) 2. Answer: C (see pages 247–249, section titled “Introduction” and “Blended Learning”) 3. Answer: D (see pages 270–271, section titled “Resources and Strategies to Ensure Academic Honesty”) 4. Answer: D (see pages 272–273, section titled “Step 3: Create Course Space Structure”) 5. Answer: A (see pages 272–273, section titled “Step 3: Create Course Space Structure”) 6. Answer: C (see page 250, section titled “Flipped Classroom”) 7. Answer: B (see pages 260–261, section titled “Challenges of Online Learning”) 8. Answer: B (see pages 263–264, section titled “Course Characteristics that Affect Success”) 9. Answer: B (see pages 264–266, section titled “Assessing the Quality of Online Courses”) 10. Answer: B (see page 267, section titled “Technology Infrastructure and Support Resources for Online Teaching”) 11. Answer: A (see pages 260–261, section titled “Challenges of Online Learning”) 12. Answer: D (see pages 260–261, section titled “Challenges of Online Learning”) 13. Answer: D (see page 256, section titled “Online Course Models”) 14. Answer: A (see page 252, section titled “Challenges of Blended Learning”) 15. Answer: A (see page 259, section titled “Benefits of Online Learning”)

8.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see pages 272–273, section titled “Step 3: Create Course Space Structure”): •

Learner–content interaction

o learners must do activities with content o communicate clearly what the activities are o where activities are located in the course space o what students are required to do with content and activities o have an activity like a scavenger hunt to get students to learn the course space and content within it •

Learner–teacher interaction

o learners can interact with their teachers o locations to do this interaction: chat rooms, instant-messaging, discussion boards, email, blogs, assessment feedback areas

o hold virtual office hours o have an “Ask the Teacher” forum 23 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

•

Learner–learner interaction

o learners can interact with other learners o have “introduce yourself” and learner lounge forums o hold online discussions o be sure to define expectations for participation 2. Model Response: Answers vary but should include some of the following points (see pages 260–261, sections titled “Benefits of Online Learning” and “Challenges of Online Learning”): •

Benefits:

o greater access to educational opportunities for students o more experience with online learning that could benefit students in higher education o another way to recover credits or take additional courses to support on-time graduation

o provide students more autonomy and agency in their own learning o provides learning continuity during emergencies o may provide a safer space for some children •

Challenges or negative aspects:

o students are usually already advantaged white students o performance outcomes are often not as good as face-to-face courses o online courses have higher student–teacher ratios than a physical school o students withdraw at high rates which may disrupt their academic progress o students’ on-time graduation rate is lower than for students in physical schools 3. Model Response: Answers vary but should include some of the following points (see page 263, section titled “Competencies of Successful Online Teachers”): •

Techniques for communicating well with students at a distance

•

Self-direction

•

Strong technology skills

•

Strong people skills

•

Open to ongoing professional development to build online skills

•

Professional responsibilities—Demonstrates best practices in support of online learning

•

Digital pedagogy—Supports and facilitates teacher, cognitive, and social presence for optimal digital learning

•

Community-building—Deploys interactive, collaborative, and active learning

•

Learner engagement—Interacts with learners to increase meaningful learning and success

•

Digital citizenship—Models and guides legal, ethical, and safe digital behaviors 24 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

•

Diverse instruction—Personalizes instruction in response to learners’ needs

•

Assessment and measurement—Creates, selects, uses, and/or analyzes reliable and valid assessments to measure learning and make instructional decisions

•

Instructional design (applicable only to teachers who design their own online courses)— Creates or assembles instructional content, resources, and experiences in a logical flow or sequence in support of learning.

4. Model Response: Answers vary but should include some of the following points (see page 254, section titled “Classroom Integration Strategies”): •

Flexible learning environments: Students choose when and where they learn, teachers allow for flexible learning and assessment timelines, and measure progress in ways that are most meaningful for them and their students.

•

Learning culture shift: Transition from objectivist to more constructivist principles, and students have active involvement in choosing their own learning and assessment paths.

•

Intentional content: Teachers continually analyze content for what should be in videos as opposed to classroom activities, and select instructional methods such as problembased learning (PBL), mastery learning, or Socratic methods.

•

Professional educators: Teacher have indispensable role of teachers and are reflective and collaborative and know how to accept criticism that can improve their practice.

5. Model Response: Answers vary but should include some of the following points (see page 253, section titled “Integration Strategies for Blended Learning”): •

A school climate for continuous improvement

•

Defined blended learning goals

•

Teacher professional development and design time

•

Reduced barriers to implementation

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Chapter 9: Teaching and Learning with Technology in Special Education Chapter 9 Learning Outcome Quizzes Learning Outcome 9.1: Explain current issues and challenges related to providing services for students who have special needs that influence teachers plans for technology integration. (ISTE Standards for Educators: 1—Learner, 2—Leader; 3—Citizen; 7—Analyst) [Q1] What does the federal law, Individuals with Disabilities Education Act (IDEA, 2004), guarantee?

1. All children and youth with disabilities have the right to free appropriate public education. [correct] 2. All teachers will be highly qualified with an appropriate amount of professional development.

3. All children with disabilities will be taught separately from other children in the school.

4. All children should have individual education plans (IEPs).

[Feedback for Correct Answer 1] The Individuals with Disabilities Education Act guarantees children and youth with disabilities the right to a free and appropriate public education. Special education is offered to students whose needs cannot be satisfied in general education.

[Feedback for Answer Choice 2] The Individuals with Disabilities Education Act focuses on the rights for children and youth with disabilities.

[Feedback for Answer Choice 3] The Individuals with Disabilities Education Act focuses on inclusion of children and youth with disabilities in general education classrooms.

[Feedback for Answer Choice 4] The Individuals with Disabilities Education Act outlines ways children and youth with disabilities can be best served, including with provision of individual education plans.

[Q2] A regular public school enrolls all children in accordance with local and federal laws. Some specialty schools exist, such as those serving students who are deaf or blind. Approximately what percentage of the 7.1 million students with disabilities served under IDEA for special education is enrolled in regular public schools?

1. 60% 2. 95% [correct] 3. 35% 4. 5%

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[Feedback for Answer Choice 1] As a classroom teacher, it is likely you will have one or more students who meet the criteria for special education in your classroom.

[Feedback for Correct Answer 2] Approximately 95% of 7.1 million students with disabilities served under IDEA for special education is enrolled in regular public schools. As a classroom teacher, it is likely you will have one or more students who meet the criteria for special education in your classroom.

[Feedback for Answer Choice 3] As a classroom teacher, it is likely you will have one or more students who meet the criteria for special education in your classroom.

[Feedback for Answer Choice 4] As a classroom teacher, it is likely you will have one or more students who meet the criteria for special education in your classroom.

[Q3] As a classroom teacher, it will be important for you to understand a range of assistive technology and services that a student may use or need in your classroom. Of the following descriptions, which best describes “assistive technology service”?

1. Assisting in the selection, acquisition, and use of technological devices to restore a student’s lost capacities or improve impaired capacities. [correct] 2. Examining technology software and devices at a teacher conference.

3. Tutoring online for individual students in class when they need extra assistance.

4. Meeting with parents in webinars to discuss their and their children’s rights under the IDEA law.

[Feedback for Correct Answer 1] It is essential that all educators, not only special educators, be informed about and involved in using special education technology for students with disabilities. Assistive technology service, which is the topic of this chapter, focuses on identifying a variety of technologies and strategies for teaching students with disabilities who have impaired capacities for learning.

[Feedback for Answer Choice 2] Examining technology software and devices at a teacher conference might broaden a teacher’s exposure to technological resources but may not be specific to assistive technologies.

[Feedback for Answer Choice 3] Tutoring online for individual students in class when they need extra assistance may be useful for some students but not necessarily students with disabilities.

[Feedback for Answer Choice 4] It is important to meet with parents of children with disabilities to discuss their children’s needs.

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[Q4] In order to determine the best special education technology for a student, what are the five essential variables a teacher or team of educators should consider?

1. The person, the teacher, the curriculum, the technology tool, and the parent.

2. The person, the parent, the curriculum, the test, and the outcome.

3. The person, the teacher, the technology tool, the other students, and the test.

4. The person, the context/environment, the task, the technology tool, and the outcome. [correct] [Feedback for Answer Choice 1] The entire work of the field of special education technology can be summarized as searching, trialing, selecting, implementing, and evaluating technologies that augment, bypass, or compensate for a disability. Think of the variables that most connect with the learner and their ability to engage in learning.

[Feedback for Answer Choice 2] The entire work of the field of special education technology can be summarized as searching, trialing, selecting, implementing, and evaluating technologies that augment, bypass, or compensate for a disability. Think of the variables that most connect with the learner and their ability to engage in learning.

[Feedback for Answer Choice 3] The entire work of the field of special education technology can be summarized as searching, trialing, selecting, implementing, and evaluating technologies that augment, bypass, or compensate for a disability. Think of the variables that most connect with the learner and their ability to engage in learning.

[Feedback for Correct Answer 4] The five essential variables associated with choosing special education technology are (1) the person, (2) the context/environment, (3) the task, (4) the technology tool, and (5) the outcome.

In order to determine the best tool solution for an individual, it is essential to consider the individual’s characteristics (e.g., abilities, needs, and preferences), characteristics of the environments (e.g., physical and instructional arrangement), and tasks required to achieve in each environment to determine possible assistive technology tools to reach the desired outcome.

[Q5] There are many policy changes that have occurred in the last 30 years to support students who have disabilities in receiving better support for learning. One of these is the Universal Design for Learning (UDL) framework. Of the following instructional practices, which best matches the intent of the UDL framework?

1. The teacher and colleagues create a written plan for how the student’s needs will be addressed and consider assistive technology in their planning.

2. The teacher commits to providing multiple means of representation, multiple means of action and expression, and multiple means of engagement in class lessons. [correct]

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3. The teacher, in planning a web-based lesson, examines the web resources to ensure that they were designed with accessibility in mind.

4. The teacher allows students with disabilities to opt out of statewide testing.

[Feedback for Answer Choice 1] When teachers and colleagues create a written plan, they are developing an individualized education plan (IEP).

[Feedback for Correct Answer 2] UDL’s three core principles are providing multiple means of representation, multiple means of expression, and multiple means of engagement. The ESSA’s definition of UDL emphasizes flexibility in the ways that information is presented, in ways that students respond, and in ways that students are engaged. Research indicates that using UDL for instruction has the potential to boost access to the general education curriculum and engagement in learning for students with disabilities.

[Feedback for Answer Choice 3] While considering all technological resources’ accessibility features is optimal, this is not a sufficient instructional practice from a UDL framework perspective.

[Feedback for Answer Choice 4] While some students with disabilities may opt out of statewide testing, this option is not aligned with a UDL framework.

Learning Outcome 9.2: Select technology resources and plan integration strategies meet diverse needs for all students. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3— Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Mr. Armonda recognizes that one of his sixth-grade students, Teresa, is having difficulty comprehending the reading being done in class. He decides to create a key vocabulary word and definitions list for each reading excerpt the class reads, and he gives the vocabulary list to Teresa before he assigns the reading. What type of assistive technology classification does this solution, a vocabulary list, exemplify?

1. No-tech solution 2. Low-tech solution [correct] 3. High-tech solution 4. Multiple means of representation [Feedback for Answer Choice 1] No-tech solutions are strategies such as teaching a person to use the body in a different manner to minimize the impact of an impairment (e.g., use only one hand for typing).

[Feedback for Correct Answer 2] Mr. Armonda’s assistive technology solution, a vocabulary list, is an example of a low-tech solution that is non-electrical and provides Teresa an appropriate level of support to be successful in the specific reading task. Mr. Armonda will need to assess whether this low-tech 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

solution is enough assistance for Teresa. If not, he will need to consider other options. He also can consider giving the vocabulary list to the whole class because it could help everyone’s comprehension.

[Feedback for Answer Choice 3] These are complex electrical or hydraulic systems (e.g., tablet computer, stair lift, powered wheelchair, voice-activated environmental control). High tech can help individuals with disabilities to accomplish tasks that require more advanced functions that could be difficult to accomplish using low tech. Clearly, high-tech solutions tend to be the costliest and have the most restrictions regarding their use (e.g., user skill level, limited portability).

[Feedback for Answer Choice 4] Multiple means of representation (MMR) involves providing students with alternatives to acquiring information beyond a textbook and is part of the UDL framework.

[Q2] Mild cognitive disabilities are the most prevalent type of disability and include learning, emotional, and intellectual disabilities. Often the important issues for these students are reading; writing; and memorizing, organizing, and retaining information. Which of the following assistive technology solutions are least applicable for students with mild disabilities?

1. Braille typing device and printer [correct] 2. Text-to-speech technology 3. Graphic organizer software 4. Calculator [Feedback for Correct Answer 1] A Braille typing device and a printer are assistive technology devices specifically for students with visual impairments or who are blind, not for students with mild cognitive disabilities.

Students with mild learning, emotional, or intellectual disabilities can often use general technology solutions available to all students, such as calculators, graphic organizer software, and even text-to-speech capabilities built into computers and tablets.

[Feedback for Answer Choice 2] Students with mild learning, emotional, or intellectual disabilities can often use general technology solutions available to all students, such as calculators, graphic organizer software, and even text-to-speech capabilities built into computers and tablets.

[Feedback for Answer Choice 3] Students with mild learning, emotional, or intellectual disabilities can often use general technology solutions available to all students, such as calculators, graphic organizer software, and even text-to-speech capabilities built into computers and tablets.

[Feedback for Answer Choice 4] Students with mild learning, emotional, or intellectual disabilities can often use general technology solutions available to all students, such as calculators, graphic organizer software, and even text-to-speech capabilities built into computers and tablets.

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[Q3] A third-grade student, Miguel, has a speech and language impairment, also referred to as a communication disorder. After developing an IEP and consulting with the assistive technology (AT) team, what assistive technologies would the AT team most likely recommend for Miguel?

1. A word processing program to improve the quantity and quality of his writing 2. A built-in computer screen magnification tool or a closed-circuit television magnification system 3. An augmentative and alternative communication device such as Go Talk NOW [correct] 4. Computer-based games and activities to assess higher-level skills such as strategic thinking [Feedback for Answer Choice 1] Miguel’s assistive needs focus on increasing his speech and language abilities.

[Feedback for Answer Choice 2] Miguel’s assistive needs focus on increasing his speech and language abilities.

[Feedback for Correct Answer 3] Because of Miguel’s speech and language needs, the AT team would most likely recommend Miguel use an augmentative and alternative communication device to maximize his communication skills for functional and effective communication. Go Talk NOW has multiple features, such as recorded sounds, text-to-speech, and hotspots on imagines, to facilitate a user’s communication abilities.

[Feedback for Answer Choice 4] Miguel’s assistive needs focus on increasing his speech and language abilities.

[Q4] The Individuals with Disabilities Education Act (IDEA) led to advocacy for inclusion of students with disabilities in classrooms with general curriculum. As a result, students with disabilities entered general education classrooms yet many encountered problems accessing computer and web technologies in these classrooms. How did the computer industry respond to these needs?

1. Digital devices became more specialized with hardware and software serving one type of need per device.

2. Digital devices remained unchanged, and students with disabilities were served through assistive devices unavailable to the general population of students.

3. Digital devices became bigger, providing bigger screens for students with disabilities.

4. Digital devices, software, and websites began to be designed with built-in accessibility features. [correct] [Feedback for Answer Choice 1] If you are an able-bodied teacher, it is important to become very aware of the ways accessibility to digital learning can be affected in the digital resources used in classrooms or for homework.

While there are some devices that focus one type of disability need, most technologies have multiple features and uses.

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[Feedback for Answer Choice 2] Assistive devices and features can serve all students, not just students with disabilities.

[Feedback for Answer Choice 3] There are many types of disabilities so a bigger screen does not necessarily solve students’ learning needs. Many devices became smaller in the format of mobile devices.

[Feedback for Correct Answer 4] A core principle of inclusion in the Individuals with Disabilities Education Act is the concept that individuals with disabilities should be included as valued, active participants in mainstream society and classrooms. When these students faced access barriers to computer use, the computer industry designed accessibility features in operating software, hardware, and web pages that facilitated a range of keyboard or mouse inputs, keyboard shortcuts, text enlargement, and text-to-speech, for example. These improvements became available to all students and supported an inclusive classroom. If you are an able-bodied teacher, it is important to become very aware of the ways accessibility to digital learning can be affected in the digital resources used in classrooms or for homework.

[Q5] Ms. Ravenscroft has recently learned about the Universal Design for Learning (UDL) framework and wants to start considering it while she plans lessons for her class. How would this commitment to UDL impact her use of educational technologies in the classroom?

1. Ms. Ravenscroft would choose one technology to use throughout the school year so as to reduce the difficulty of learning new technologies.

2. Ms. Ravenscroft would eliminate her use of technology so her instruction can be universally accepted.

3. Ms. Ravenscroft would check all her use of educational technology with the special education educators prior to use in her classroom.

4. Ms. Ravenscroft would use many more technologies to engage students and represent content concepts, and encourage her students to express their knowledge. [correct] [Feedback for Answer Choice 1] The UDL framework is committed to providing multiple means of engagement, representation, action, and expression. Limiting the number of technologies available would undermine the goals of UDL. [Feedback for Answer Choice 2] The UDL framework is committed to providing multiple means of engagement, representation, action, and expression. Eliminating technologies as an option likely would undermine the goals of UDL. [Feedback for Answer Choice 3] While teachers must participate in IEP meetings for students with disabilities and implement required use of assistive technologies for these students, teachers have the professional ability to identify and implement any educational technologies that they deem would be helpful in supporting students’ learning.

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[Feedback for Correct Answer 4] Multiple means of engagement (MME) focuses on providing multiple options to stimulate student engagement and motivation that is essential for learning (CAST, 2018). Multiple means of representation (MMR) involves providing students with alternatives to acquiring information beyond a textbook. Teachers have many choices to present instructional content to students: watch a YouTube video, listen to a podcast or audio book, read text on a website, look up a topic in a library database, and more. Multiple means of action and expression (MMAE) draws attention to the need to provide students various methods of demonstrating what they know.

Some teachers recognize the value of this principle when they allow students a choice of writing a paper, preparing a slideshow presentation, recording a video, and so on.

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Chapter 9 Application Exercises Application Exercise 9.1: Analyzing Technology Integration: Mitosis Learning Outcome 9.2 Select technology resources and plan integration strategies that meet the diverse needs of all students. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3— Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Mitosis chapter opening scenario at the beginning of Chapter 9. Pay close attention to Steps 1, 2, and 3, where Ms. Ravenscroft identifies the technological possibilities for her problem of practice.

Describe her problem of practice, the technology possibility and integration strategy she identified, and why the technological resources in the school and community aligned with her idea.

[Q1 Model Response] Ms. Ravenscroft’s problem of practice (POP) was a recognition that her students with learning disabilities were not achieving well in her biology class. She felt this problem stemmed from ineffective instructional strategies that were not leading to student success. She chose a multipronged strategy to introduce a range of content representations and multiple options for students to show mastery of the content within her upcoming cell biology unit. She was collaborating with the special education teacher, Ms. Ethelbart, but was confident in her own technological knowledge to support these expanded instructional possibilities. She also knew the students in her class brought substantive experience with technologies at school and at home. The resources they chose to use aligned with both directed in social constructivist integration strategies, as they expected students to be drawn to use them in both ways.

[Q2] Review the Technology Integration in Action: Mitosis chapter opening scenario at the beginning of Chapter 9. Pay close attention to Step 5, Determine relative advantage, how Ms. Ravenscroft and Ms. Ethelbart RATified the lesson, shown in Figure 9.1. Review Pearson eText Artifact 9.1, the RAT Matrix, to consider how Ms. Ravenscroft RATified the role of technology in her lesson.

Picking one of the RATified matrix cells in Figure 9.1 (e.g., Instruction-Amplification or LearningTransformation), explain how and why the technology in Ms. Ravenscroft’s and Ms. Ethelbart’s lesson might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum. Your response should serve as a more detailed rationale for the relative advantage of the technological resources in Ms. Ravenscroft’s and Ms. Ethelbart’s lesson idea.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 within the Pearson eText Artifact 9.1, the RAT Matrix) to hone in on the dimension(s) you think might have been impacted within Ms. Ravenscroft’s and Ms. Ethelbart’s technology-supported lesson. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

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For example, in targeting the Learning-Amplification RATified matrix cell, Ms. Ravenscroft and Ms. Ethelbart felt that there was amplified advantage of developing a pre-recorded video lecture with closed captioning. Not only did the lecture slides provide access through visual (slides, closed captioning) and auditory (oral narration) features, students had more, and repeatable, access to the scientific concepts the teacher introduced via the video lecture. They could listen as well as see scientific concepts in textual format.

Application Exercise 9.2: Analyzing Technology Integration: Your Alternative Solution Learning Outcome 9.1 Explain current issues and challenges related to providing services for students with disabilities that influence teachers’ plans for technology integration. (ISTE Standards for Educators: 1—Learner, 2—Leader; 3—Citizen; 7—Analyst) Learning Outcome 9.2 Select technology resources and plan integration strategies that meet the diverse needs of all students. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3— Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Mitosis chapter opening scenario at the beginning of Chapter 9. Pay close attention to Steps 1, 2, and 3, where Ms. Ravenscroft identifies the technological possibilities for her problem of practice.

Using your knowledge about teaching and learning with technology in special education introduced in this chapter, particularly taking note of Tables 9.2 and the text section Issues and Challenges in Special Education and Technology Strategies for Students with Cognitive Disabilities, generate one new technology possibility for targeting Ms. Ravenscroft’s problem of practice. Explain how your new technological possibility would target her problem of practice.

[Q1 Model Response] To construct your response, consider a new technological possibility for targeting this POP given the supporting and limiting context described in Step 2 of the opening scenario. Then consider the suggested integration strategies described for students with cognitive disabilities to identify a new possibility targeting students’ difficulty understanding scientific concepts related to cell biology. Describe what strategy and its required technological resources might be an alternative possibility that Ms. Ravenscroft might have pursued.

[Q2] Review the Technology Integration in Action: Mitosis chapter opening scenario at the beginning of Chapter 9. Pay close attention to Step 5, Determine the relative advantage, how Ms. Ravenscroft and Ms. Ethelbart RATified the lesson, shown in Figure 9.1. Review Pearson eText Artifact 9.1, the RAT Matrix, to consider how Ms. Ravenscroft and Ms. Ethelbart RATified the role of technology in their lesson.

Using one of the RATified intersectional matrix cells in Figure 9.1 (e.g., Instruction-Amplification or Learning-Transformation) as a model, explain how and why your new technology possibility for targeting Ms. Ravenscroft’s and Ms. Ethelbart’s problem of practice, identified in your answer to Question 1, might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum.

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[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 in the Pearson eText Artifact 9.1, the RAT Matrix) to hone in on the dimension(s) you think might be impacted in a lesson that might use your technology-supported possibility. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

Application Exercise 9.3: Evaluating Lesson Plans Learning Outcome 9.1 Explain current issues and challenges related to providing services for students with disabilities that influence teachers’ plans for technology integration. (ISTE Standards for Educators: 1—Learner, 2—Leader; 3—Citizen; 7—Analyst) Learning Outcome 9.2 Select technology resources and plan integration strategies that meet the diverse needs of all students. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3— Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Using Technology Integration Examples 9.1 and 9.2 as models, locate one lesson on the Internet or provided by your instructor that uses digital resources to meet students’ cognitive or physical disabilities, considering the text section Issues and Challenges in Special Education and strategies introduced in the text sections Technology Strategies for Students with Cognitive Disabilities and Technology Strategies for Students with Physical Disabilities in the chapter.

Evaluate the lesson, using (1) the Pearson eText Artifact 9.2, the Technology Lesson Plan Evaluation Checklist, (2) the Pearson eText Artifact 9.1, the RAT Matrix, to assist with determining the relative advantage, and (3) the seven research-based elements described in text section Selecting Appropriate Apps for Students with Disabilities. Based on your checklist evaluation, your RATification of the lesson, and evaluation of any apps involved in the lesson would you adopt this lesson in the future? Why or why not?

[Q1 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are apps involved, to what extent do they offer all the research-based elements that contribute to effective instruction? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using technology resources to meet their cognitive or physical disabilities in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are apps involved, to what extent do they offer all the research-based elements that contribute to effective instruction? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using technology resources to meet their cognitive or physical disabilities in this lesson.

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[Q2] Using Technology Integration Examples 9.1 and 9.2 (again) as models, locate one lesson on the Internet or provided by your instructor that uses digital resources to meet students’ sensory disabilities, speech or language impairments, or gifts and talents considering the text section Issues and Challenges in Special Education and strategies introduced in the text sections Technology Strategies for Students with Sensory Disabilities, Technology Strategies for Students with Speech or Language Impairments, and Technology Strategies for Students with Gifts and Talents in the chapter.

Evaluate the lesson, using (1) the Pearson eText Artifact 9.2, the Technology Lesson Plan Evaluation Checklist, (2) the Pearson eText Artifact 9.1, the RAT Matrix, to assist with determining the relative advantage, and (3) the seven research-based elements described in text section Selecting Appropriate Apps for Students with Disabilities. Based on your checklist evaluation, your RATification of the lesson, and evaluation of any apps involved in the lesson would you adopt this lesson in the future? Why or why not?

[Q2 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are apps involved, to what extent do they offer all the research-based elements that contribute to effective instruction? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using technology resources to meet their sensory disabilities, speech or language impairments, or gifts and talents in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are apps involved, to what extent do they offer all the research-based elements that contribute to effective instruction? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using technology resources to meet their sensory disabilities, speech or language impairments, or gifts and talents in this lesson.

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Chapter 9 Test Items 9.1 Multiple Choice Items 1) In accordance with the federal IDEA law, what is one of the core principles of inclusion?

A) Special education is under the sole control of special educators B) Including mainstream students in pull-out classes for students with disabilities enhances school community C) Promoting individuals with disabilities through grade levels is a valued act D) Individuals with disabilities should be included as valued, active participants in mainstream society and classrooms 2) What technology is legally defined as any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability?

A) Assistive technology B) Educational technology C) Adaptive technology D) Captioning technology 3) What did the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) mandate that every IEP team consider when planning the educational program of an individual with a disability?

A) Sensory technology B) Adaptive technology C) Assistive technology D) Accommodating technology 4) What simple device with a handle that moves in all directions can control the movement of the cursor or pointer on a computer screen?

A) Switch B) Joystick C) Keyboard D) Eye gaze board 5) What is provided when accessibility features are available on every website and digital device?

A) Technology integration B) Accommodation technology C) Assistive technology D) Universal design

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6) Which of the following is a core principle associated with UDL and involves providing students with alternatives to acquiring information beyond a textbook?

A) Multiple means of engagement B) Multiple means of accommodation C) Multiple means of expression D) Multiple means of representation 7) What classification of assistive technology would be assigned when a student is given a powered wheelchair as a technology solution to a need?

A) No-tech B) Low-tech C) Medium-tech D) High-tech 8) What UDL principle is reflected when teachers give students a choice in the tool they use to present in class?

A) Multiple means of engagement B) Multiple means of accommodation C) Multiple means of action and expression D) Multiple means of representation 9) What assistive technology helps persons who are blind when they operate in the background of the computer operating system and read any text that appears on the screen?

A) OCR software B) screen reader C) speech synthesizer D) assistive reader 10) What classification of assistive technology would be assigned to the strategy of teaching a person to use his or her body in a different manner to minimize the impact of an impairment?

A) No-tech B) Low-tech C) Medium-tech D) High-tech 11) What kind of technology resource is useful for students who are unable to write by hand, who have illegible handwriting, or who find handwriting extremely difficult?

A) Speech recognition software B) Alternative keyboards C) Text-to-speech app 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

D) FM amplification system 12) What technology has been found to help focus attention on the instructor's voice in both individuals with and without hearing impairments?

A) Voice recognition software B) FM amplification system C) Text-to-speech app D) Alternative keyboards 13) What computer-generated process allows students to hear what they have written?

A) Word prediction B) FM amplification C) Text-to-speech D) Alternative input 14) When Ms. Ravenscroft is reviewing apps to be used in her classroom, what is best approach she could take to select digital apps for students with disabilities?

A) Choose the apps that are inexpensive or free B) Ask colleagues what the best apps are C) Ask students to review and select the apps D) Use an evaluation rubric built from research 15) What technology-based strategy can be used with children with mild to severe cognitive disabilities in which learners watch a video of a person completing a behavior, try imitating the behavior while being videoed themselves, and then watch their video to get feedback on their own behavior?

A) Video expressions B) Video mentoring C) Video self-modeling D) Videoconferencing

9.2 Short Answer Essay Questions 1) Discuss the technology resources and strategies available to teachers of students with sensory impairments.

2) Discuss some of the strategies and resources that special educators and others who teach students with special needs can use to increase their proficiency as technology-using teachers.

3) Identify and discuss the five essential variables one considers when choosing technology for a student with special needs.

4) Explain why it is important for general classroom teachers to be knowledgeable about assistive technologies.

5) Describe at least two of the challenges that hinder the integration of technology in special education contexts.

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Chapter 9 Test Answer Key ANSWER KEY: Chapter 9 Test (9.1 Multiple-choice Items) 1. Answer: D (see page 283, section titled “Special Education and Inclusion Requirements”) 2. Answer: A (see page 283, section titled “Introduction to Special Education”) 3. Answer: C (see page 284, section titled “The Individuals with Disabilities Education Act”) 4. Answer: B (see page 297, section titled “Technology Strategies for Students with Physical Disabilities”) 5. Answer: D (see pages 284–286, section titled “Universal Design for Learning”) 6. Answer: D (see page 289, section titled “Universal Design for Learning”) 7. Answer: D (see page 288, section titled “Classifying Solutions”) 8. Answer: C (see page 289, section titled “Universal Design for Learning”) 9. Answer: B (see page 298, section titled “Technology Strategies for Students who are Blind”) 10. Answer: A (see page 288, section titled “Classifying Solutions”) 11. Answer: A (see page 294, section titled “Writing Skills for Students with Mild Cognitive Disabilities”) 12. Answer: B (see page 299, section titled “Technology Strategies for Students who are Deaf or Hearing Impaired”) 13. Answer: C (see pages 293; 298, sections titled “Reading Skills for Students with Mild Cognitive Disabilities;’ and “Technology Strategies for Students who are Blind”) 14. Answer: D (see page 291, section titled “Selecting Appropriate Apps for Students with Disabilities”) 15. Answer: C (see page 296, section titled “Skills for Students with Moderate and Severe Cognitive Disabilities”)

9.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see pages 298–299, section titled “Technology Strategies for Students with Sensory Disabilities”): •

For those with blindness: uses of canes and sensory technologies to enable mobility and navigation, uses of OCR and speech synthesis software, speech synthesis, screenreading software to enable communication, and Braille typing devices or braille printers.

•

For the vision impaired (partially sighted): CCTV and screen magnification control panel to allow access to videos and printed materials; OCR and text-to-speech for information to be read aloud.

•

For hearing-impaired: FM amplification systems to focus attention; multiple forms of feedback that include options more than audio-based; chatting devices for converse with hearing people in face-to-face settings; real-time captioning software

2. Model Response: Answers vary but should include some of the following points (see page 301, section titled “Teacher Growth in Technology Integration Strategies for Students with Special Needs”): 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

•

Review the rubric to measure teacher growth

•

Read the chapter and review websites of professional organizations (e.g., Council for Exceptional Children) to become acquainted with the issues and challenges specific to that area

•

Follow changed in state and federal laws and policy

•

Learn technology integration strategies by reviewing chapter information, examples, and websites listed

•

Engage in professional learning such as using Twitter hashtags like #sped or #spedchat

3. Model Response: Answers vary but should include some of the following points (see page 284, section titled “Special Education and Inclusion Requirements”): •

The five variables include: the person, the context/environment, the task, the technology tool, and the outcome.

•

In order to determine the best tool solution for an individual, it is essential to consider the person's characteristics (e.g., abilities, needs, and preferences), characteristics of the environments (e.g., physical and instructional arrangement), and tasks required to achieve in each environment to determine possible assistive technology tools to reach the desired outcome.

•

When successful, the result is that a person is able to complete a task that they previously either could not complete or did so slowly or poorly.

4. Model Response: Answers vary but should include some of the following points (see pages 282–283, section titled “Introduction to Special Education”): •

All children and youth with disabilities have the right to free, appropriate public education.

•

Since the IDEA reauthorization in 1990, the main approach to serving the needs of students with special needs is to include them in general classrooms as much as possible.

•

95% of students with disabilities are in regular schools and 64% of those students are in general education classrooms.

•

Most teachers will need to identify and work to support students with special needs.

5. Model Response: Answers vary but should include some of the following points (see pages 286–287, section titled “Challenges in Special Education”): •

Teacher knowledge of technologies for students with disabilities may be low.

•

Low teacher knowledge is often due to the fact that there is a low emphasis on teaching about assistive technologies in teacher preparation programs.

•

Students may abandon their use of assistive technologies due to stigma or lack of training about their assistive technologies.

•

There is a lack of training on assistive technologies and support for their use for students, their families, and the teachers/professionals who help them in schools.

•

Teacher knowledge of teaching with technologies for students with disabilities in fully online modalities may be low.

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•

It is more difficult to provide individualized and differentiated instruction and services to students with disabilities through fully online instruction.

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Chapter 10: Teaching and Learning with Technology in English and Language Arts Chapter 10 Learning Outcome Quizzes Learning Outcome 10.1: Explain the current issues and challenges faced by English and language arts teachers that influence teachers plans for technology integration. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 7—Analyst) [Q1] What do the new literacies mean for how English and language arts teachers must view technology integration?

1. Teachers must show students the differences between digital and information literacy.

2. Teaching critical analysis of online information has become less important than it used to be.

3. Teachers must de-emphasize informal reading and writing students do on the web.

4. Teachers must teach students how to seek meaning across many texts, media (e.g., video, images), and interactive features. [correct] [Feedback for Answer Choice 1] Digital literacy and information literacy are terms used to describe similar intersections of digital technologies, media, and literacy.

[Feedback for Answer Choice 2] Teaching critical analysis of online information is of the utmost importance in our current society.

[Feedback for Answer Choice 3] Teachers must consider the range of media that students use to seek and express meaning, including informal reading and writing opportunities conducted on the web.

[Feedback for Correct Answer 4] The definition of literacy has changed because people now get information from many sources and media, rather than primarily through reading text. Thus, teachers must help students in finding, understanding, critiquing, and contributing to multimodal, global digital information using social learning practices.

[Q2] What is the best way to describe the stance the National Council of Teachers of English (NCTE) takes regarding the definition of literacy in our current society?

1. A literate person should be able to recognize unproductive literate materials and advocate for their removal from society.

2. A literate person should possess knowledge, social practices, and critical thinking enabling maximal participation in a digital world. [correct] 3. A literate person should master print literacy skills prior to advancing to other multimediabased literacies.

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4. A literate person should recognize that different dialects, jargons, and registers are not acceptable in academic contexts.

[Feedback for Answer Choice 1] NCTE suggests literate people as able to determine how and to what extent literary materials reflect different people’s life narratives, but it does not advocate for removal of materials.

[Feedback for Correct Answer 2] NCTE says a literate person should possess and apply a wide range of skills and competencies. They describe nine competencies that reflect examples of the new strategic knowledge, social practices, and critical thinking that were described by new literacies theorists (e.g., Leu et al., 2013).

[Feedback for Answer Choice 3] NCTE considers literate people to be able to participate effectively in a digital world, and they encourage learners to access a wide variety of inclusive texts and tools/modalities.

[Feedback for Answer Choice 4] NCTE recognizes and honors multilingual literacy identities and cultural experiences individual bring to learning environments, and they encourage differing variations of language (e.g., dialect, jargon, register).

[Q3] When Mr. Caruso planned for his students to create a multimedia presentation that communicates a different perspective on a popular story, he allowed for his students to use images, sounds, special effects, text and other elements and share it out via YouTube. What type of literacy is he scaffolding?

1. Information literacy 2. Critical media literacy 3. Data literacy 4. Multimodal literacy [correct] [Feedback for Answer Choice 1] According to the American Library Association, information literacy requires people to recognize when they need information, to know how to locate and evaluate it, and to be able to use it effectively.

[Feedback for Answer Choice 2] Critical media literacy (Kellner & Share, 2019) is an approach that tasks students with interrogating different types of media texts, including digital and print texts, to critique relationships among media, audiences, and information.

[Feedback for Answer Choice 3] Data literacy involves knowledge and skills related to data analysis and interpretation.

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[Feedback for Correct Answer 4] Multimodal literacy refers to an individual’s ability to understand and create using a variety of different modes, which include images, sounds, special effects, music, movement, written text, and interactive elements. Although humans have composed texts using a combination of writing and images for thousands of years (Harste et al., 1984), modes become more readily available to readers and writers as new technologies emerge (Smith, 2018).

[Q4] Coiro (2021) describes five types of digital texts, such as on-screen, hypertext, hypermedia, Internet, and augmented reality. Information comes to students in multiple channels and formats. Technologies continue to shift and change as our global society develops. Given this context, what challenge do teachers face in the English and language arts?

1. Teachers need to go back to the basics in order to make students truly literate.

2. Teachers need to ensure they have a classroom library full of classic books to make students truly literate.

3. Teachers need to constantly rethink the literacies they teach in order to make students truly literate. [correct] 4. Teachers need information to be organized sequentially for students to become truly literate.

[Feedback for Answer Choice 1] Print literacy might be considered by some to be “going back to the basics,” but it is in the best interest of developing literate children to offer and teach them in the multiple formats and channels that information exists within.

[Feedback for Answer Choice 2] Classroom libraries are wonderful resources for children, but print books are not the only format that literary materials come in. The more students read, the better developed their language and writing skills become. Students need exposure to all literary formats to be best prepared to participate in our digital world.

[Feedback for Correct Answer 3] Technologies are created and refined through contemporary social forces within our global society. Technology has shifted how we define and think about literacy, such as moving from a conceptualization of literacy as “print” to one that is much more multimodal. Teachers need to consider the ever-shifting technologies in society and consider how that impacts the literacies students need to contribute to society.

[Feedback for Answer Choice 4] Information can be organized and narrated in visual formats, such as through digital storytelling, and in non-sequential formats, such as through hypertext or hypermedia. Students need exposure to all formats to be prepared to participate in our digital world.

[Q5] Not all students arrive in classrooms with similar or even robust online reading skills. Leu et al.

(2015) describe evidence of students’ online reading achievement gaps. Which of the following could be an optimal instructional activity to develop online literacy in a way that might create more digital equity and justice in the diverse classroom?

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1. Teach required digital literacies first to struggling readers and then ask those readers to model and teach it to peers. [correct] 2. Send students to the library when they reveal gaps in their ability to read and comprehend online texts.

3. Always spend time finding high-quality online resources for the students to use so they do not need to do this task.

4. Teach students all the same skills at the same time so that you offer equality in instruction.

[Feedback for Correct Answer 1] To ensure the students most vulnerable do not miss development of online reading skills, teachers can target them first. Teach a small group of students new digital literacy skills and then position those learners as the more knowledgeable others who can then model and teach other peers.

[Feedback for Answer Choice 2] Both students from economically advantaged and challenged contexts have difficulty with online reading achievement. Teachers cannot abdicate their responsibility to develop these skills by sending students to the library, though they can collaborate with librarians and media specialists. These are everyday literacies, so teachers should plan to develop students’ online literacy in developmentally appropriate ways.

[Feedback for Answer Choice 3] While it is wonderful for teachers to preview online materials for their students and is sometimes helpful to get students started, if the teacher is always choosing the online materials, the students do not develop informational literacy and online reading skills for themselves.

[Feedback for Answer Choice 4] While teaching the same thing at the same time to all students might offer equal access to the content, it may create inequity because students arrive with different experiences and needs so doing the same thing is not equitable.

Learning Outcome 10.2: Select technology resources and plan integration strategies that can meet various needs for instruction in English and language arts curricula. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] In a recent online professional publication, Mr. Maldonado read about the benefits of collaborative, global projects. As he explored further, he read about the idea of relay writing among students. He searched the program site and found another teacher’s class who was interested in engaging in a relay writing project. He decided to try it out. What common instructional challenge most likely spurred Mr. Maldonado to pursue this project with his class?

1. Mr. Maldonado felt his students needed a wider range of literature from which to choose their reading.

2. Mr. Maldonado noticed his students needed to organize their thoughts graphically before writing.

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3. Mr. Maldonado felt his students’ writing needed refining so that it adhered to standard conventions for spelling, syntax, punctuation, and style.

4. Mr. Maldonado noticed his students have low motivation to engage in reading and writing activities in class when he, the teacher, is the only audience. [correct] [Feedback for Answer Choice 1] Since students would be engaged in relay writing, they would not likely expand their literature options.

[Feedback for Answer Choice 2] Since students would be collaboratively and sequentially adding to a narrative story in relay writing, advance organization might not be needed since the story writing is not developed out in advance by one writer.

[Feedback for Answer Choice 3] The relay writing takes advantage of collaboration and multiple writers’ perspectives to build a story.

[Feedback for Correct Answer 4] Collaborative projects that involve communication are a way to connect student writers with distant audiences. Online pen pal projects are popular and provide creative and authentic opportunities for communication and motivate students to write and read.

[Q2] Which of the following technology uses support the new instructional strategies brought about by the new literacies in the English and language arts?

1. E-books can support a greater classroom emphasis on critical reading of print texts.

2. Writing collaboratively in Google Doc can facilitate emphasis on the CLEAR model.

3. Students can use blogs, wikis, and webpages to share their written work with others. [correct] 4. Online sites allow easier access to innovative materials to foster decoding skills.

[Feedback for Answer Choice 1] E-books are digital texts.

[Feedback for Answer Choice 2] The CLEAR model is aimed to support critical reading so students can become critical consumers of information. Writing collaboratively online focuses mostly on students’ multimodal expressions, not specifically consuming digital information.

[Feedback for Correct Answer 3] Blogs, wikis, and webpages offer students opportunities to read and write; having an audience for their work motivates them to learn to engage in new digital literacy practices.

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[Feedback for Answer Choice 4] Online sites include hypertext and multimedia, which facilitate the creation of different reading pathways through online materials. It also complexifies decoding processes as compared with a print text.

[Q3] A teacher realizes informational literacies allow students to access, acquire, and evaluate the quality of online information, as well as using, synthesizing, and communicating what they find.

Of the following strategies, which one is the best approach to teaching students’ information literacy?

1. Teach students to evaluate claims, logic, evidence, assumptions, and alternative arguments. [correct] 2. Teach students to put search questions into the Google search box.

3. Collaborate with the librarian offer a one-time class on library skills.

4. Bookmark one web source for all of your students’ informational needs.

[Feedback for Correct Answer 1] Paris’ CLEAR model teaches students to examine five aspects when considering an informational resource: (1) the main Claims, (2) the Logic of the authors’ reasoning, (3) the Evidence to support the claims, (4) the validity of any Assumptions, and (5) alternative aRguments that might undermine the claims.

[Feedback for Answer Choice 2] While understanding how to best conduct searches on search engines, like Google, is vital, information literacy involves strategies of interpreting the information one receives after obtaining information.

[Feedback for Answer Choice 3] While understanding how to best conduct library searches is wonderful, information literacy involves strategies of interpreting the information one receives after obtaining information.

[Feedback for Answer Choice 4] When a teacher bookmarks resources for their students, the teacher is doing the information literacy activities to determine quality information rather than teaching the students information literacy strategies.

[Q4] A teacher, Ms. Smith, introduces some Young Adult (YA) books to her sixth-grade class. She notices one of the author’s books is free on Kindle for a day, and she shows all her students how to download it onto their tablets in class for a reading unit. Later, she arranges for an author visit on Skype after the students have completed reading the book. What instructional needs are Ms. Smith’s technology strategies meeting?

1. Support for learning literature [correct] 2. Support for digital publishing 3. Support for text revision 6 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

4. Support for drafting text [Feedback for Correct Answer 1] Ms. Smith’s actions supported students learning literature. She arranged free access to copies of published works and information about an author with an author visit/interview via Skype.

[Feedback for Answer Choice 2] While reading professional e-texts models digital publishing, this teacher’s actions did not situate students into a context in which they could publish their own digital writing.

[Feedback for Answer Choice 3] Text revision is supported through many features of word processing applications and through collaboration with peers and teachers.

[Feedback for Answer Choice 4] Drafting text is supported through many features of word processing applications.

[Q5] Of the following professional development strategies for English and language arts teachers to continue growth in technology integration, which one is the least helpful based on research conducted by Hutchison (2012)?

1. Time to learn, explore, and develop technology-supported literacy lessons 2. Practice with a scripted, online curriculum for technology-supported ELA [correct] 3. Access to more knowledge about technology and knowledgeable others 4. Continuous and direct support from a technology specialist [Feedback for Answer Choice 1] Literacy practitioners interviewed by Hutchison (2012) noted they preferred to learn about technology integration when given time to learn, explore, and develop literacy lessons.

[Feedback for Correct Answer 2] Literacy practitioners interviewed by Hutchison (2012) preferred professional development that helped them create their own technology-supported lessons, not adopt pre-scripted lessons.

[Feedback for Answer Choice 3] Literacy practitioners interviewed by Hutchison (2012) noted they preferred to learn about technology integration when given access to more knowledgeable about technologies and knowledgeable others.

[Feedback for Answer Choice 4] Literacy practitioners interviewed by Hutchison (2012) noted they preferred to learn about technology integration when offered continued, direct support.

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Chapter 10 Application Exercises Application Exercise 10.1: Analyzing Technology Integration: My Side of the Story: Teaching Digital Literacies with a Multimedia Storytelling Project Learning Outcome 10.2 Select technology resources and plan integration strategies that can meet various needs for instruction in English and language arts curricula. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: My Side of the Story: Teaching Digital Literacies with a Multimedia Storytelling Project chapter opening scenario at the beginning of Chapter 10.

Pay close attention to Steps 1, 2, and 3, where Mr. Caruso identifies the technological possibilities for his problem of practice.

Describe his problem of practice, the technology possibility and integration strategy he identified, and why the technological resources in the school and community aligned with his idea.

[Q1 Model Response] Mr. Caruso’s problem of practice (POP) focused on his challenge of getting students to connect more with the characters in stories by analyzing their traits, motivations, conflicts, points of view, and relationships with others. He identified the possibility of using a digital story format for students to choose a character and create a different telling of the story from the point of view of that character. He felt PowerPoint technologies offered the multimedia and collaborative features he was seeking to facilitate students’ digital storytelling. He knew his students to have past experience with chromebooks, Microsoft 365, and YouTube and their parents to be digitally involved. He planned for students’ peers and others, such as family and friends, to have access to the stories and provide feedback for the storytellers, which would inform students’ revisions.

In this way, his technology possibility for this lesson aligned with a social constructivist integration strategy.

[Q2] Review the Technology Integration in Action: My Side of the Story: Teaching Digital Literacies with a Multimedia Storytelling Project chapter opening scenario at the beginning of Chapter 10.

Pay close attention to Step 5, Determine relative advantage, how Mr. Caruso RATified the lesson, shown in Figure 10.1. Review Pearson eText Artifact 10.1, the RAT Matrix, to consider how Mr. Caruso RATified the role of technology in his lesson.

Picking one of the RATified matrix cells in Figure 10.1 (e.g., Curriculum-Transformation or Learning-Amplification), explain how and why the technology in Mr. Caruso’s lesson might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum. Your response should serve as a more detailed rationale for the relative advantage of the technological resources in Mr. Caruso’s lesson idea.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 within the Pearson eText Artifact 10.1, the RAT Matrix) to hone in on the dimension(s) you think might have been impacted within Mr. Caruso’s 8 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

technology-supported lesson. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

For example, in targeting the Learning-Amplification RATified matrix cell, Mr. Caruso felt that there was amplified advantage of having students share their digital stories through a video format on YouTube. Mr. Caruso felt such an approach would increase parent awareness and participation in their child’s learning activities.

Application Exercise 10.2: Analyzing Technology Integration: Your Alternative Solution Learning Outcome 10.1 Explain the current issues and challenges faced by English and language arts teachers that influence teachers’ plans for technology integration. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 7—Analyst) Learning Outcome 10.2 Select technology resources and plan integration strategies that can meet various needs for instruction in English and language arts curricula. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: My Side of the Story: Teaching Digital Literacies with a Multimedia Storytelling Project chapter opening scenario at the beginning of Chapter 10.

Pay close attention to Steps 1, 2, and 3, where Mr. Caruso identifies the technological possibilities for his problem of practice.

Using your knowledge about teaching and learning with technology for English and language arts introduced in this chapter, particularly taking note of Table 10.3 and the text sections Issues and Challenges in English and Language Arts, Strategies to Support Teaching Information and Media Literacies, Strategies to Support Teaching the Writing Process, Strategies to Support Multimodal Communication and Digital Publishing, and Strategies to Support Learning Literature, generate one new technology possibility for targeting Mr. Caruso’s problem of practice: getting students to connect more with the characters in stories by analyzing their traits, motivations, conflicts, points of view, and relationships with others. Explain how your new technological possibility would target his problem of practice.

[Q1 Model Response] To construct your response, consider a new technological possibility for targeting this POP given the supporting and limiting context described in Step 2 of the opening scenario. Then consider the suggested integration strategies described throughout the chapter to identify a new possibility for his challenge of getting students to connect more with the characters in stories by analyzing their traits, motivations, conflicts, points of view, and relationships with others.

Describe what strategy and its required technological resources might be an alternative possibility that Mr. Caruso might have pursued.

[Q2] Review the Technology Integration in Action: My Side of the Story: Teaching Digital Literacies with a Multimedia Storytelling Project chapter opening scenario at the beginning of Chapter 10.

Pay close attention to Step 5, Determine the relative advantage, how Mr. Caruso RATified the lesson, shown in Figure 10.1. Review Pearson eText Artifact 10.1, the RAT Matrix, to consider how Mr. Caruso RATified the role of technology in his lesson.

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Using one of the RATified intersectional matrix cells in Figure 10.1 (e.g., CurriculumTransformation or Learning-Amplification) as a model, explain how and why your new technology possibility for targeting Mr. Caruso’s problem of practice, identified in your answer to Question 1, might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 in the Pearson eText Artifact 10.1, the RAT Matrix) to hone in on the dimension(s) you think might be impacted in a lesson that might use your technology-supported possibility. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

Application Exercise 10.3: Evaluating Lesson Plans Learning Outcome 10.1 Explain the current issues and challenges faced by English and language arts teachers that influence teachers’ plans for technology integration. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 7—Analyst) Learning Outcome 10.2 Select technology resources and plan integration strategies that can meet various needs for instruction in English and language arts curricula. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Using Technology Integration Examples 10.1 and 10.2 as models, locate one lesson on the Internet or provided by your instructor that uses digital resources for word fluency, vocabulary development, reading comprehension, and literacy development considering the text section Issues and Challenges in English and Language Arts and strategies introduced in Strategies to Support Word Fluency and Vocabulary Development and Strategies to Support Reading Comprehension and Literacy Development in the chapter.

Evaluate the lesson, using Pearson eText Artifact 10.2, the Technology Lesson Plan Evaluation Checklist and, as needed to assist with determining the relative advantage, the Pearson eText Artifact 10.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q1 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using technology resources for word fluency, vocabulary development, reading comprehension, or literacy development in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

meaningful learning experience for children using technology resources for word fluency, vocabulary development, reading comprehension, or literacy development in this lesson.

[Q2] Using Technology Integration Examples 10.1 and 10.2 (again) as models, locate one lesson on the Internet or provided by your instructor that uses digital resources for developing information and media literacies, the writing process, multimodal communication and publishing, or a love of literature introduced in the text section Issues and Challenges in English and Language Arts and strategies introduced in Strategies to Support Teaching Information and Media Literacies, Strategies to Support Teaching the Writing Process, Strategies to Support Multimodal Communication and Digital Publishing, and Strategies to Support Learning Literature, in the chapter.

Evaluate the lesson, using Pearson eText Artifact 10.2, the Technology Lesson Plan Evaluation Checklist and, as need to assist with determining the relative advantage, the Pearson eText Artifact 10.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q2 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using digital resources for developing information and media literacies, the writing process, multimodal communication and publishing, or a love of literature in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using digital resources for developing information and media literacies, the writing process, multimodal communication and publishing, or a love of literature in this lesson.

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Chapter 10 Test Items 10.1 Multiple Choice Items 1) What theory currently guides English and language arts instruction and describes an evershifting definition of what it means to be literate?

A) Visual literacies B) New literacies C) Global literacies D) Emerging literacies 2) What kinds of texts are young people reading more of?

A) Recipe texts B) Print texts C) Online texts D) Encyclopedia texts 3) Pinterest, used to collect and organize web-based information into boards into an account, is an example of which kind of the following tools?

A) Vlog B) Blog C) Microblog D) Curation 4) What technology resource fosters reading and writing skills by providing students access to digital texts along with tools to make notes and comments directly on what the digital texts they read?

A) Nearpod B) Blog C) Vlog D) E-reader apps 5) What have researchers found when comparing comprehension in digital texts and traditional print texts?

A) Comprehension was less with digital texts.

B) Comprehension was more with digital texts.

C) Comprehension was greater for older students.

D) Comprehension was more for lower income students.

6) What is a reason explaining why new literacies demand a more social environment?

A) Students are more social than they used to be.

B) Students must learn appropriate social interaction.

C) Learning occurs outside traditional classrooms.

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D) Learning is most effective in online classrooms.

7) What website sponsored by ILA and NCTE offers exercises that helps students practice matching letters to sounds?

A) Flipgrid B) Digital Public Library of America C) ReadWriteThink D) Overdrive 8) When students examine online information resources and inquire about who wrote the information and if they have any hidden assumptions or biases, what process are they demonstrating?

A) Information literacy B) Keyword literacy C) Visual literacy D) Data literacy 9) What resource helps students prepare to write by automatically generating headings and subheadings from typed information?

A) Track changes B) Heading generator C) Outlining D) Curation 10) What process uses images and audio to tell the stories of lives, events, or eras and can enrich students' literacy development?

A) Video imagery B) Digital storytelling C) Image processing D) Interactive stories 11) The more students read, the better developed their language and writing skills become.

What does research show about the patterns in children’s reading habits?

A) As children get older, they read more print books.

B) As children get older, they read less.

C) As children get older, they read more.

D) As children get older, they are more motivated to read.

12) What technology resource can be used to model to students the reading, annotating, and analyzing that is involve in engaging in literacy analysis?

A) Vlog B) Concept map C) Interactive whiteboard 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

D) Handheld device 13) What word processing features can be used to support the editing process?

A) Digital outlining features B) Automatic word translators C) Speech-to-text D) Spelling and grammar checkers 14) What technological strategy leads students to share their written works in forums such as websites, e-books, multimedia slide shows, and news broadcasts?

A) Digital broadcasting B) Digital publishing C) Digital communication D) Digital communities 15) Research shows that as students age, they are reading less and using more digital, multimedia online resources. Research also shows that reading comprehension is better when students read print texts as opposed to digital materials. What is a logical course of action given our current societal context?

A) Teachers should require students read print books.

B) Teachers should bar the use of digital materials in class.

C) Teachers should use print texts exclusively.

D) Teachers should teach online reading skills.

10.2 Short Answer Essay Questions 1) Discuss any two of the technology-based strategies that can be used to support learning literature.

2) Discuss some of the strategies and resources that English and language arts educators can use to increase their proficiency as technology-using teachers.

3) Describe what “new literacies” means.

4) Explain how teachers might take into account classrooms' increasingly diverse learners when using the TIP model.

5) Describe how data on youths' reading practices form a key issue in English and language arts.

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Chapter 10 Test Answer Key ANSWER KEY: Chapter 10 Test (10.1 Multiple-choice Items) 1. Answer: B (see page 309, section titled “Teachers’ Changing Responsibilities for the New Literacies”) 2. Answer: C (see page 311, section titled “Using Ever-Shifting Technologies to Develop Literacy”) 3. Answer: D (see page 311, section titled “Using Ever-Shifting Technologies to Develop Literacy”) 4. Answer: D (see page 316, section titled “Top Ten Must-Have Technologies for English and Language Arts”) 5. Answer: A (see page 318, section titled “Straegic and Supported Reading with Software and Mobile Devices”) 6. Answer: C (see page 324, section titled “Strategies to Support Multimodal communication and Digital Publishing”) 7. Answer: C (see page 315, section titled “Strategies to Support Word Fluency and Vocabulary Development”) 8. Answer: A (see page 320, section titled “Strategies to Support Teaching Information and Media Literacies”) 9. Answer: C (see page 321, section titled “Instruction Students Who are Preparing to Write (Prewriting)”) 10. Answer: B (see page 324, section titled “Digital Storytelling”) 11. Answer: B (see page 313, section titled “Motivating Students to Read”) 12. Answer: C (see page 327, section titled “Accessing Support for Literacy Analysis”) 13. Answer: D (see page 323, section titled “Modeling to Support Revising and Editing Written Drafts”) 14. Answer: B (see page 324, section titled “Strategies to Support Multimodal Communication and Digital Publishing”) 15. Answer: D (see page 314, section titled “Box 10.1: Digital Equity and Justice”)

10.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see page 326, section titled “Strategies to Support Learning Literature”): •

Accessing online copies of published works (OverDrive, iMLS HD, iBooks, Google Books Online, or Kindle apps allow easy access with features that scaffold reading).

•

Accessing background information on authors on websites, blogs, newspapers (an author's life affects his/her writing so students learn about authors' backgrounds to understand more about what they wrote).

•

Accessing support for literary analysis (projecting text for analysis allows everyone to see demonstrations together, and using digital texts allows for searches and count instances of words or phrases that indicate mood or metaphor).

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2. Model Response: Answers vary but should include some of the following points (see page 327, section titled “Teacher Growth in Technology Integration Strategies as Literacy Professionals”): •

Review the content-area rubric to measure teacher growth;

•

Read the chapter and review websites of professional organizations (e.g., NCTE) to become acquainted with the issues and challenges specific to that area;

•

Learn technology integration strategies by reviewing chapter information, examples, and websites listed;

•

Continue learning as a connected educator through professional learning communities (e.g., NCTE’s Connected Community website)

•

Continue learning as a networked educator through professional learning networks (e.g., Twitter community)

•

Continue learning as a networked educator through communities of practice (e.g., NCT E’s blog)

•

Following Twitter hashtags, such as #engchat

3. Model Response: Answers vary but should include some of the following points (see page 309, section titled “Teachers’ Changing Responsibilities for the New Literacies”): •

The idea of “new literacies” emphasizes that literacy is always changing because of intersections of digital technology, media, and literacy.

•

Literacy has expanded beyond the ability to read and write print to the ability to seek meaning and express understanding within a range of text, video, images, sounds, animations, and interactive elements online and in apps.

•

Literate practices do not function similarly with print and nonprint resources.

•

Other terms that describe literacy practices that learners need include media literacy, digital literacy, and information literacy.

•

All of these focus on critical consumption of media, technology, and information.

4. Model Response: Answers vary but should include some of the following points (see pages 305–308; 313, sections titled “Technology Integration in Action” and “Classrooms’ Increasingly Diverse Learners”): •

In Step 2 of the TIP model, teachers should take stock of technological resources of students, families, teachers, and the school that might indicate needs or serve as assets in lesson planning.

•

With the increasingly diverse student populations in classrooms, teachers might find a large range of needs among students, especially those that may be learning English, who have learning disabilities, or are struggling readers or writers.

•

With the increasingly diverse student populations in classrooms, teachers might find a large range of potential assets that can be brought to bear on any lesson, such as a range of linguistic and cultural diversity that creates richer learning contexts.

•

Students have a range of technological expertise and skills, such as research that shows most have low online reading skills.

•

Students may not have robust information literacy skills which reduces their abilities to function efficiently within the digital world we live in now.

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5. Model Response: Answers vary but should include some of the following points (see page 313, section titled “Motivating Students to Read and Write”): •

A key issue in English and language arts is motivating students to read and write.

•

Teachers can use the interactive and visual qualities of software and websites to leverage motivation for youth to engage in reading and writing.

•

Recent longitudinal data shows that youth are reading more minutes each day, and youths' use of computers (which included online reading) is also rising.

•

Yet, as youth get older, their reading decreases.

•

However, data shows that older youth have more access to mobile technologies.

•

Thus, teachers can leverage older youths' access to mobile technologies and the interactive and visual qualities of online content to motivate more reading and writing.

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Chapter 11: Teaching and Learning Languages with Technology Chapter 11 Learning Outcome Quizzes Learning Outcome 11.1: Explain the current issues and challenges that teachers of English learners (EL) and foreign language (FL) learners in English-speaking contexts face that influence technology integration planning. (ISTE Standards for Educators: 1—Learner; 2— Leader; 7—Analyst) [Q1] Which characteristic of students is less of a concern for teachers to keep in mind as they work with English learners (ELs): 1. The time they have spent in the United States 2. Their experience in formal schooling 3. Their exposure to English 4. Their gender [correct] [Feedback for Answer Choice 1] English learners vary with respect to their length of time in the United States, which creates a wide range of language proficiency and literacy skills among newcomers to the United States.

[Feedback for Answer Choice 2] English learners vary with respect to experience with formal schooling, which creates a wide range of language proficiency, literacy skills, and academic experience among newcomers and refugees to the United States. Students with limited or interrupted formal education are experiencing such due to circumstances beyond their control, such as due to war, frequent migration, or lack of educational funding.

[Feedback for Answer Choice 3] English learners vary in their exposure to the English language, which creates a wide range of language proficiency and literacy skills among newcomers and refugees in the United States.

[Feedback for Correct Answer 4] Students’ gender is not a characteristic that impacts their language learning.

[Q2] What is an optimal way to meet the educational needs of English learners?

1. Use podcasts of classroom lessons created by teachers in students’ home languages.

2. Immerse students in English classrooms with English-only resources so they can learn the new language.

3. Allow ESOL and bilingual teachers the responsibility for teaching English learners.

4. Content-area teachers can create high-challenge and high-linguistic support classrooms. [correct] 1 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

[Feedback for Answer Choice 1] Any one technology, such as a podcast, is not going to be the optimal solution to meeting the educational needs of English learners.

[Feedback for Answer Choice 2] Research shows that teaching methods that build on the rich cultural and linguistic capital of English learners by integrating translanguaging pedagogies and bi/multicultural language practices. There is great value in bringing in multiple language resources.

[Feedback for Answer Choice 3] ESOL and bilingual professionals need to collaborate with content-area teachers to meet educational needs of English learners who are in all classrooms. Content-area teachers must recognize that language has to be taught along with the content.

[Feedback for Correct Answer 4] All teachers need linguistic knowledge to help select instructional resources and materials to support English learning. Studies have shown that high-challenge and high-support classrooms benefit all students, including English learners (Gibbons, 2015).

[Q3] Ms. Barrera has a new student in her seventh-grade class who speaks Somali. The child’s assessments indicate that he has high linguistic capabilities in his first language, but he knows only a little English because he just moved to the United States as a refugee. Ms. Barrera decides to find Somali newspapers written about the topic under study to share with the student.

In doing this, what is Ms. Barrera modeling?

1. Ms. Barrera is validating the linguistic assets her student brings in his native language. [correct] 2. Ms. Barrera is building a Somali vocabulary list for the unit under study.

3. Ms. Barrera is avoiding teaching the child how to learn English.

4. Ms. Barrera is learning Somali, the home language of her new student.

[Feedback for Correct Answer 1] Teachers can integrate the student’s native language as a scaffold in learning another language. Finding resources in the student’s home language helps bridge the language gaps.

[Feedback for Answer Choice 2] Without knowledge of Somali, Ms. Barrera might find it difficult to create a Somali vocabulary list without the assistance of translation resources.

[Feedback for Answer Choice 3] Language resources in a student’s home language can validate a child’s expertise and promotive cognitive, academic, and linguistic development.

[Feedback for Answer Choice 4] The most common native languages among ELs include Spanish/Castilian, Arabic, Chinese, Vietnamese, Somali, Russian, Portuguese, Haitian, and Hmong (NCES, 2019). It is not possible for teachers to learn all the home languages of their students.

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[Q4] Why is technology important for people who are learning a foreign language?

1. It allows students to function in everyday tasks within their society.

2. It allows access to authentic language outside the local environment. [correct] 3. It allows for machine learning, which increases language comprehension.

4. It allows for learning languages to occur more quickly and easily.

[Feedback for Answer Choice 1] Foreign languages under study are often not used within local communities in the United States, so available technologies likely do not help students engage in everyday tasks in the United States.

[Feedback for Correct Answer 2] In many areas of the United States, students often learn foreign languages that are not spoken by many people in their physical, geographical area. Therefore, teachers often go to great lengths to find people and places with whom and where their students can use the target language. Technology can assist in helping language learners connect with native language speakers online.

[Feedback for Answer Choice 3] Machine learning, based on artificial intelligence, may be built into language learning technologies that can pivot learning activities to meet students’ individual learning needs.

[Feedback for Answer Choice 4] Technology does not make learning a foreign language more easy or quick.

[Q5] Immigrant and refugee families in the United States may have school-aged children needing to learn English. These parents and families may come from or feel they are in nondominant communities that are marginalized in new educational contexts. Yet, more and more schools in the United States use school technologies for learning. To serve digital equity and justice in your classroom and school community, what is one approach you might take to be inclusive of parent perspectives from immigrant or refugee families?

1. Assume families will embrace technologies for learning English language 2. Advocate for immigrant families to be given access to the older technologies the district plans to retire.

3. When meeting with students’ parents, provide them with information about local digital literacy programs for families. [correct] 4. Send an online survey to the parents of new immigrant and refugees to understand their perspectives.

[Feedback for Answer Choice 1] Never assume families will consider that technologies are a positive learning tool. Immigrant or refugee families may worry about privacy issues, safety, well-being, and financial issues related to the use of technologies.

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[Feedback for Answer Choice 2] Older technologies may not function well or at all. Always advocate for the newest and most updated technologies be given or loaned to families with the least technological access.

[Feedback for Correct Answer 3] During parent–teacher meetings, teachers could provide information about opportunities for family digital literacy learning. These may be sponsored by the school or other community partners, such as libraries or religious communities.

[Feedback for Answer Choice 4] New immigrant or refugee families may not have Internet or consistent Internet access, nor access to devices. Therefore, an online survey might not garner a lot of responses because the families may not be able to complete it.

Learning Outcome 11.2: Select technology integration strategies that can meet learning and instructional needs for English and foreign language learning. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] What is the best explanation of CALL and MALL? 1. Both computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) are concerned with how computers and mobile technologies support language learning. [correct] 2. Both computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) describe how malware can corrupt computers and prevent learning.

3. Both computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) are ways to organize information on the web using a librarylike system.

4. Both computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) are audio support systems that enable teachers and students to hear each other as they practice speaking in different languages.

[Feedback for Correct Answer 1] CALL and MALL describe how digital technologies in the form of computers or mobile devices support language testing, teaching, and learning.

[Feedback for Answer Choice 2] CALL and MALL may be susceptible to malware because they are computer-based resources, but they are not specifically related to malware corruption.

[Feedback for Answer Choice 3] CALL and MALL are not related to organizing information on the web.

[Feedback for Answer Choice 4] CALL and MALL systems may have audio features built into them, but they are not specifically audio support systems.

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[Q2] The Portuguese language teachers in two districts came together and brainstormed some activities to meet the issues and challenges of learning a foreign language. Of the following brainstormed ideas, which one best meets the challenges for foreign language learning?

1. Collaborate with a Brazilian high school class to write and exchange sports newspaper stories about their respective soccer teams. [correct] 2. Adopt an updated Portuguese textbook.

3. Create an archive of PowerPoint presentation materials to share across the language teachers.

4. Adopt a language learning tutorial program that offers instruction, assessment, and feedback in Portuguese.

[Feedback for Correct Answer 1] The optimal idea for meeting the challenges of teaching Portuguese as a foreign language is to find native speakers of Portuguese and collaborate with them on a project, such as writing and exchanging sports stories about their soccer teams. This allows their students to engage with authentic language materials and perspectives as well as create an audience for their sports newspaper stories.

[Feedback for Answer Choice 2] Updating or writing a textbook will not provide opportunities for learners to engage with authentic materials and perspectives and engage with people and places where the students can use the target language.

[Feedback for Answer Choice 3] Sharing PowerPoint presentations may create support for direct instruction methods, but will not provide opportunities for learners to engage with authentic materials and perspectives and engage with people and places where the students can use the target language.

[Feedback for Answer Choice 4] A language learning tutorial will not provide opportunities for learners to engage with authentic materials and perspectives and engage with people and places where the students can use the target language.

[Q3] Ms. Bell decides to have her students’ audio record themselves speaking in the target language on a website where she can listen and provide feedback, such as FlipGrid. The students have access to this site and their recordings so they can gauge their own learning over time. What integration strategy is Ms. Bell implementing?

1. Virtual collaboration 2. Practice in language subskills 3. Virtual field trip 4. Authentic oral language practice and assessment [correct]

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[Feedback for Answer Choice 1] Since the students are recording themselves, alone, they are not engaging in any virtual collaboration with others, such as native speakers.

[Feedback for Answer Choice 2] Because the technology does not offer immediate feedback related to language subskill learning, such as grammar, vocabulary, and pronunciation.

[Feedback for Answer Choice 3] Virtual field trips offer authentic immersion experience that may involve visual, auditory, and kinesthetic approaches; however, they don't often involve audio-recording of their own oral language.

[Feedback for Correct Answer 4] By recording their own oral language, such as speaking about an assigned topic or a topic of their choice, students are engaging in a type of authentic oral language practice that can reveal their proficiency. Teachers have the opportunity to provide authentic oral or textual feedback in English or the target language.

[Q4] Mr. Swanson encourages his students to use digital imagery, such as photographs, sketches, and other graphics, that are Creative Commons licensed in their presentations or written texts.

What integration strategy is Mr. Swanson using with his students?

1. Enabling students to produce, present, and share multimedia expressions of language. [correct] 2. Enabling students to engage in intensive practice with language subskills and immediate feedback.

3. Enabling students to examine web-based information through a developed WebQuest.

4. Enabling students to use translation software to support authentic language practice.

[Feedback for Correct Answer 1] Mr. Swanson’s encouragement of a digital imagery enables his students to incorporate images into presentations or written texts and, in doing so, support meaning-making. Designers and viewers of the presentations or written texts can link words in the target language with visual representations in the digital images.

[Feedback for Answer Choice 2] Some technology systems offer immediate feedback related to language subskill learning, such as grammar, vocabulary, and pronunciation.

[Feedback for Answer Choice 3] Webquests are typically created by teachers and offer a scaffolded learning experience in which students visit websites, answer questions, and produce some kind of product.

[Feedback for Answer Choice 4] Multilingual websites, device apps, and computer programs have features that aid translation from one language to another.

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[Q5] Which of the following is one way that students can share their language skills with an audience beyond their teachers and give the students an incentive to revise their work?

1. Practice language in a digital language textbook.

2. Use machine translation sites.

3. Read newspapers published in other countries.

4. Create an interactive digital portfolio. [correct] [Feedback for Answer Choice 1] Textbooks rarely involve audience beyond the teacher and maybe peers in the class.

[Feedback for Answer Choice 2] Translation sites will support language skill development but sites that use automated translation (machine or artificial intelligence) do not involve humans in situ. Therefore, there is no authentic audience and the learner is positioned as a consumer of the translation.

[Feedback for Answer Choice 3] Reading newspapers from other countries scaffolds language learning by leveraging learners’ already developed linguistic skills in their home languages, but it does not position the learner as an active language user with audiences beyond the teacher.

[Feedback for Correct Answer 4] Language learners can create digital portfolios to showcase their language accomplishments, share learning experiences and interests, and celebrate cultures. After publishing their work with others in their school, families, or class partners, students can revise, reflect on their accomplishments, and see their progress over one or multiple school years. Students generally put more effort in writing and editing their work when they know it will be read by real people outside their classrooms (Rodesiler & Kelley, 2017).

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Chapter 11 Application Exercises Application Exercise 11.1: Analyzing Technology Integration: Writing Blogs en Français Learning Outcome 11.2 Select technology integration strategies that can meet learning and instructional needs for English and foreign language learning. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Writing Blogs en Français chapter opening scenario at the beginning of Chapter 11. Pay close attention to Steps 1, 2, and 3, where Mr. Keplinger identifies the technological possibilities for his problem of practice.

Describe his problem of practice, the technology possibility and integration strategy he identified, and why the technological resources in the school and community aligned with his idea.

[Q1 Model Response] Mr. Keplinger’s problem of practice (POP) focused on his students gaining more practice and fluency in writing French. He identified the possibility of using blogs to facilitate online written and oral descriptions and discussion of French artwork. Because he wanted to create a vibrant online discussion among his students, Mr. Keplinger’s integration strategy aligned with social constructivism. He took advantage of the fact that all students had school-provided tablets and past experience using blog technologies in another high school course. While he was less experienced with using creative technologies, the lesson idea from his Spanish teaching colleagues inspired him to learn these new resources.

[Q2] Review the Technology Integration in Action: Writing Blogs en Français chapter opening scenario at the beginning of Chapter 11. Pay close attention to Step 5, Determine relative advantage, how Mr. Keplinger RATified the lesson, shown in Figure 11.1. Review Pearson eText Artifact 11.1, the RAT Matrix, to consider how Mr. Keplinger RATified the role of technology in his lesson.

Picking one of the RATified matrix cells in Figure 11.1 (e.g., Curriculum-Transformation or Learning-Transformation), explain how and why the technology in Mr. Keplinger’s lesson might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum. Your response should serve as a more detailed rationale for the relative advantage of the technological resources in Mr. Keplinger’s lesson idea.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 within the Pearson eText Artifact 11.1, the RAT Matrix) to hone in on the dimension(s) you think might have been impacted within Mr. Keplinger’s technology-supported lesson. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

For example, in targeting the Curriculum-Transformation RATified matrix cell, Mr. Keplinger felt that the curriculum dimension was transformed because he was expanding his content coverage to include French artworks and multimedia video development in conjunction with his typical topics of French language and writing development, often practiced in language labs.

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Application Exercise 11.2: Analyzing Technology Integration: Your Alternative Solution Learning Outcome 11.1 Explain the current issues and challenges that teachers of English learners (ELs) and foreign language (FL) learners in English-speaking contexts face that influence technology integration planning. (ISTE Standards for Educators: 1—Learner; 2— Leader; 7—Analyst) Learning Outcome 11.2 Select technology integration strategies that can meet learning and instructional needs for English and foreign language learning. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Writing Blogs en Français chapter opening scenario at the beginning of Chapter 11. Pay close attention to Steps 1, 2, and 3, where Mr. Keplinger identifies the technological possibilities for his problem of practice.

Using your knowledge about teaching and learning languages with technology introduced in this chapter, particularly taking note of Table 11.2 and the text sections Issues and Challenges in Foreign Language Learning and Technology Integration Strategies for EL and FL Instruction, generate one new technology possibility for targeting Mr. Keplinger’s problem of practice: developing students’ practice and fluency in writing French. Explain how your new technological possibility would target his problem of practice.

[Q1 Model Response] To construct your response, consider a new technological possibility for targeting this POP given the supporting and limiting context described in Step 2 of the opening scenario. Then consider the suggested integration strategies described throughout the chapter to identify a new possibility targeting students’ practice and fluency in writing French. Describe what strategy and its required technological resources might be an alternative possibility that Mr. Keplinger might have pursued.

[Q2] Review the Technology Integration in Action: Writing Blogs en Français chapter opening scenario at the beginning of Chapter 11. Pay close attention to Step 5, Determine the relative advantage, how Mr. Keplinger RATified the lesson, shown in Figure 11.1. Review Pearson eText Artifact 11.1, the RAT Matrix, to consider how Mr. Keplinger RATified the role of technology in his lesson.

Using one of the RATified intersectional matrix cells in Figure 11.1 (e.g., CurriculumTransformation or Learning-Transformation) as a model, explain how and why your new technology possibility for targeting Mr. Keplinger’s problem of practice, identified in your answer to Question 1, might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 in the Pearson eText Artifact 11.1, the RAT Matrix) to hone in on the dimension(s) you think might be impacted in a lesson that might use your technology-supported possibility. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

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Application Exercise 11.3: Evaluating Lesson Plans Learning Outcome 11.1 Explain the current issues and challenges that teachers of English learners (ELs) and foreign language (FL) learners in English-speaking contexts face that influence technology integration planning. (ISTE Standards for Educators: 1—Learner; 2— Leader; 7—Analyst) Learning Outcome 11.2 Select technology integration strategies that can meet learning and instructional needs for English and foreign language learning. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Using Technology Integration Examples 11.1 and 11.2 as models, locate one lesson on the Internet or provided by your instructor that uses digital resources for English learners, considering the text section Issues and Challenges for Teaching English Learners in EnglishSpeaking Contexts and strategies introduced in Technology Integration Strategies for EL and F L Instruction in the chapter.

Evaluate the lesson, using Pearson eText Artifact 11.2, the Technology Lesson Plan Evaluation Checklist and, as needed to assist with determining the relative advantage, the Pearson eText Artifact 11.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q1 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using technology resources for learning English in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using technology resources for learning English in this lesson.

[Q2] Using Technology Integration Examples 11.1 and 11.2 as models, locate one lesson on the Internet or provided by your instructor that uses digital resources for foreign language learners, considering the text section Issues and Challenges for Foreign Language Learning and strategies introduced in Language Learning and Technology Integration Strategies for EL and FL Instruction in the chapter.

Evaluate the lesson, using Pearson eText Artifact 11.2, the Technology Lesson Plan Evaluation Checklist and, as need to assist with determining the relative advantage, the Pearson eText 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

Artifact 11.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q2 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using digital resources for learning a foreign language in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using digital resources for learning a foreign language in this lesson.

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Chapter 11 Test Items 11.1 Multiple Choice Items 1) In K-12 settings, what is currently the most commonly used term for language learners who are in a classroom with an English-speaking environment, and English is a second or additional language for them?

A) English as a second language learners or ESLs B) English learners or ELs C) Foreign learners or FLs D) Other languages learners or OLLs 2) When the language being studied in the classroom is spoken mainly in other countries, what is the term used to describe this learner?

A) Second language learning or SLL B) Oher language learning or OLL C) Foreign language learning or FL D) Education for speakers of other languages or ESOL 3) When foreign language learners use videoconferencing to talk with and share multimodal works with other people who speak the target language, what educational issue does this activity tackle?

A) Need for online learning B) Need for foreign perspectives C) Need for authentic materials D) Need for audience and purpose 4) What searchable, multilingual resource is useful for finding books with relevant academic and cultural content for English language learners?

A) International Children's Digital Library B) Desert USA website C) TESOL Technology Standards D) Duolingo 5) If a teacher scaffolds language learners through a virtual field trip, what kind of learning experience does this support?

A) Intercultural telecollaborations B) Language immersion C) Language subskill practice D) Machine translation 6) With what tools can students read and listen to text read aloud as they follow along, which offers opportunities to interact authentically in English in a low-stress environment?

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A) Machine translators B) Online wikis C) Language labs D) Interactive storybooks 7) Of the following activities, which one supports authentic written practice when high school students work autonomously in online communities to meet with friends around the world, share media, and provide language feedback?

A) Language labs B) Social networking sites for language learning C) Virtual field trip D) Language blogging 8) What activity do websites such as MyGrammarLab and English Banana allow teachers to give their students?

A) Language translations B) Virtual field trips C) WebQuest exercises D) Language practice 9) What feature do standard word processing programs (e.g., Microsoft Word, Google Doc) offer to support writing text in languages other than English?

A) Audio options B) Multilanguage symbols C) Automatic tracking D) Bullets 10) If a teacher wants to scaffold prewriting processes with language learners, what technologies could be optimal to use for this task to help develop writing proficiency?

A) Concept or mind maps B) Grammar checks C) Translation tools D) Portfolio app 11) What is an asset that ELs bring to classrooms?

A) Robust technology skills B) High test scores C) Formal educational experience D) Cultural and linguistic knowledge 12) What technology allows students to receive instant feedback on their use of vocabulary and verb tenses as they practice their written English?

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A) Automatic translations B) Virtual tours C) Spelling and grammar check D) Handheld word generators 13) What is the process when a technological tool changes information from one language into another?

A) Machine translation B) Word processing C) Grammar checking D) Thesaurus use 14) For more advanced language learners, what resource can provide both news and drama genres from which teachers can create motivational practice activities in oral and written language?

A) Flipgrid podcasts B) Online newspapers C) Online wikis D) Radio and television broadcasts 15) Of the following, what is one of the demands on content area teachers when teaching English learners?

A) Content area teachers need to identify ELs so they can go to an ESL classroom B) Content area teachers should teach language skills as they relate to content topics C) Content area teachers should know at least two foreign languages D) Content area teachers need to meet all ELs' parents at their homes

11.2 Short Answer Essay Questions 1) Discuss some ways technology can help teachers differentiate instruction to address varying proficiency levels in EL classrooms.

2) Discuss some of the strategies and resources that foreign language and second language educators can use to increase their proficiency as technology-using teachers.

3) Describe the three types of virtual collaborative projects teachers and students could undertake.

4) Explain the role for multimedia expressions within language learning.

5) Identify and describe at least two technology resources that support the production of multimodal language expressions.

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Chapter 11 Test Answer Key ANSWER KEY: Chapter 11 Test (11.1 Multiple-choice Items) 1. Answer: B (see page 336, section titled “Issues and Challenges for Teaching English Learners in English-Speaking Contexts”) 2. Answer: C (see page 339, section titled “Issues and Challenges in Foreign Language Learning”) 3. Answer: D (see page 340, section titled “The Need for Create Audience and Purpose”) 4. Answer: A (see page 344, section titled “Learning and Assessing Reading and Listening Comprehension Skills Using Authentic Multimedia Resources”) 5. Answer: B (see page 354, section titled “Modified Language Immersion Experiences”) 6. Answer: D (see page 343, section titled “Interactive Storybooks”) 7. Answer: B (see page 354, section titled “Social Networking Sites for Langauge Learning (SN SLL)”) 8. Answer: D (see page 357, section titled “Websites and Apps for Language Practice”) 9. Answer: B (see page 346, section titled “Spelling and Grammar Checks”) 10. Answer: A (see page 348, section titled “Visual Representation Apps”) 11. Answer: D (see page 336, section titled “Characteristics of a Growing and Diverse English Learner Population”) 12. Answer: C (see page 347, “section titled “Spelling and Grammar Checks”) 13. Answer: A (see page 347, “section titled “Translation Websites”) 14. Answer: D (see page 344, section titled “Print, Radio, and Television News Content”) 15. Answer: B (see page 337, section titled “The Responsibility for Academic and Language Development by Content-Area Teachers”)

11.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see pages 338; 342–360, sections titled “The Need to Differentiate Instruction”; “Technology Integration Strategies for EL and FL Instruction”): •

Teachers can identify books designed for native English speakers at early development levels

•

Teachers can use software that assists in tracking individual students and offers ways for students to work independently on developing their reading, writing, speaking, and listening skills.

•

They can use oral and written language practice programs to allow simulated authentic practice while the teacher is working with other students.

•

Students can use multimedia programs that provide actual spoken models or readalouds and let them practice their oral English language production.

•

Students can use web resources or programs, such as News-O-Matic, that can change the reading levels based on English proficiency.

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•

Scaffold English learning by finding aligned content (e.g., in global newspapers, radio, T V) available in students’ home languages so students can build prior knowledge.

•

Listening comprehension exercises

2. Model Response: Answers vary but should include some of the following points (see page 358, section titled “Teacher Growth in Technology Integration Strategies”): •

Review the content-area rubric to measure teacher growth

•

Read the chapter and review websites of professional organizations to become acquainted with the issues and challenges specific to that area

•

Learn technology integration strategies by reviewing chapter information, examples, and websites listed

•

Review and monitor the standards (e.g., American Council on the Teaching of Foreign Languages; TESOL Technology Standards for Teachers and Learners)

•

Monitor professional development opportunities with organizations, such as the Intercultural Development Research Association and the Center for Applied Linguistics

•

Find communities of practice, such as through professional organizations like the American Association of Teachers of French

•

Following Twitter hashtags of interest, such as #tesol, #langchat

3. Model Response: Answers vary but could include some of the following points (see page 352, section titled “Conferencing and Collaborating Virtually”): •

Information exchange tasks—Learners provide information about their personal biographies or aspects of their home cultures to their long-distance partners

•

Comparison and analysis tasks—In addition to requiring learners to exchange information, they also carry out comparisons or critical analyses of cultural products from each culture (e.g., books, surveys, films, and newspaper articles)

•

Collaborative tasks—Learners are required to work together to produce a joint product or conclusion

•

Peer-based virtual pen pal exchanges via teletandem conferencing or discussion forums, blogging, wikis, or mind maps

•

Expert virtual visits

•

Virtual exchanges as a form of online foreign language education

•

Social networking as language learning

4. Model Response: Answers vary but should include some of the following points (see pages 346–350, section titled “Producing, Presenting, and Sharing Multimedia Expressions”): •

Spelling, grammar, and translation tools support the production and editing of texts

•

Visual representation tools, such as concept maps, can support prewriting activities through activating prior knowledge, idea generation, organization of ideas and concepts, relationship building, and vocabulary development

•

Presentation tools, such as films, presentation software or apps, and digital imagery, can support oral and aural expressions of language, vocabulary, and grammar learning 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

•

Films allow learners to link words they are hearing or reading to visual presentations of actions or objects

•

Presentations that have visuals help support communicating the content concepts under study

•

Digital imagery allows students to create another mode of representing their knowledge and language development

•

Digital storytelling and portfolios support sharing with authentic audiences

•

Voice, video, and screen recording support oral and listening practice, collaborative work, and assessment feedback

5. Model Response: Answers vary but should include some of the following points (see 342–360, section titled “Technology Integration Strategies for EL and FL Instruction”): •

word processors

•

writing apps

•

mind mapping or concept mapping software

•

book creation software

•

audio or video production for podcast or vodcasts

•

digital storytelling apps

•

screen recording apps

•

digital portfolio apps

•

presentation tools

•

video annotation

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Chapter 12: Teaching and Learning with Technology in Science, Engineering, and Mathematics Chapter 12 Learning Outcome Quizzes Learning Outcome 12.1: Distinguish three approaches to STEM integration for use in different teaching contexts. (ISTE Standards for Educators: 1—Learner) [Q1] Concern has grown about America’s ability to compete in the future in science, technology, engineering, and mathematics. What situation is contributing to the concern regarding STEM? 1. Fewer jobs are available in STEM fields.

2. National competitiveness does not rely on STEM education.

3. Boys are better in STEM. 4. There is underrepresentation of female and minority STEM professionals. [correct] [Feedback for Answer Choice 1] Major advancements in technological work have expanded job opportunities in STEM fields.

[Feedback for Answer Choice 2] Many educational reports outline the importance of STEM education for all students.

[Feedback for Answer Choice 3] While boys seem to maintain interest in STEM across grade levels and girls start to lose interest as they enter middle school, boys do not achieve better in STEM. [Feedback for Correct Answer 4] Fewer females and minorities pursue degrees and professions within STEM fields. To fill the widening STEM career opportunities, our nation needs more people with STEM interests.

[Q2] Of the types of STEM integration, which one is the most difficult to achieve?

1. Context integration 2. Content integration [correct] 3. Tool/application integration 4. Technology integration [Feedback for Answer Choice 1] STEM context integration puts emphasis on one discipline while using the contexts from other disciplines to frame the lesson to create meaning, relevance, and/or motivation to solve a problem.

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[Feedback for Correct Answer 2] Content integration is the most difficult of STEM integration to achieve because teachers must incorporate the seven tenets for high-quality integration: context; engineering design of technologies; redesign; mathematics, science, and computing content; student-centered pedagogy and evidence-based reasoning; teamwork and communication; and engineering design threaded throughout the unit.

[Feedback for Answer Choice 3] STEM tool/application integration uses a tool or application of one discipline (e.g., engineering) within the teaching of another discipline (e.g., mathematics) to help students learn the latter discipline’s content (i.e., mathematics).

[Feedback for Answer Choice 4] Technology integration, as illustrated in this text, typically represents a STEM tool/application integration approach in which a tool or application of one discipline (e.g., simulation) is used within the teaching of another discipline (e.g., mathematics) to help students learn the latter discipline’s content (i.e., mathematics).

[Q3] Ms. Morimoto, a mathematics teacher, asks students to participate in a problem-solving activity that examines the presence of bees in several areas of their city in the context of studying the effect of pesticides on insects in a citizen science project. Students gather data (bee counts) and analyze the data across several years to identify patterns of change. What STEM integration approach is Ms. Morimoto using?

1. Context integration [correct] 2. Content integration 3. Tool/application integration 4. Technology integration [Feedback for Correct Answer 1] STEM context integration puts emphasis on one discipline while using the contexts from other disciplines to frame the lesson to create meaning, relevance, and/or motivation to solve a problem. Ms. Morimoto’s lesson is using context integration. The context is science, but the content is measurement and descriptive statistics from mathematics.

[Feedback for Answer Choice 2] Content integration is the most difficult of STEM integration to achieve because teachers must incorporate the seven tenets for high-quality integration: context; engineering design of technologies; redesign; mathematics, science, and computing content; student-centered pedagogy and evidence-based reasoning; teamwork and communication; and engineering design threaded throughout.

[Feedback for Answer Choice 3] STEM tool/application integration uses a tool or application of one discipline (e.g., engineering) within the teaching of another discipline (e.g., mathematics) to help students learn the latter discipline’s content (i.e., mathematics).

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[Feedback for Answer Choice 4] Technology integration, as illustrated in this text, typically represents a STEM tool/application integration approach in which a tool or application of one discipline (e.g., simulation) is used within the teaching of another discipline (e.g., mathematics) to help students learn the latter discipline’s content (i.e., mathematics).

[Q4] Ms. Belt, a physical science teacher, plans a hands-on science lesson in which students use wireless sensors to take temperature measurements of different insulated drinks cups to determine the best produces to use in a coffee shop. What STEM integration approach is Ms. Belt using?

1. Context integration 2. Content integration 3. Tool/application integration [correct] 4. Technology integration [Feedback for Answer Choice 1] STEM context integration puts emphasis on one discipline while using the contexts from other disciplines to frame the lesson to create meaning, relevance, and/or motivation to solve a problem.

[Feedback for Answer Choice 2] Content integration is the most difficult of STEM integration to achieve because teachers must incorporate the seven tenets for high-quality integration: context; engineering design of technologies; redesign; mathematics, science, and computing content; student-centered pedagogy and evidence-based reasoning; teamwork and communication; and engineering design threaded throughout.

[Feedback for Correct Answer 3] STEM tool/application integration uses a tool or application of one discipline (e.g., technology) within the teaching of another discipline (e.g., mathematics) to help students learn the latter discipline’s content (i.e., mathematics). Ms. Belt’s lesson is using STEM tool/application integration. The tool is a wireless probe, and the disciplines include both science and mathematics.

[Feedback for Answer Choice 4] Technology integration, as illustrated in this text, typically represents a STEM tool/application integration approach in which a tool or application of one discipline (e.g., simulation) is used within the teaching of another discipline (e.g., mathematics) to help students learn the latter discipline’s content (i.e., mathematics).

[Q5] The National Assessment of Educational Progress (NAEP) has begun to track what eighthgraders know and can do in terms of technology and engineering literacy (TEL). This assessment occurs every four years. As a teacher, you can review the most recent results at The Nation’s Report Card (https://www.nationasreportcard.gov). Based on past snapshots of the trends in this assessment, what might you be attuned to notice in the next assessment?

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1. Is there continued inequity in TEL proficiency between English language learners (less proficiency) and students not learning English as an additional language (higher proficiency)? [correct] 2. Is there continued equity in TEL proficiency between girls and boys (equal proficiencies)?

3. Is there continued inequity in TEL proficiency between science teachers (less proficiency) and engineering teachers (higher proficiency)?

4. Is there continued equity in TEL proficiency when you compare students of different race/ethnicity?

[Feedback for Correct Answer 1] The National Assessment of Educational Progress (NAEP) technology and engineering literacy (TEL) assessment shows inequity in TEL proficiency by demographic characteristics, including students’ who are English language learners. Students identified as English language learners were less TEL proficient than students who were not learning English as an additional language.

[Feedback for Answer Choice 2] The National Assessment of Educational Progress (NAEP) technology and engineering literacy (TEL) assessment shows inequity in TEL proficiency by demographic characteristics, including by students’ gender. Female students score higher than male students in the TEL overall score and within the TEL content area and TEL practices subarea scores.

[Feedback for Answer Choice 3] The National Assessment of Educational Progress (NAEP) only tracks what eighth-graders know and can do in terms of technology and engineering literacy (TEL). Teachers are not assessed as part of this project.

[Feedback for Answer Choice 4] The National Assessment of Educational Progress (NAEP) technology and engineering literacy (TEL) assessment shows inequity in TEL proficiency by demographic characteristics, including by students’ race/ethnicity. Black, Hispanic/Latino, and American Indian, Alaskan, and Pacific Islander students are less TEL proficient than White students.

Learning Outcome 12.2: Explain the current issues and challenges in science education and select technology integration strategies to meet learning and instructional needs in science. (IST E Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Ms. Stehr designed a lesson that had students examine heredity of eye color. What area of the NGSS does this lesson include?

1. A science and engineering practice 2. A disciplinary core idea [correct] 3. A crosscutting concept 4. A technology

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[Feedback for Answer Choice 1] The science and engineering learning practices (S&EP) of the Framework and NGSS include: Asking questions (science) and defining problems (engineering); Developing and using models; Planning and carrying out investigations; Analyzing and interpreting data; Using mathematics and computational thinking; Constructing explanations (for science) and designing solutions (for engineering); Engaging in argument from evidence; and Obtaining, evaluating, and communicating information.

[Feedback for Correct Answer 2] The disciplinary core ideas (DCI) include concepts from physical, life, and earth and space science (PS, LS, and ESS, respectively), as well as engineering, technology, and applications of science (ETS). Ms. Stehr’s lesson focused on a disciplinary core idea from life science, Heredity: Inheritance and variation of traits (LS3). With more detail, Ms. Stehr might involve other areas of the NGSS, which would be optimal.

[Feedback for Answer Choice 3] The crosscutting concepts (CC) include patterns, cause and effect, proportion and quantity, systems and system models, energy and matter, structure and function, and stability and change.

[Feedback for Answer Choice 4] Ms. Stehr might consider the use of technological tools or applications in her lesson related to heredity of eye color, but she doesn’t mention it. Technologies are products of engineering design processes just as scientific discoveries are products of scientific inquiry and argumentation. Therefore, this broad view of the definition of technology makes thinking about the learning objectives related to technologies imperative. If the learning objectives are related to the science and the use of technologies enhance that science objective, the lesson should use a tool/application integration approach to teaching. On the other hand, if the development or redesign of the technology through the use of the engineering design process is part of the learning objective (in tandem with the science content), a content integration approach should be used.

[Q2] How can technology play a role in reducing the difficulty of teaching K–8 science?

1. Online professional learning opportunities can assist teachers who lack a deep understanding of the discipline. [correct] 2. Tutorial software can directly teach students when their teacher lacks a deep understanding of the discipline.

3. Grading software can make giving and grading tests easier for teachers who lack a deep understanding of the discipline.

4. Videos, such as from Khan Academy, can be assigned by teachers who lack a deep understanding of the discipline.

[Feedback for Correct Answer 1] Teachers can access a range of professional learning opportunities from online sources, such as websites and Twitter, to help them learn more science content knowledge and identify or develop inquiry-based lessons that accord with the NGSS. 5 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

[Feedback for Answer Choice 2] Tutorials do provide a complete instructional sequence on a topic similar to a teacher’s classroom instruction content. However, tutorials are often designed as direct instruction and may not cultivate the ambitious teaching and inquiry approaches required in science education.

[Feedback for Answer Choice 3] It is crucial for teachers to have a deep understanding of content to provide accurate assessments and helpful feedback for students.

[Feedback for Answer Choice 4] Videos may introduce a topic similar to a teacher’s classroom instruction content. However, videos are often designed as direct instruction and may not cultivate the ambitious teaching and inquiry approaches required in science education.

[Q3] Mr. Carter designed a unit in which students engage in scientific investigations that are hosted online and crowdsource the results. All people who collect data on the investigation upload their results on a website, and the resulting data are available to everyone to analyze. His students can also analyze their local data and upload their local results as research reports. What integration strategy is Mr. Carter using in his lesson?

1. Accessing science content information 2. Involving students in scientific inquiry through authentic citizen science [correct] 3. Involving students in scientific inquiry through virtual environments 4. Supporting science concept learning with an interactive textbook [Feedback for Answer Choice 1] While some of the data the students use is available online, the strategy Mr. Carter is using goes beyond simply accessing information online.

[Feedback for Correct Answer 2] Mr. Carter’s unit involves students in authentic citizen science in which students engage in all aspects of scientific process with other citizens of the world.

[Feedback for Answer Choice 3] The students are not engaging in a virtual environment to conduct an inquiry.

[Feedback for Answer Choice 4] The students are not using an interactive textbook in Mr. Carter’s lesson.

[Q4] Ms. Barry’s class is studying the solar system. She wants to help her students understand the technologies that NASA uses to conduct exploration in space. She decides to integrate an augmented reality app that allows experiential examination of NASA spacecraft into her lesson.

What integration strategy does this represent?

1. Participating in webcasts to communicate with scientists 6 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

2. Visualizing data of macroscopic phenomena 3. Involving students in scientific inquiry through citizen science 4. Involving students in scientific inquiry through virtual experiences [correct] [Feedback for Answer Choice 1] Web technologies facilitate the communication of scientific results or to collaborate with others, such as through e-mail, blogs, or participating in webcasts.

[Feedback for Answer Choice 2] Visualization tools allow students to inquire into and model phenomena that may be difficult to observe directly. Simulations are often used to model phenomena.

[Feedback for Answer Choice 3] Students ‘do’ authentic science by engaging in all aspects of scientific process with other citizens of the world to co-study an authentic global problem.

[Feedback for Correct Answer 4] Spacecraft 3-D is an augmented reality app created by NASA. It allows students to examine the spacecraft, such as rockets and robots, that explore the solar system. This strategy involves students in scientific inquiry through virtual experiences—specifically through augment reality.

[Q5] Mr. Garcia is a fourth-grade certified teacher. He has responsibility for teaching science, which he does not feel confident in teaching. What is the best strategy he could use to continue learning about science and technology?

1. Start participating in #scichat and following #science to build a learning network [correct] 2. Send an e-mail to his university professors where he got his certification 3. Ask his elementary school colleagues for ideas about science instruction 4. Read and follow the textbook his school adopted 10 years ago [Feedback for Correct Answer 1] Mr. Garcia can start building a professional learning network by becoming active on Twitter. He can start by participating in #scichat or following #science. He will gain access to vibrant new information about science and science education. Professors, colleagues, and a textbook can provide some guidance, but building a broader network is advisable.

[Feedback for Answer Choice 2] Professors can provide some guidance, especially recommending other courses to take, but building a broader network is advisable.

[Feedback for Answer Choice 3] Colleagues can provide some guidance but building a broader network is advisable.

[Feedback for Answer Choice 4] A current textbook can provide some guidance but building a broader network is advisable.

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Learning Outcome 12.3: Explain the current issues and challenges in engineering education and select technology integration strategies to meet learning and instructional needs in engineering. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4— Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Engineering is a way to approach the purposeful development and refinement of relevant technologies for a task. What is the most comprehensive definition of a “technology” from an engineering perspective?

1. Tools and objects naturally occurring in the world 2. Tools that have electricity 3. Tools resulting from a human-powered design process [correct] 4. Tools that operate with computer chips [Feedback for Answer Choice 1] Tools and objects that are part of the natural world are not involved in an engineering design process.

[Feedback for Answer Choice 2] Electrical tools are an example of the end result of an engineering design process.

[Feedback for Correct Answer 3] Technologies are the end result of an engineering design process. This means that if a focal area under study is not part of the natural world (i.e., it would not be here if humans were not on the Earth), it would fall under the definition of a technology.

[Feedback for Answer Choice 4] Computer chips are an example of the result of an engineering design process.

[Q2] The superintendent, Ms. Lee, wants to build a comprehensive engineering education program in her district. What would be the best approach that she could take to establish the program?

1. Have science teachers integrate engineering according to the NGSS 2. Have technology teachers integrate engineering according to the STL 3. Have math teachers to integrate engineering according to the CCSSM 4. Have collaboration across science, math, and technology teachers to establish STEM integration [correct] [Feedback for Answer Choice 1] The content standards for science (NGSS) are not a comprehensive approach for engineering.

[Feedback for Answer Choice 2] The content standards for technology (STL) are not a comprehensive approach for engineering.

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[Feedback for Answer Choice 3] The content standards for math (CCSSM) are not a comprehensive approach for engineering.

[Feedback for Correct Answer 4] A collaborative approach in which teachers across disciplines consider all the standards and plan an integrated and interdisciplinary approach to engineering education would be optimal.

[Q3] Because there are no comprehensive stand-alone engineering standards, engineering must necessarily be integrated into other subjects. What is an optimal instructional approach to ensure that engineering is incorporated into the curriculum?

1. Use engineering as a pedagogy to teach core content in math, science, or technology [correct] 2. Teach a hands-on engineering unit after the state tests have been completed toward the end of the school year 3. Host a robotics club as an after-school option for students 4. Incorporate virtual expeditions to understand what engineers at NASA do [Feedback for Correct Answer 1] Because engineering can serve as the connector to all of the other subjects, this approach allows teachers to use engineering as a pedagogy to teach their core content whether it be mathematics, science, or technology. However, this also means that in order to make engineering an enduring understanding, teachers must give engineering the same treatment as the content area they teach.

[Feedback for Answer Choice 2] This approach marginalizes engineering as a topic to be engaged with only if time is available.

[Feedback for Answer Choice 3] While a robotics club could use a STEM integration pedagogical strategy, the fact that it is available only after school likely creates an equity issue in that students who are unavailable after school would never have a chance to learn about engineering or robotics.

[Feedback for Answer Choice 4] A virtual experience with NASA engineers may be interesting for students to understand their careers, but it would not be an optimal instructional approach to ensure all facets of engineering education are incorporated.

[Q4] What technology would be best for students to communicate their engineering thinking and designs to themselves and others?

1. Note-taking tools (e.g., Notability) [correct] 2. Programmable robot 3. Coding software (e.g., Scratch) 4. FabLabs 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

[Feedback for Correct Answer 1] Students engaged in engineering design activities will need to keep an engineering notebook in which they can take notes and insert figures or models and present their designs for peer review. Communication skills are highly important in the field of engineering.

[Feedback for Answer Choice 2] Robotic toys require programming and can employ students in problem solving. Students would apply their engineering thinking into programming a robot.

[Feedback for Answer Choice 3] Coding software, such as Scratch and The Hour of Code, help engage students in engineering topics through computer programming but are not explicitly focused on capturing the technical communication activities in engineering thinking and design.

[Feedback for Answer Choice 4] FabLabs are a type of makerspace that allow for engaging in exploration, invention, and materialization of tangible artifacts through digital technologies.

[Q5] Ms. Furlong specifically prepared her students with skills in using cloud-based productivity software, such as the Google Workspace apps, Google Drive, and messaging apps. What engineering integration strategy do these skills support?

1. They foster collaboration among students working on engineering teams. [correct] 2. They allow teachers to show students videos that will model engineering concepts.

3. They engage students in engineering topics through simulations.

4. They engage students in engineering thinking by making things.

[Feedback for Correct Answer 1] With skills in collaborative productivity tools, students can truly work together in a manner that allows them to see each other’s work even as they work on a different aspect of the project, which replicates how engineers collaborate in the real world.

[Feedback for Answer Choice 2] While teachers might share a video with students via a cloud-based resource, such sharing does not take advantage of the technological affordances of the cloud—specifically its ability to bring many people together virtually.

[Feedback for Answer Choice 3] Cloud-based productivity tools are not simulations.

[Feedback for Answer Choice 4] Some cloud-based productivity tools could help document the engineering thinking a student engages in by making things, but these tools would not directly engage students in the engineering thinking.

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Learning Outcome 12.4: Explain the current issues and challenges in mathematics education and select technology integration strategies to meet learning and instructional needs in mathematics. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4— Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] How should teachers see the relationship between mathematics education and technology?

1. Technology skills can be a reward activity after mathematics lectures and quizzes.

2. Technology plays an essential role in learning mathematics and applying mathematics in the workplace. [correct] 3. Available technologies shape what mathematical standards can and cannot be taught.

4. Technology is a distraction from pure mathematics and should be avoided.

[Feedback for Answer Choice 1] Technology is essential to learning mathematics so it should not be situated as a reward activity to which only some students have access.

[Feedback for Correct Answer 2] The CCSS-M standards, especially the Standard of Mathematical Practice 5—Use Appropriate Tools Strategically, position technology as essential to learning mathematics and eventually applying mathematics in workplace activities. This position requires educators to reconsider what and how mathematics can be taught and learned with technology. Students have to be better prepared to use technology efficiently and fluently, both so they can learn mathematics better and apply what they learn in the workplace.

[Feedback for Answer Choice 3] The CCSS-M or the mathematics standards adopted in your state serve as a primary resource and guide for those making decisions that affect the mathematics education of students.

Standards describe the mathematics content that students should understand in their study at each grade level, kindergarten through high school.

[Feedback for Answer Choice 4] Digital technologies with advanced computational, graphical, and symbolic capabilities have changed how mathematicians are able to think and do mathematics. Teachers should use technology resources to engage students in research-based practices.

[Q2] What is one of the challenges for mathematics teachers with regard to technology?

1. How should technologies serve as mathematics learning tools? [correct] 2. How should students be taught to select the best technology tools?

3. Which available classroom technology tools are most cost effective?

4. Which technology applications can cover the most math standards?

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[Feedback for Correct Answer 1] Teachers are challenged to select and use tools that match the best strategies for supporting student learning. They should keep research-based practices in mind as they select mathematical learning tools.

[Feedback for Answer Choice 2] Optimally, teachers are reviewing and selecting technology tools to serve as mathematical learning tools. Because teachers have deep mathematical content knowledge, they are the best people to select appropriate tools for mathematics content development.

[Feedback for Answer Choice 3] While school funding can support or limit what teachers can do with technologies, often teachers have limited role in purchasing classroom technologies. However, we encourage teachers to advocate for mathematics learning tools they feel are useful.

[Feedback for Answer Choice 4] Instead of approaching technology applications as a way to cover content, consider how it can develop student thinking, serve as a learning tool, and be incorporated in students’ mathematical development.

[Q3] Mr. Hazlett realized that his students were having difficulty comparing fractions. He knew that he had to make the abstract mathematical concept more concrete for his students. What technological resource could he use to solve this problem?

1. TinkerPlot 2. Cognitive Tutor 3. Virtual manipulative [correct] 4. Probeware [Feedback for Answer Choice 1] TinkerPlot is a dynamic statistical software program which allow representations of traditional statistical models that are dynamic. Using TinkerPlot can support development of data literacy.

[Feedback for Answer Choice 2] Cognitive Tutor is a computer-based tutoring system for mathematics, which may motivate students to build and practice mathematical skills.

[Feedback for Correct Answer 3] A virtual manipulative, such as one available at the National Library of Virtual Manipulatives, can make abstract mathematical concepts more concrete for young students.

[Feedback for Answer Choice 4] Probeware provides a means to link calculators, computers, or tablets to scientific datagathering instruments, such as thermometers and pH meters. Students can gather data and then analyze it.

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[Q4] Ms. Brahier needed her students to explore conjectures and make discoveries about geometry concepts. Instead of doing worksheets, she wanted to use a software program to help with the visualization of geometry. What technological resource would be appropriate for this need?

1. Google Sheets 2. Probeware 3. Maple 4. GeoGebra [correct] [Feedback for Answer Choice 1] Google Sheets is a spreadsheet which provides an environment for children to explore number concepts, operations, and patterns with data.

[Feedback for Answer Choice 2] Probeware provides a means to link calculators, computers, or tablets to scientific datagathering instruments, such as thermometers and pH meters. Students can gather data and then analyze it.

[Feedback for Answer Choice 3] Maple is a computer algebra systems (CAS) which is useful for algebra and calculus to help carry out complex numeric calculations in higher-level mathematics problems.

[Feedback for Correct Answer 4] It would be appropriate for Ms. Brahier to choose GeoGebra, one of the most popular of geometry programs that allows users to create and manipulate geometric constructions.

[Q5] To continue her learning, Ms. Boaz wants to join a professional association related to mathematics. What is the appropriate choice for her?

1. Assessment and Learning in Knowledge Spaces (ALEKS) 2. National Council of Teachers of Mathematics (NCTM) [correct] 3. Common Core State Standards for Mathematics (CCSS-M) 4. Association of Mathematics Teacher Educators (AMTE) [Feedback for Answer Choice 1] Assessment and Learning in Knowledge Spaces (ALEKS) is a web-based, artificially intelligent assessment and learning system for student learning [Feedback for Correct Answer 2] Ms. Boaz should choose to join the National Council of Teachers for Mathematics, the professional organization for mathematics teachers. It offers classroom resources, current research, practitioner journals, conferences, and other professional learning opportunities.

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[Feedback for Answer Choice 3] The Common Core State Standards for Mathematics (CCSS-M) are student standards that describe what students should know and be able to do in mathematics.

[Feedback for Answer Choice 4] The Association of Mathematics Teacher Educators (AMTE) is a professional organization but it is devoted to the improvement of mathematics teacher education. It tends to draw professors, researchers, and professional developers.

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Chapter 12 Application Exercises Application Exercise 12.1: Analyzing Technology Integration: Coffee Cups Learning Outcome 12.1 Distinguish three approaches to STEM integration for use in different teaching contexts. (ISTE Standards for Educators: 1—Learner) Learning Outcome 12.2 Explain the current issues and challenges in science education and select technology integration strategies to meet learning and instructional needs in science. (IST E Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) Learning Outcome 12.3 Explain the current issues and challenges in engineering education and select technology integration strategies to meet learning and instructional needs in engineering. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4— Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) Learning Outcome 12.4 Explain the current issues and challenges in mathematics education and select technology integration strategies to meet learning and instructional needs in mathematics. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4— Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Coffee Cups chapter opening scenario at the beginning of Chapter 12. Pay close attention to Steps 1, 2, and 3, where Ms. Belt and Mr. Alter identify the technological possibilities for their problem of practice.

Describe their problem of practice, the technology possibility and integration strategy they identified, and why the technological resources in the school and community aligned with their idea.

[Q1 Model Response] Ms. Belt and Mr. Alter’s problem of practice (POP) focused on the need to integrate engineering into their science and mathematics curriculum as well the challenge of making abstract concepts more concrete and visual. They identified the possibility of having students use wireless sensors to collect data to answer an authentic, community-based inquiry: which cups a local diner should purchase for cold and hot drinks? Because students would work together to solve this inquiry using data they collected, the lesson aligned with a social constructivist integration approach. While half of the school’s student population experienced low incomes, the school provided digital tablets to all students. The teachers had already use a range of online and virtual content materials and facilitated small group projects in their classes, so they felt poised for success with the possible lesson they were planning.

[Q2] Review the Technology Integration in Action: Coffee Cups chapter opening scenario at the beginning of Chapter 12. Pay close attention to Step 5, Determine relative advantage, how Ms. Belt and Mr. Alter RATified the lesson, shown in Figure 12.1. Review Pearson eText Artifact 12.1, the RAT Matrix, to consider how Ms. Belt and Mr. Alter RATified the role of technology in their lesson.

Picking one of the RATified matrix cells in Figure 12.1 (e.g., Curriculum-Transformation or Learning-Transformation), explain how and why the technology in Ms. Belt and Mr. Alter’s 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

lesson might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum. Your response should serve as a more detailed rationale for the relative advantage of the technological resources in Ms. Belt and Mr. Alter’s lesson idea.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 within the Pearson eText Artifact 12.1, the RAT Matrix) to hone in on the dimension(s) you think might have been impacted within Ms. Belt and Mr. Alter’s technology-supported lesson. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

For example, in targeting the Curriculum-Transformation RATified matrix cell, Ms. Belt and Mr. Alter felt that the curriculum dimension was transformed because they were collaborating to create an interdisciplinary project that modeled STEM context integration and STEM tool/application integration. Instead of just focusing on their separate disciplinary areas and teaching science and mathematics separately, they were designing a lesson to address a real problem that involved standards-based content from the engineering, science, mathematics, and computing disciplines.

Application Exercise 12.2: Analyzing Technology Integration: Your Alternative Solution Learning Outcome 12.1 Distinguish three approaches to STEM integration for use in different teaching contexts. (ISTE Standards for Educators: 1—Learner) Learning Outcome 12.2 Explain the current issues and challenges in science education and select technology integration strategies to meet learning and instructional needs in science. (IST E Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) Learning Outcome 12.3 Explain the current issues and challenges in engineering education and select technology integration strategies to meet learning and instructional needs in engineering. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4— Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) Learning Outcome 12.4 Explain the current issues and challenges in mathematics education and select technology integration strategies to meet learning and instructional needs in mathematics. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4— Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Coffee Cups chapter opening scenario at the beginning of Chapter 12. Pay close attention to Steps 1, 2, and 3, where Ms. Belt and Mr. Alter identifies the technological possibilities for their problem of practice.

Using your knowledge about teaching and learning with science, engineering, and mathematics introduced in this chapter, particularly taking note of Table 12.2 and the text sections Issues, Challenges, and Technology Integration Strategies in Science Instruction, Issues, Challenges, and Technology Integration Strategies in Engineering Instruction, and Issues, Challenges, and Technology Integration Strategies in Mathematics Instruction, generate one new technology possibility for targeting Ms. Belt and Mr. Alter’s problem of practice: the need to integrate engineering into their science and mathematics curriculum as well the challenge of 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

making abstract concepts more concrete and visual. Explain how your new technological possibility would target their problem of practice.

[Q1 Model Response] To construct your response, consider a new technological possibility for targeting this POP given the supporting and limiting context described in Step 2 of the opening scenario. Then consider the suggested integration strategies described throughout the chapter to identify a new possibility targeting engineering integration and making abstract concepts more concrete.

Describe what strategy and its required technological resources might be an alternative possibility that Ms. Belt and Mr. Alter might have pursued.

[Q2] Review the Technology Integration in Action: Coffee Cups chapter opening scenario at the beginning of Chapter 12. Pay close attention to Step 5, Determine the relative advantage, how Ms. Belt and Mr. Alter RATified the lesson, shown in Figure 12.1. Review Pearson eText Artifact 12.1, the RAT Matrix, to consider how Ms. Belt and Mr. Alter RATified the role of technology in their lesson.

Using one of the RATified intersectional matrix cells in Figure 12.1 (e.g., CurriculumTransformation or Learning-Transformation) as a model, explain how and why your new technology possibility for targeting Ms. Belt and Mr. Alter’s problem of practice, identified in your answer to Question 1, might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 in the Pearson eText Artifact 12.1, the RAT Matrix) to hone in on the dimension(s) you think might be impacted in a lesson that might use your technology-supported possibility. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

Application Exercise 12.3: Evaluating Lesson Plans Learning Outcome 12.1 Distinguish three approaches to STEM integration for use in different teaching contexts. (ISTE Standards for Educators: 1—Learner) Learning Outcome 12.2 Explain the current issues and challenges in science education and select technology integration strategies to meet learning and instructional needs in science. (IST E Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) Learning Outcome 12.3 Explain the current issues and challenges in engineering education and select technology integration strategies to meet learning and instructional needs in engineering. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4— Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) Learning Outcome 12.4 Explain the current issues and challenges in mathematics education and select technology integration strategies to meet learning and instructional needs in mathematics. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4— Collaborator; 5—Designer; 6—Facilitator; 7—Analyst)

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[Q1] Using Technology Integration Examples 12.1, 12.2, and 12.3 as models, locate one lesson on the Internet or provided by your instructor that uses digital resources to enact STEM tool/application integration in science or mathematics, considering the text section What is ST EM Integration Instruction? and strategies introduced in the text sections Issues, Challenges, and Technology Integration Strategies in Science Instruction; Issues, Challenges, and Technology Integration Strategies in Engineering Instruction; and Issues, Challenges, and Technology Integration Strategies in Mathematics Instruction, in the chapter.

Evaluate the lesson, using Pearson eText Artifact 12.2, the Technology Lesson Plan Evaluation Checklist and, as needed to assist with determining the relative advantage, the Pearson eText Artifact 12.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q1 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful STEM learning experience for children in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful STEM learning experience for children in this lesson.

[Q2] Using Technology Integration Examples 12.1, 12.2, and 12.3 as models, locate one lesson on the Internet or provided by your instructor that uses digital resources to enact STEM context integration in science, engineering, and/or mathematics, considering the text section What is S TEM Integration Instruction? and strategies introduced in the text sections Issues, Challenges, and Technology Integration Strategies in Science Instruction; Issues, Challenges, and Technology Integration Strategies in Engineering Instruction; and Issues, Challenges, and Technology Integration Strategies in Mathematics Instruction, in the chapter.

Evaluate the lesson, using Pearson eText Artifact 12.2, the Technology Lesson Plan Evaluation Checklist and, as need to assist with determining the relative advantage, the Pearson eText Artifact 12.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q2 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the 18 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

areas of concern and how you might revise the lesson to ensure a meaningful STEM learning experience for children in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful STEM learning experience for children in this lesson.

[Q3] Using Technology Integration Examples 12.1, 12.2, and 12.3 as models, locate one lesson on the Internet or provided by your instructor that uses digital resources to enact STEM content integration in science, engineering, and mathematics, considering the text section What is STE M Integration Instruction? and strategies introduced in the text sections Issues, Challenges, and Technology Integration Strategies in Science Instruction, Issues, Challenges, and Technology Integration Strategies in Engineering Instruction, and Issues, Challenges, and Technology Integration Strategies in Mathematics Instruction, in the chapter.

Evaluate the lesson, using (1) Pearson eText Artifact 12.2, the Technology Lesson Plan Evaluation Checklist, (2) the Pearson eText Artifact 12.1, the RAT Matrix to assist with determining the relative advantage, and (3) the seven tenets required to meet content integration (refer to the text section STEM Content Integration). Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q3 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? Are some tenets of high-quality STEM content integration not as prominent within the lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful STEM learning experience for children in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? Are all tenets of high-quality STEM content integration prominent within the lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful STEM learning experience for children in this lesson.

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Chapter 12 Test Items 12.1 Multiple Choice Items 1) What is the field of engineering most concerned with?

A) Natural phenomena B) Human-designed world C) Solar system D) Human interactions 2) Ms. Wong has started to create an informal place in the school library where students can explore their own design ideas and create things. What is the term that educators use to describe such a place?

A) Engineering lab B) Createspace C) Craftplace D) Makerspace 3) Where should engineering be taught in the K-12 curriculum?

A) In STEM B) In technology education C) In mathematics D) In science 4) What technology resource helps move students from the symbolic realm of f ( x ) = x 2 − 3 to the equivalent graphical rendering on an x − y coordinate to its accompanying numerical representation?

A) Virtual manipulative B) Mathematical simulation C) Graphing tools D) Spreadsheet 5) What software programs allow users to create and manipulate geometric constructions?

A) Calculator-based laboratory (CBL) B) Computer algebra system (CAS) C) Virtual manipulatives D) Interactive or dynamic geometry software 6) What technology resource allows learners to express technical communications of their engineering thinking and design?

A) Cloud storage B) Digital note-taking software 20 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

C) Robotics D) 3-D simulations 7) What is one of the most popular examples of the interactive geometry programs?

A) GeoGebra B) Cognitive Tutor C) Fathom D) Maple 8) What kind of integration approach is used when a teacher puts emphasis on science and uses contexts from mathematics and engineering to frame a lesson?

A) STEM curriculum integration B) STEM tool/application integration C) STEM context integration D) STEM content integration 9) What software is often used to facilitate data literacy activities such as planning a fundraising activity or analyzing data from students' counts of colors in a bag of M&Ms or other candies?

A) Graphing calculators B) Maple C) Probeware D) Spreadsheets 10) What is the best way to describe goals of the Next Generation Science Standards (NGSS) three-dimensional learning?

A) The learning goals aim for teachers to integrate 3-D virtual reality within lessons.

B) The standards require at least three of the STEM scientific domains to be designed into each lesson.

C) The learning goals challenge teachers to design lessons that integrate science and engineering practices, disciplinary core ideas, and crosscutting concepts.

D) Each NGSS standard includes three performance expectations.

11) What is an example of students engaging in mathematics-related communication?

A) Performing calculations on a calculator B) Writing questions about mathematics in a class wiki C) Completing a computational test D) Playing a math game that requires identifying numerical answers 12) What technology resource supports students engaging in engineering thinking and design when they work with technical or nontechnical tools in an informal environment where they can create tangible objects of their own choice?

A) Computational lab 21 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

B) Think tank C) Makerspace D) Virtual reality 13) What technology resource is ideal for collecting data during scientific inquiry activities and downloading and storing it for later manipulation in a spreadsheet?

A) Calculator-based labs (CBL) B) Computer algebra systems (CAS) C) Global positioning systems (GPS) D) Dynamic geometry software (DGS) 14) What is a visualization tool that allows students to see representations of data and phenomena that may be difficult to observe directly?

A) Manipulatives B) Spreadsheets C) Simulations D) Modelers 15) What technological resource leads students to develop computational thinking skills?

A) Word processing B) Client-based design C) Group messaging D) Programming

12.2 Short Answer Essay Questions 1) Describe at least one reason engineering education is challenging to integrate into K-12 curriculum.

2) Explain what a virtual manipulative is and describe some examples.

3) Describe what probeware is and why it is useful in the classroom.

4) Discuss how robotics furthers engineering thinking and design among learners.

5) Discuss some of the strategies and resources that math, engineering, and science educators can use to increase their proficiency as technology-using teachers.

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Chapter 12 Test Answer Key ANSWER KEY: Chapter 12 Test (12.1 Multiple-choice Items) 1. Answer: B (see page 379, section titled “The Relationship between Engineering and Technology”) 2. Answer: D (see page 383, section titled “Engaging Students in Enginering Thinking through Makerspaces”) 3. Answer: A (see pages 381–382, section titled “Accountability for Teaching Engineering”) 4. Answer: C (see page 392, section titled “Graphing Tools”) 5. Answer: D (see pages 392–393, section titled “Computer-Based Software”) 6. Answer: B (see page 383, section titled “Developing Technical Communication of Engineering Thinking and Design”) 7. Answer: A (see page 392, section titled “Computer-Based Software”) 8. Answer: C (see pages 368–369, section titled “What is STEM Integration Instruction”) 9. Answer: D (see page 395, section titled “Developing Data Literacy”) 10. Answer: C (see pages 370–371, section titled “Accountability for Standards in Science”) 11. Answer: B (see page 395, section titled “Supporting Mathematics-Related Communication”) 12. Answer: C (see page 384, section titled “Engaging Students in Engineering Thinking Through Makerspaces”) 13. Answer: A (see page 394, section titled “Supporting Mathematical Problem Solving”) 14. Answer: C (see pages 374–375, section titled ‘Involving Students in Scientific Inquiry through Virtual Experiences”) 15. Answer: D (see page 384, section titled “Engaging Students in Engineering through Programming, Robotics, and Simulations”)

12.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see page 379, section titled “Issues and Challenges in Engineering Education”): •

Engineering integrates much information from many different disciplinary areas.

•

Engineering is represented differently in the science, technology, and mathematics standards that teachers use to guide their teaching.

•

No one discipline (e.g., mathematics, science, technology education) ensures that students experience and comprehensively understand engineering.

•

Most K-12 teachers have had little exposure to engineering education and need continued professional development on this disciplinary topic.

•

Engineering must be integrated into other subject areas which already have a full curriculum.

•

Teachers who elect to integrate engineering topics into their teaching must give engineering the same full treatment as the content they regularly teach, at least for some of the time.

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2. Model Response: Answers vary but should include some of the following points (see pages 389–390, section titled “Visualizing the Abstract with Virtual Manipulatives”): •

A virtual manipulative is a technological replica of a physical manipulative (e.g., blocks, Cuisenaire rods, coins) that is accessed via the web or an app and can be manipulated through a keyboard or other input device.

•

Manipulatives help learners bridge the gap between abstract and concrete mathematical concepts.

•

Examples could include: virtual versus concrete base-10 blocks, virtual algebra tiles, Geometry 101 app, virtual tangrams, Geoboards, and virtual number racks.

3. Model Response: Answers vary but should include some of the following points (see pages 393–394, section titled “Supporting Mathematical Problem Solving”): •

Probeware is another term for calculator-based labs (CBL), which can link either calculators or computers to scientific data-gathering instruments, such as thermometers and pH meters.

•

Examples include hardware from Texas Instruments, Vernier, Inc., and PASCO.

•

Probeware supports mathematical problem solving as learners engage in inquiry-based investigations in which they must collect and analyze data.

•

Probeware provides rich, motivating, problem-solving tools.

•

Probeware facilitates gather data for use in problem solving.

•

Probeware may support opportunities for students to apply mathematical knowledge and skills in an authentic context.

4. Model Response: Answers vary but should include some of the following points (see pages 384–385, section titled “Engaging Students in Engineering Through Programming, Robotics, and Simulations”): •

Robotics has become part of an increasingly popular strategy for getting students interested in engineering and computer science principles and careers.

•

Science-oriented curriculum, camps, and national competitions that focus on robotics have expanded their reach into all states.

•

Creating and building robots requires engineering, including design thinking, problem solving, programming, and computational thinking.

•

Students have expressed that they engage in collaborative work in the process of working with robots.

•

Coding with physical robots can encourage understanding by helping students translate between one type of representation (coding) to another, such as a flowchart or robot movement.

5. Model Response: Answers vary but should include some of the following points (see pages 378–379; 386–387; 396–397 sections titled “Teacher Growth in Technology Integration Strategies for Science; …for Engineering; …for Mathematics”): •

Review the content-area rubrics (Tables 12.3–12.5) to measure teacher growth.

•

Read the chapter and review websites of professional organizations to become acquainted with the issues and challenges specific to each area.

24 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

•

Learn technology integration strategies by reviewing chapter information, examples, and websites listed.

•

Teachers should follow policy developments, such as changes in the standards—NGSS, STL, and CCSS-M.

•

Join professional organizations, such as NSTA and the American Association for the Advancement of Science; ITEEA; National Academy of Engineering; NCTM.

•

Participate in networked learning by developing professional learning communities online.

•

Seek out and share information via Twitter, with targeted hashtags, such as #STEM, #scichat, #EngineeringEducation, #design, #mathchat.

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Chapter 13: Teaching and Learning with Technology in Social Studies Chapter 13 Learning Outcome Quizzes Learning Outcome 13.1: Explain the current issues and challenges that social studies teachers face that influence technology integration planning. (ISTE Standards for Educators: 1—Learner; 3—Citizen; 4—Collaborator) [Q1] From a social studies teacher’s perspective, what is the instructional challenge relating to “fake news”?

1. Students should no longer use social media technologies to share information.

2. Teachers should use newspaper articles in their lessons.

3. Teachers should teach about race and racism.

4. Teachers and students should be critical consumers of online content. [correct] [Feedback for Answer Choice 1] Social media technologies are ubiquitous and instead of avoiding parts of societal resources, teachers should be scaffolding students toward best uses of technologies.

[Feedback for Answer Choice 2] Teachers should not limit informational sources but scaffold students toward the best use of each resource.

[Feedback for Answer Choice 3] While teachers should teach about the history of race and racism in our democracy, “fake news” is not correlated with issues of race and racism.

[Feedback for Correct Answer 4] The rise in awareness of “fake news” increases the need for social studies teachers to assist students in developing critical literacy analysis skills to identify reputable and accurate information.

[Q2] Mr. Kajoyan, a social studies teacher, finds some video documentaries about the history of Africa’s Zulu tribe to introduce the class to tribes of South Africa. In considering the documentaries’ use in the classroom, what issue should the teacher address prior to using it?

1. The documentary has been produced by a Hollywood film company.

2. The documentary has been previewed for its historical accuracy or bias. [correct] 3. The documentary can be assigned individually as a reward for work completion.

4. The documentary can be accessed from the web.

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[Feedback for Answer Choice 1] A teaching resource’s quality is not judged by whether it was produced in Hollywood.

[Feedback for Correct Answer 2] Some social studies content in textbooks, online sites, and multimedia resources can have shortcomings such as historical inaccuracies and racist portrayals of peoples. The teacher should review the video documentary content for any historical inaccuracies and perspective biases in order to plan the lesson and activities into which the documentary will be included so that students can analyze the documentary’s content.

[Feedback for Answer Choice 3] It is optimal to use a resource, such as a documentary, for a clear instructional purpose rather than as a reward to fill time for a small portion of students who complete work ahead of schedule. If it has a clear instructional purpose, only offering it as a reward for some students creates an inequity in access to quality learning materials for those students who do not get to watch it.

[Feedback for Answer Choice 4] The teacher would be concerned about general availability of a documentary but not specifically about its availability online.

[Q3] According to the National Council of Social Studies, “Social studies is the integrated study of the social sciences and humanities to promote civic competence.” Given this definition, what is a social studies teacher’s best approach to technology integration?

1. The teacher is open to technologies from a range of content area fields. [correct] 2. The teacher realizes that technology will not be helpful in teaching and learning most social studies topics.

3. The teacher needs to create her or his own technology learning materials.

4. The teacher should not use technologies because it is not a tested subject in schools.

[Feedback for Correct Answer 1] Because the definition of social studies emphasizes its integrated study with the humanities, social studies curriculum and lessons can draw on disciplines such as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology as well as appropriate content from the humanities, mathematics, and the natural sciences. Therefore, teachers who seek to integrate technology into social studies should be very open to technologies from almost any content area as a possibility for supporting instructional needs.

[Feedback for Answer Choice 2] Technologies and technology-based resources can provide a wealth of support for inquiries within the social studies.

[Feedback for Answer Choice 3] It is very time-consuming for teachers to create their own technology-related learning materials.

Given social studies integration across social sciences and humanities, many already created resources exist for teachers to review and potentially adopt.

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[Feedback for Answer Choice 4] While sometimes social studies is marginalized due to school accountability goals, developing students to be democratic citizens is of utmost importance for society and many technologyrelated learning resources can draw students into the themes of social studies.

[Q4] Mr. Engle is committed to a transformative approach to social studies that recognizes teaching about race, racism, and social justice issues are important in scaffolding students into being reasoned and informed decision makers in our democratic society. This is a challenging commitment, yet Mr. Engle has found what pedagogical approach to be quite effective to support teaching about race, racism, and social justice issues.

1. Critical race theory pedagogy 2. Black Lives Matter pedagogy 3. Directed instruction pedagogy 4. Inquiry-based pedagogy [correct] [Feedback for Answer Choice 1] Critical race theory is an intellectual theory that helps reveal historical and endemic oppression and injustices, yet it is not a pedagogical approach.

[Feedback for Answer Choice 2] Black Lives Matter emerged as a response to injustices and oppression of Black people in society, but it is not a pedagogical approach.

[Feedback for Answer Choice 3] There is no research or practice-based literature indicating a directed instructional pedagogical approach is helpful in teaching about race, racism, and social justice.

[Feedback for Correct Answer 4] Inquiry pedagogy is an optimal approach to teaching about issues or race, racism, and social justice. Inquiry pedagogy is built into the NCSS College, Career, and Civil Life (C3) Framework, that when implemented, helps engage students while developing their ability to ask powerful questions that ultimately lead to taking informed action and communicating conclusions. It helps teachers position students to develop the necessary skills to help confront issues of race, racism, and social justice as student citizens [Q5] One of the most challenging tasks teachers can do is select learning materials. What strategy can a teacher implement when selecting learning materials, including technology resources, that can help achieve diversity, equity, and inclusion in social studies?

1. Include different voices, perspectives, documents, and people within the classroom materials [correct] 2. Choose materials that align with the teacher’s own perspectives and biases 3. Identify the dominant perspective in society and use that as a guide 3 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

4. Adopt materials suggested by other teaching colleagues [Feedback for Correct Answer 1] Teachers must be intentional about including diverse voices, perspectives, documents, and citizens to address the way race and racism has shaped and continues to shape our democratic society.

[Feedback for Answer Choice 2] All resources represent someone’s perspective and bias, such as from the creator or interpreter, but teachers can try to move beyond their own perspectives.

[Feedback for Answer Choice 3] Teachers should try to ensure that not all learning materials represent just one dominant perspective; with multiple perspectives offered, students will need to grapple to understand them.

[Feedback for Answer Choice 4] Not all classrooms nor the children in the classrooms are the same; therefore, another teachers’ learning resources may not match the experiences or perspectives of students in another classroom Learning Outcome 13.2: Select technology integration strategies that can meet learning and instructional needs in social studies. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Ms. Gahan wants her students to explore the relationship between famines and population. She finds historical population data for countries in Africa and data on climate and birth and death rates. What technology integration strategy would best fit her instructional goals?

1. Videoconferencing 2. Digital Storytelling 3. Virtual Field Trip 4. Informational Visualization [correct] [Feedback for Answer Choice 1] Videoconferencing offers humanizing approaches to global education and tends to involve connecting in real time with other people.

[Feedback for Answer Choice 2] Digital storytelling uses images and audio to document a story of lives, events, or eras.

[Feedback for Answer Choice 3] Virtual field trips offer a virtual way to visit a place that may not be easily reached in real life, such as due to distance.

[Feedback for Correct Answer 4] Having Ms. Gahan’s students examine the data visually through charting, graphing, and visualizing is the best approach to see the relationship between famines and population.

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[Q2] Mr. Sawyer wants his students to engage with historical materials through questioning, comparing, evaluating, and constructing interpretations. What technology integration strategy would be optimal to meet his instructional need?

1. Access primary sources [correct] 2. Geospatial analysis strategies 3. Integrating social media 4. Videoconferencing [Feedback for Correct Answer 1] Mr. Sawyer should have his students access primary source materials available through archives such as the Library of Congress and DocsTeach at the National Archives and Records Administration. From such primary sources, teachers can use familiar objects, images, and sounds to represent distinct time periods and cultural traditions.

[Feedback for Answer Choice 2] Geospatial technologies allow for students to view and examine the world through the layering of datasets, such as population density and geographic landmarks.

[Feedback for Answer Choice 3] Social media often leverages students’ frequent use to build opportunities for civic engagement in current political events, such as elections. The use of historical materials is not necessarily prominent in this approach.

[Feedback for Answer Choice 4] Videoconferencing offers humanizing approaches to global education and tends to involve connecting in real time with other people to understand others’ experiences and perspectives.

The use of historical materials is not necessarily prominent in this approach.

[Q3] What is an important strategy for continued teacher growth in understanding emerging issues and new technologies for social studies?

1. Watch digital documentaries 2. Follow the #sschat on Twitter [correct] 3. Access archived web content 4. Find virtual field trips [Feedback for Answer Choice 1] Digital documentaries tend to increase a teacher’s content knowledge on specific topics.

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[Feedback for Correct Answer 2] Teachers can form professional learning communities that provide contact with other professionals through Twitter chats, such as the social studies chat #sschat. In the weekly chat, social studies teachers share the challenges and successes that they are experiencing.

[Feedback for Answer Choice 3] Archived web content is a great resource for learning materials.

[Feedback for Answer Choice 4] Virtual field trips allow for immersive entry into other places.

[Q4] Mr. Engle wants to use a simulation to immerse his students in understanding historical events related to enslaved peoples in the United States. What concerns should he consider as he reviews simulation resources on this topic?

1. Consider if the simulation aligns with dominant views in society 2. Consider if the simulation can be used in a stand-alone manner 3. Consider if the simulation reinforces stereotypes [correct] 4. Consider if the simulation was developed by the U.S. government [Feedback for Answer Choice 1] Optimal learning resources will represent a diverse set of perspectives to encourage critical thinking.

[Feedback for Answer Choice 2] Optimally, simulations can be used in combination with other class activities to ensure students gain a comprehensive view of the topic.

[Feedback for Correct Answer 3] Some simulations may oversimplify complex historical issues, reinforce stereotypes, or trigger negative feelings among children, so teachers should select these resources carefully and use them with a deep sense of purpose.

[Feedback for Answer Choice 4] Simulations may be created by a range of entities, including universities, game developers, individuals, or through federal grants. Teachers should put their attention to the content of the simulation.

[Q5] Mr. Engle found a Honduran citizen to join his class via videoconference to share her experience riding La Bestia, the train that travels from the Guatemalan border to the U.S. border, as she traveled through Mexico as a migrant. What approach to global citizenship education does Mr. Engle’s way of using videoconferencing best represent?

1. Intercultural project 2. Learning about cultures [correct] 3. Intercultural travel 6 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

4. Intercultural experiences [Feedback for Answer Choice 1] Intercultural projects tend to use videoconferencing to bring people from different cultures together to complete an activity, such as exploring and sharing local perspectives on historical issues.

[Feedback for Correct Answer 2] Students learn about cultures when teachers bring in people from different cultures to share their expert knowledge or experiences via videoconference.

[Feedback for Answer Choice 3] Intercultural travel likely involves a person physically traveling to another country or place that has people with different cultural traditions.

[Feedback for Answer Choice 4] Intercultural experiences position students in active learning experiences with people from other cultures, such as when students from two countries engage in penpal-like videoconferencing relationships.

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Chapter 13 Application Exercises Application Exercise 13.1: Analyzing Technology Integration: Producing Authentic Historical Interviews Learning Outcome 13.2 Select technology integration strategies that can meet learning and instructional needs in social studies. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Producing Authentic Historical Interviews chapter opening scenario at the beginning of Chapter 13. Pay close attention to Steps 1, 2, and 3, where Mr. Engle identifies the technological possibilities for his problem of practice.

Describe his problem of practice, the technology possibility and integration strategy he identified, and why the technological resources in the school and community aligned with his idea.

[Q1 Model Response] Mr. Engle’s problem of practice (POP) focused on the challenge of creating learning opportunities in which students humanize past and current historical events. He identified the possibility of using a range of recording and publishing technologies (e.g., blog posts, podcasts, videos) for students to craft IWitness personal testimonies from community members who had survived catastrophic events or experienced injustice. His proposed lesson would engage students collaboratively to plan, interview, record, provide feedback, and revise their testimony projects. Thus, this lesson aligned with a social constructivist integration strategy. Mr. Engle knew students had prior experience working with multimedia, and the school library had ample resources for production. While Mr. Engle’s knowledge of these creation technologies was developmental, he planned to collaborate with the librarian, Ms. Reichenbach, who had more advanced experiences with these technology resources.

[Q2] Review the Technology Integration in Action: Producing Authentic Historical Interviews chapter opening scenario at the beginning of Chapter 13. Pay close attention to Step 5, Determine relative advantage, how Mr. Engle RATified the lesson, shown in Figure 13.1. Review Pearson eText Artifact 13.1, the RAT Matrix, to consider how Mr. Engle RATified the role of technology in his lesson.

Picking one of the RATified matrix cells in Figure 13.1 (e.g., Instruction-Transformation or Learning-Amplification), explain how and why the technology in Mr. Engle’s lesson might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum. Your response should serve as a more detailed rationale for the relative advantage of the technological resources in Mr. Engle’s lesson idea.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 within the Pearson eText Artifact 13.1, the RAT Matrix) to hone in on the dimension(s) you think might have been impacted within Mr. Engle’s technology-supported lesson. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

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For example, in targeting the Learning-Amplification RATified matrix cell, Mr. Engle felt that the technological mediums and formats (texts, audio, video) he offered students to work within amplified the learning dimension because students now had more agency to choose a medium to express and show evidence of their developing knowledge. These expanded options contrast with typical lessons that offer one way to show evidence of historical understanding, such as through a multiple-choice text or an essay that are assigned to all students.

Application Exercise 13.2: Analyzing Technology Integration: Your Alternative Solution Learning Outcome 13.1 Explain the current issues or challenges that social studies teachers face that may influence the plan for technology integration. (ISTE Standards for Educators: 1— Learner; 3—Citizen; 4—Collaborator) Learning Outcome 13.2 Select technology integration strategies that can meet learning and instructional needs in social studies. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Producing Authentic Historical Interviews chapter opening scenario at the beginning of Chapter 13. Pay close attention to Steps 1, 2, and 3, where Mr. Engle identifies the technological possibilities for his problem of practice.

Using your knowledge about teaching and learning with technology in social studies introduced in this chapter, particularly taking note of Table 13.2 and the text sections Issues and Challenges in Social Studies Instruction and Technology Integration Strategies for Social Studies Instruction, generate one new technology possibility for targeting Mr. Engle’s problem of practice: the challenge of creating learning opportunities in which students humanize past and current historical events. Explain how your new technological possibility would target his problem of practice.

[Q1 Model Response] To construct your response, consider a new technological possibility for targeting this POP given the supporting and limiting context described in Step 2 of the opening scenario. Then consider the suggested integration strategies described throughout the chapter to identify a new possibility targeting students’ humanization of historical events. Describe what strategy and its required technological resources might be an alternative possibility that Mr. Engle might have pursued.

[Q2] Review the Technology Integration in Action: Producing Authentic Historical Interviews chapter opening scenario at the beginning of Chapter 13. Pay close attention to Step 5, Determine the relative advantage, how Mr. Engle RATified the lesson, shown in Figure 13.1. Review Pearson eText Artifact 13.1, the RAT Matrix, to consider how Mr. Engle RATified the role of technology in his lesson.

Using one of the RATified intersectional matrix cells in Figure 13.1 (e.g., InstructionTransformation or Learning-Amplification) as a model, explain how and why your new technology possibility for targeting Mr. Engle’s problem of practice, identified in your answer to Question 1, might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum.

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[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 in the Pearson eText Artifact 13.1, the RAT Matrix) to hone in on the dimension(s) you think might be impacted in a lesson that might use your technology-supported possibility. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

Application Exercise 13.3: Evaluating Lesson Plans Learning Outcome 13.1 Explain the current issues or challenges that social studies teachers face that may influence the plan for technology integration. (ISTE Standards for Educators: 1— Learner; 3—Citizen; 4—Collaborator) Learning Outcome 13.2 Select technology integration strategies that can meet learning and instructional needs in social studies. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Using Technology Integration Examples 13.1 and 13.2 as models, locate one lesson on the Internet or provided by your instructor that uses videoconferences, simulations, virtual field trips, information visualization, or geospatial analysis for social studies learners, considering the text section Issues and Challenges in Social Studies Instruction and strategies introduced in Technology Integration Strategies for Social Studies Instruction in the chapter.

Evaluate the lesson, using Pearson eText Artifact 13.2, the Technology Lesson Plan Evaluation Checklist and, as needed to assist with determining the relative advantage, the Pearson eText Artifact 13.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q1 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using videoconference, simulation, virtual field trip, information visualization or geospatial analysis resources for learning social studies in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using videoconference, simulation, virtual field trip, information visualization or geospatial analysis resources for learning social studies in this lesson.

[Q2] Using Technology Integration Examples 13.1 and 13.2 as models, locate one lesson on the Internet or provided by your instructor that uses primary sources, social media, digital 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

research or analysis, digital storytelling, or online learning for social studies learners, considering the text section Issues and Challenges in Social Studies Instruction and strategies introduced in Technology Integration Strategies for Social Studies Instruction in the chapter.

Evaluate the lesson, using Pearson eText Artifact 13.2, the Technology Lesson Plan Evaluation Checklist and, as need to assist with determining the relative advantage, the Pearson eText Artifact 13.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q2 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using primary source, social media, digital research or analysis, digital storytelling, or online learning resources for learning social studies in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using primary source, social media, digital research or analysis, digital storytelling, or online learning resources for learning social studies in this lesson.

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Chapter 13 Test Items 13.1 Multiple Choice Items 1) What common aim undergirds all social studies instruction, whether at the K-8 or high school levels?

A) Democratic citizenship B) Spatial geography C) Equitable economics D) Disciplinary history 2) What is the reason explaining why social studies has fewer technology materials available supplied by schools and school districts, as compared with other content areas?

A) Social studies is usually not a focus of graduation tests.

B) Most social studies themes are not related to technology.

C) Technologies can be more effective in other content areas.

D) Fewer technology materials are available for social studies.

3) What is the challenge related to the availability of unfiltered information on the Internet?

A) Teachers must use textbooks.

B) Students must use library resources.

C) Teachers must get approval to use online content.

D) Students must learn critical review skills.

4) What is an equity and social justice challenge related to the use of virtual experiences in social studies?

A) Teachers are not trained to use virtual tools.

B) Students with mobility issues are prevented from attending place-based field trips.

C) Students with visual, hearing, motion or haptic impairments may have difficulty using virtual tools.

D) Students may not like immersive virtual experiences.

5) What is an important commonality about historical resources, such as textbooks, films, software, games, and web-based content?

A) The resources should only be used when pre-approved.

B) The resources should be used to reward good behavior.

C) The resources have selection biases.

D) The resources are available for free.

6) What is the most important activity teachers and students should do when using historical resources?

A) Curate resources B) Interrogate resources 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

C) Summarize resources D) Synthesize resources 7) What technology resource places students in the role of decision makers situated within an historical model?

A) Geocaches B) Internet scenarios C) Simulations D) Virtual field trips 8) When a teacher pulls together a collection of historical documents from which students will need to read through, question, compare, evaluate, and construct their own interpretations, what technology resource is the teacher leveraging?

A) Primary sources B) Problem-solving scenarios C) Simulations D) Virtual field trips 9) What activity provides budget-friendly opportunities to see foreign countries that students are studying?

A) Geocaching B) Virtual field trips C) Digital information critiques D) Primary sources 10) What resource is a good place to find primary source materials?

A) Twitter B) Global positional systems C) Library of Congress D) Historical fiction 11) What is the technology activity when students attempt to find hidden locations or objects through the assistance of GPS? A) Geospatializing B) Geocaching C) Google earthing D) Google mapping 12) What technology resource helps teachers and students be active in social issues or understand what politicians are doing?

A) Social media B) Primary source 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

C) Database D) E-mail 13) What technology integration strategy allows students to use resource like video, audio, photographs, and primary source materials to learn about lives, events, or eras through narrative approaches?

A) Digital analysis B) Digital storytelling C) Digital information critiques D) Geocaching projects 14) What does #sschat refer to?

A) Boolean logic for searching the Internet B) A primary resource search term C) A GPS coordinate used in Google Maps D) A Twitter hashtag 15) What technology resource allows students and teachers to partake in virtual field trips with 360 degree and 3-D views from around the world?

A) Zoom In! B) Story Center C) Google Arts & Culture D) Chronicling America

13.2 Short Answer Essay Questions 1) Describe the instructional value of virtual field trips.

2) Discuss what knowledge and skills students (and teachers) need to consume online information.

3) Identify at least four sources for primary source materials.

4) Describe the instructional value of information visualization strategies.

5) Discuss some of the strategies and resources that social studies educators can use to increase their proficiency as technology-using teachers.

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Chapter 13 Test Answer Key ANSWER KEY: Chapter 13 Test (13.1 Multiple-choice Items) 1. Answer: A (see page 406, section titled “Meeting Standards across Social Studies Areas”) 2. Answer: A (see page 406, section titled “Meeting Standards across Social Studies Areas”) 3. Answer: D (see page 407, section titled “Critical Consumption of Online Content”) 4. Answer: C (see page 409, section titled “Box 13.1 Digital Equity and Justice”) 5. Answer: C (see page 408, section titled “The Need to Consider all Historical Resources as Perspective-Laden”) 6. Answer: B (see page 408, section titled “The Need to Consider all Historical Resources as Perspective-Laden”) 7. Answer: C (see page 411, section titled “Using Simulations and Problem-Solving Environments”) 8. Answer: A (see page 414, section titled “Accessing Primary Sources”) 9. Answer: B (see page 411, section titled “Virtual Field Trips”) 10. Answer: C (see page 414, section titled “Accessing Primary Sources”) 11. Answer: B (see page 413, section titled “Geospatial Analysis Strategies”) 12. Answer: A (see page 415, section titled “Social Media Integration”) 13. Answer: B (see page 416, section titled “Digital Storytelling”’) 14. Answer: D (see page 418, section titled “Teacher Growth in Technology Integration Strategies for Social Studies”) 15. Answer: C (see page 412, section titled “Virtual Field Trips”)

13.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see pages 411–412, section titled “Virtual Field Trips”): •

For students who may travel little, the wealth of images and information from virtual field trips helps them see and understand the variety of cultures, sights, and events outside their own communities.

•

Virtual field trips make the world a more present and living part of the classroom.

•

Virtual field trips may support translation services or be in languages other than English, which support English learners and students with hearing or sight impairments.

•

Students can prepare to visit a physical site by engaging in pre-site-visit virtual activities.

2. Model Response: Answers vary but should include some of the following points (see page 415, section titled “Digital Research and Analysis Strategies”): •

Analyze digital information critically

•

Identify potential biases of the authors or creators of the information

•

Examine information for hidden meanings 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

•

Recognize fact from fiction in materials

•

Interrogate modes of media distribution, such as social media, video, or voice, to determine its influence on consumption and knowledge generation

•

Judge online source credibility

3. Model Response: Answers vary but should include some of the following sources (see pages 414–415, section titled “Accessing Primary Sources”): •

The Library of Congress

•

Our Documents

•

The Oyez Project

•

Project Gutenberg

•

The Presidential Timeline

•

Many others, especially libraries and university archives.

4. Model Response: Answers vary but should include some of the following points (see page 412, section titled “Information Visualization Strategies”): •

Information visualization technologies include graphing software, infographics, tree mapping, and word cloud apps.

•

Visualization helps students visualize abstract concepts and data.

•

When concepts are depicted visually, it often allows students easier analysis of data.

•

This strategy supports the UDL principle of “multiple means of representation,” which allows learners to access content beyond only text.

5. Model Response: Answers vary but should include some of the following points (see pages 417–418, section titled “Teacher Growth in Technology Integration Strategies for Social Studies”): •

Review and complete the content-area rubric to measure teacher growth.

•

Read the chapter and review websites of professional organizations to become acquainted with the issues and challenges specific to that area.

•

Learn technology integration strategies by reviewing chapter information, examples, and websites listed.

•

Participate in moderated Twitter chats using the #sschat hashtag.

•

Become involved in social studies professional organizations, like NCSS.

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Chapter 14: Teaching and Learning with Technology in Music and Visual Art Chapter 14 Learning Outcome Quizzes Learning Outcome 14.1: Explain current issues and challenges in music education and select technology integration strategies to meet learning and instructional needs in music. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6— Facilitator; 7—Analyst) [Q1] In what way has the emergence of technology changed the definition of music literacy?

1. It has made musical literacy a more significant part of digital literacy.

2. It has increased the difficulty in meeting musical standards.

3. It has shifted emphasis from audio composition to print representation.

4. It has shifted emphasis from printed sheets and traditional notation to audio composition. [correct] [Feedback for Answer Choice 1] While technology is now part of music development and education, music literacy does not have a link to digital literacy.

[Feedback for Answer Choice 2] The emergence of technology may actually broaden participation in music, helping more students meet musical standards.

[Feedback for Answer Choice 3] Music literacy usually means the ability to read standard music notation on printed sheets.

[Feedback for Correct Answer 4] Computers and emerging technology apps enable producing music in audio form without having to know print notation, thus allowing music production to be accessible to more people. When the definition of music literacy is expanded to include nontraditional performance and composition, music education may be more accessible for the approximately 80% of American high school students who do not participate in band, orchestra, or chorus activities.

[Q2] How has the easy ability to download or streamrip copyrighted musical works impacted schools?

1. Schools must actively block students from doing such downloads.

2. Schools must make the topic of downloading part of digital literacy/citizenship instruction. [correct] 3. Students are having difficulty in downloading music they need because so much is available.

4. Students are finding it is easier to obtain legal music examples they want.

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[Feedback for Answer Choice 1] It always more productive for students to learn about ethical issues than be barred from use because of an anticipation of unethical use.

[Feedback for Correct Answer 2] Instruction about digital literacy/citizenship will help students to understand legal and ethical guidelines for downloading, streaming, or viewing music audio and video.

[Feedback for Answer Choice 3] Students need to understand the ethical issues concerning using other people’s musical creations.

[Feedback for Answer Choice 4] Students need to understand the ethical issues concerning using other people’s musical creations.

[Q3] What does the emerging use of technology in popular music mean for music educators who might desire to start a program dedicated to rock, hip-hop, rap, or other contemporary music genres?

1. Music educators should guide students toward legitimate forms of music.

2. Music educators should have or develop knowledge of desktop music production. [correct] 3. Music educators should become familiar with traditional forms of music.

4. Music educators should seek to diversify their own musical production.

[Feedback for Answer Choice 1] Popular music, such as rock, hip-hop and rap, are legitimate forms of music.

[Feedback for Correct Answer 2] More music is being produced directly on keyboards. Even before the music is written, directors must add the knowledge of desktop music production to their knowledge base as well as must a credible familiarity with music’s complex web of culture and traditions so they can teach it.

[Feedback for Answer Choice 3] Music educators may need to become more familiar with popular forms of music.

[Feedback for Answer Choice 4] Music educators cannot know all forms of music but can support their students’ diverse interests and creations.

[Q4] Some teachers are beginning to use programs designed for young children that have sequencing components that enable composition. The Doodle Pad component of Music Ace, for example, allows the user to drag different-shaped happy faces (representing notes of different rhythmic values) onto a staff. What does this type of software offer young children in a music classroom?

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1. It allows students who have little to no formal musical training to create compositions. [correct] 2. It allows students to share their research on music history or music theory.

3. It allows students to engage in self-paced learning and practice to support their performance.

4. It allows students to find music clips to use in projects to support other school activities.

[Feedback for Correct Answer 1] Students with little or no “formal” musical training can create and edit compositions using a sequencing program with step-entry capability. These programs have broadened participation in music creativity when students even at the elementary level can be taught the basics of music sequencing using software’s drag-and-drop components.

[Feedback for Answer Choice 2] Doodle Pad offers a graphical approach to the music composition process.

[Feedback for Answer Choice 3] Doodle Pad offers a graphical approach to the music composition process.

[Feedback for Answer Choice 4] Doodle Pad offers a graphical approach to the music composition process.

[Q5] A teacher wants to expand participation in music courses at her school. She considers the following four strategies. Of these, which strategy is least likely to expand participation?

1. Add a digital music creation and audio engineering music course.

2. Collaborate with a technology instructor to offer a game design course that emphasizes sound elements.

3. Teach a music history course using online music archived resources, such as video, interviews, and newspapers.

4. Expand the traditional instrumental music program to include choral ensembles. [correct] [Feedback for Answer Choice 1] Students who feel out of place in a school’s music program can find an exciting and challenging alternative role for themselves by enrolling in a technology-enhanced general music class, a new music class focusing on digital music creation and audio engineering.

[Feedback for Answer Choice 2] Students who feel out of place in a school’s music program can find an exciting and challenging alternative role for themselves by enrolling in an interdisciplinary course that heavily involve music elements.

[Feedback for Answer Choice 3] Students who feel out of place in a school’s music program can find an exciting and challenging alternative role for themselves by enrolling in an interdisciplinary course that heavily involve music elements.

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[Feedback for Correct Answer 4] Students with limited background in music can feel out of place in their school’s traditional music program dominated by instrumental and/or choral ensembles.

Learning Outcome 14.2: Explain current issues and challenges in visual art education and select technology integration strategies to meet learning and instructional needs in music. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6— Facilitator; 7—Analyst) [Q1] The National Visual Arts Standards are a component of the 2014 National Core Arts Standards and frame teaching students to create art, present art, respond to art, and connect to art.

Technologies and the content they facilitate access to can help schools works toward meeting these standards. What other challenge, related to technology, exists?

1. Teachers usually do not know how technologies can help them meet the standards.

2. Teachers cannot see the role that technologies should play in art instruction.

3. Technology access can widen the gap between those who can and cannot meet the standards. [correct] 4. Technologies make it easier for everyone to meet the requirements of art standards.

[Feedback for Answer Choice 1] Teachers who have had robust preparation, such as studying this text and this chapter in particular, should understand how technologies can help them meet the standards.

[Feedback for Answer Choice 2] Teachers who have had robust preparation, such as studying this text and this chapter in particular, should understand the roles technology can play in art instruction.

[Feedback for Correct Answer 3] Access to technologies can be beyond the reach of already underserved schools, thus widening the gap between those who are and are not likely to meet the standards.

[Feedback for Answer Choice 4] Access to technology is not equitable across all schools.

[Q2] Art instruction involves great works of art, such as the use of the nude in photography. What challenge exists when using such images in visual art instruction?

1. It will be more difficult teaching basic drawing techniques.

2. It will be less likely that students will use their own creativity.

3. Schools will have to supply images for students to use.

4. Schools have to use carefully constructed filtering software. [correct] [Feedback for Answer Choice 1] Having more exemplar examples can support drawing.

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[Feedback for Answer Choice 2] Having more exemplar examples can spur creativity.

[Feedback for Answer Choice 3] Schools may not be able to provide all images and content resources for visual arts.

[Feedback for Correct Answer 4] Art students or teachers may want to use images, such as nudes, that are usually blocked by school filtering software. Filters must be carefully constructed or notification needs to be made in advance to the IT staff to allow special access.

[Q3] Museums like the MET and various archives are developing web-based open access to artwork that is in the public domain and thus freely accessible for personal or even commercial purposes, designated with a Creative Commons Zero (CC0) license. How do these open resources impact art instruction?

1. Students and teachers must pay more for art examples and materials for classroom use.

2. Students and teachers can easily access, use, and manipulate art examples. [correct] 3. Students and teachers no longer need to know about copyright of digital images.

4. Students and teachers no longer need to visit art museums.

[Feedback for Answer Choice 1] Resources that are open access do not require payment.

[Feedback for Correct Answer 2] Web-based access to archival artwork increases the ease and access to digital art examples for teachers and students. Many but not all of these resources are in the public domain. Therefore, students and teachers still need to be vigilant in understanding and honoring copyright designations of artwork available on the web. When searching, look for the CC0 license label or the “Public Domain” designation.

[Feedback for Answer Choice 3] Not all resources on the web are open access or designated with a CC0 license, so students and teachers still must be attentive to the copyright status of works.

[Feedback for Answer Choice 4] Access to artwork via the web facilitates access to art content, but it is always productive for students and teachers to visit art museums.

[Q4] What advanced-level software might be suitable for a high school student drawing artist?

1. Kid Pix 2. Paintbrush 3. Adobe Director 4. Adobe Photoshop [correct] 5 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

[Feedback for Answer Choice 1] KidPix is a simple paint program best used with young students.

[Feedback for Answer Choice 2] Paintbrush is a simple paint program best used with young students.

[Feedback for Answer Choice 3] Adobe Director is a program that supports the creation of interactive multimedia.

[Feedback for Correct Answer 4] An art studio would not be complete without an image manipulation program such as Adobe Photoshop, which enables students to edit clip art and digital photos. This high-end program provides hundreds of options and special effects for altering images and is suitable to the advanced artist primarily at the high school level.

[Q5] If a teacher wanted to allow students to explore and experience masterworks of art, what is the best strategy to implement in her class?

1. Have students read about masterpieces in Wikipedia 2. Ask students to create digital movies involving found objects 3. Find a museum of art that offers virtual tours of artwork [correct] 4. Share students’ artwork in creative ways [Feedback for Answer Choice 1] Wikipedia may have helpful background information on art masterpieces but there may be more immersive opportunities for students to experience the masterworks of arts.

[Feedback for Answer Choice 2] The teacher needs to choose a way for student to experience masterworks of arts, not facilitate students creating new art.

[Feedback for Correct Answer 3] Although virtual tours clearly are not the same as viewing the works in person, they offer a way for students to explore and experience masterworks. With the development of new 3-D imagery, many museums are exploring ways in which this technology can be used to provide virtual visitors with a more compelling, visceral experience by creating illusions that make the tour, as well as museum artifacts, seem even more realistic.

[Feedback for Answer Choice 4] The teacher needs to choose a way for student to experience masterworks of arts, not share the students’ own creations.

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Chapter 14 Application Exercises Application Exercise 14.1: Analyzing Technology Integration: The Fine Art of Digital Portfolios Learning Outcome 14.1 Explain current issues and challenges in music education and select technology integration strategies to meet learning and instructional needs in music. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6— Facilitator; 7—Analyst) Learning Outcome 14.2 Explain current issues and challenges in visual art education and select technology integration strategies to meet learning and instructional needs in visual art. (IS TE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: The Fine Art of Digital Portfolios chapter opening scenario at the beginning of Chapter 14. Pay close attention to Steps 1, 2, and 3, where the music, art, and technology teachers identifies the technological possibilities for their problem of practice.

Describe their problem of practice, the technology possibility and integration strategy he identified, and why the technological resources in the school and community aligned with their idea.

[Q1 Model Response] The teachers’ problem of practice (POP) focused on creating authentic audiences for students’ musical compositions, artistic expressions, or technology creations. They identified the possibility of using digital, web-based portfolios, specifically the SeeSaw LMS, for students to capture and archive their art, music, and technology creations. They envisioned the portfolios being accessible to a wider audience than just peers and teachers, such as parents, families, and community members, which could increase the community’s awareness of the arts learning opportunities occurring at the school. With the school’s bring your own device format, students could use their own technologies to upload materials and interact with peers at their own volition. The teachers were confident in their own technological skills and desired to advance their students’ digital literacy. The project to introduce digital portfolios supported a social constructivist integration approach because the students would have more agency to build a representation of their artistic expressions while also facilitating communication with others in the school and community.

[Q2] Review the Technology Integration in Action: The Fine Art of Digital Portfolios chapter opening scenario at the beginning of Chapter 14. Pay close attention to Step 5, Determine relative advantage, how the teachers RATified the lesson, shown in Figure 14.1. Review Pearson eText Artifact 14.1, the RAT Matrix, to consider how the teachers RATified the role of technology in their lesson.

Picking one of the RATified matrix cells in Figure 14.1 (e.g., Curriculum-Transformation or Instruction-Transformation), explain how and why the technology in the teachers’ lesson might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum. Your response should serve as a more detailed rationale for the relative advantage of the technological resources in the teachers’ lesson idea.

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[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 within the Pearson eText Artifact 14.1, the RAT Matrix) to hone in on the dimension(s) you think might have been impacted within the teachers’ technology-supported lesson. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

For example, in targeting the Instruction-Amplification RATified matrix cell, the teachers felt that the instruction dimension was amplified through the ability for students to upload multiple types and modalities of evidence of learning, all in one online system, which loaded seamlessly for teachers’ review and feedback purposes. This contrasts with a less sophisticated technology system (such as email) in which students might send a teacher different pieces of evidences that clutter the instructor’s email inbox and require teachers to create systems to save, organize, and view the student materials.

Application Exercise 14.2: Analyzing Technology Integration: Your Alternative Solution Learning Outcome 14.1 Explain current issues and challenges in music education and select technology integration strategies to meet learning and instructional needs in music. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6— Facilitator; 7—Analyst) Learning Outcome 14.2 Explain current issues and challenges in visual art education and select technology integration strategies to meet learning and instructional needs in visual art. (IS TE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: The Fine Art of Digital Portfolios chapter opening scenario at the beginning of Chapter 14. Pay close attention to Steps 1, 2, and 3, where the teachers identify the technological possibilities for their problem of practice.

Using your knowledge about teaching and learning with technology in music and visual art introduced in this chapter, particularly taking note of Table 14.2 and 14.4 and the text sections Support for Interdisciplinary Strategies, Supporting Artistic and Design Creation, and Supporting Student Creation, Publication, and Sharing, generate one new technology possibility for targeting the teachers’ problem of practice: creating authentic audiences for students’ musical compositions, artistic expressions, or technology creations. Explain how your new technological possibility would target their problem of practice.

[Q1 Model Response] To construct your response, consider a new technological possibility for targeting this POP given the supporting and limiting context described in Step 2 of the opening scenario. Then consider the suggested integration strategies described in the sections related to interdisciplinary creation and publication to identify a new possibility targeting students’ engaging their work with out-of-school audiences. Describe what strategy and its required technological resources might be an alternative possibility that the teachers might have pursued.

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[Q2] Review the Technology Integration in Action: The Fine Art of Digital Portfolios chapter opening scenario at the beginning of Chapter 14. Pay close attention to Step 5, Determine the relative advantage, how the teachers RATified the lesson, shown in Figure 14.1. Review Pearson eText Artifact 14.1, the RAT Matrix, to consider how the teachers RATified the role of technology in their lesson.

Using one of the RATified intersectional matrix cells in Figure 14.1 (e.g., CurriculumTransformation or Learning-Transformation) as a model, explain how and why your new technology possibility for targeting the teachers’ problem of practice, identified in your answer to Question 1, might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 in the Pearson eText Artifact 14.1, the RAT Matrix) to hone in on the dimension(s) you think might be impacted in a lesson that might use your technology-supported possibility. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

Application Exercise 14.3: Evaluating Lesson Plans Learning Outcome 14.1 Explain current issues and challenges in music education and select technology integration strategies to meet learning and instructional needs in music. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6— Facilitator; 7—Analyst) Learning Outcome 14.2 Explain current issues and challenges in visual art education and select technology integration strategies to meet learning and instructional needs in visual art. (IS TE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Using Technology Integration Examples 14.1 and 14.2 as models, locate one lesson on the Internet or provided by your instructor that uses digital resources for learners of music, considering the text section Issues and Challenges in Music Education and strategies introduced in the text section Technology Integration Strategies for Music Education in the chapter.

Evaluate the lesson, using Pearson eText Artifact 14.2, the Technology Lesson Plan Evaluation Checklist and, as needed to assist with determining the relative advantage, the Pearson eText Artifact 14.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q1 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using technology resources for learning music in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using technology resources for learning music in this lesson.

[Q2] Using Technology Integration Examples 14.3 and 14.4 as models, locate one lesson on the Internet or provided by your instructor that uses digital resources for visual art learners, considering the text section Issues and Challenges for in Visual Art Instruction and strategies introduced in the text section Technology Integration Strategies for Visual Art Instruction in the chapter.

Evaluate the lesson, using Pearson eText Artifact 14.2, the Technology Lesson Plan Evaluation Checklist and, as need to assist with determining the relative advantage, the Pearson eText Artifact 14.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q2 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using digital resources for learning visual art in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using digital resources for learning visual art in this lesson.

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Chapter 14 Test Items 14.1 Multiple Choice Items 1) In music education, what term usually means an ability to read standard music notation?

A) Music representation B) Music literacy C) Artifact analysis D) Note writing 2) In the music technology strand of the National Association for Music Education (NAfME) standards, what emphasis does it place on students' learning with music?

A) Creating, performing, responding, and connecting B) Notating, analyzing, consuming, and sharing C) Building, sharing, sequencing, and completing D) Downloading, uploading, attributing, and storing 3) When music teachers consider technology when making curricular choices, what strategy is a best practice that can lead to more equitable access to music instruction?

A) Choose paper notation-based lessons B) Do not use technologies in music education C) Use low or no cost substitutes for expensive software D) Discuss music piracy 4) If a music teacher wants to start a program on rock, hip hop, or other pop genres, what knowledge should the teacher have or have access to?

A) Desktop music production B) Ways to download files C) Strategies for integrating technology D) Computer-based notation 5) What strategy could be an optimal way to consider a broader range of “what” counts as music or art in different contexts?

A) Attend professional development opportunities B) Uphold the Western or European canons C) Follow the standards D) Access archives of global music and visual arts 6) What musical content topic can attract more students to enroll in music classes?

A) Band B) Choral ensembles C) Instrumental music 11 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

D) Digital music creation 7) What resource allows students to select a piece from either an ensemble or solo literacy library and practice along with it?

A) Computer synthesizer B) Accompaniment system C) Notation system D) Computer keyboard 8) MIDI is an acronym for what technology resource?

A) Major Digital Information Interface B) Musical Interface Digital Information C) Musical Instrument Digital Interface D) Morphing Instrument Digital Information 9) What technology resource allows a person to simulate the functions of the physical recording studio in which music is recorded on tracks and assigned to channels for playback and editing?

A) Sequencing program B) Accompaniment system C) Notation system D) Interface program 10) What pedagogy is emerging in the visual arts field that focuses on innovation and uses a problem-solving approach?

A) Learning styles B) Design-based learning C) Linear-based learning D) Sequencing 11) In addition to PowerPoint presentations, videos, e-books, and blogs, what resource can be a good way for students to show their individual creative works in a portfolio?

A) Website B) Synthesizer C) Database D) Wiki 12) What readily available materials on the Internet should students research copyright information on before using them in their graphic design or other art projects?

A) Fonts B) Wikipedia C) Images 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

D) Websites 13) What technology resource makes it possible for museums to provide a better, more realistic “visit” for their virtual visitors?

A) Morphing software B) 3-D and VR imagery C) Immersion software D) Haptic interfaces 14) What is the name of the feature in advanced animation programs that allows a user to transform images smoothly from one shape or image to another?

A) Revising B) Transposing C) Morphing D) Layering 15) If teachers plan to have students create short or full-length films or animations, what is an important part of the pre-production process?

A) Image editing B) Storyboarding C) Filming D) Audio editing

14.2 Short Answer Essay Questions 1) Discuss some ways that teachers can use technologies to use music skills in interdisciplinary projects.

2) Identify at least four sources for historical information on musicians, music, artists, or art.

3) Describe the types of technologies that could be involved when students create a film.

4) What are some of the Twitter hashtags that could be useful to a music or art teacher's continued professional learning?

5) Describe the steps of a design-based learning pedagogical approach to the visual arts.

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Chapter 14 Test Answer Key ANSWER KEY: Chapter 14 Test (14.1 Multiple-choice Items) 1. Answer: B (see page 424, section titled “A Changing Definition of Music Literacy”) 2. Answer: A (see page 425, section titled “Preparing Teachers to Meet Music Standards”) 3. Answer: C (see page 426, section titled “Ethical Issues for Music Educators”) 4. Answer: A (see page 427, section titled “The Intersection of Popular Music, Technology, and Music Instruction”) 5. Answer: D (see page 424, section titled “Box 14.1 Digital Equity and Justice”) 6. Answer: D (see page 433, section titled “Support for Teaching Music History”) 7. Answer: B (see page 428, section titled “Technology Integration Strategies for Music Instruction”) 8. Answer: C (see page 421, section titled “Phase 1: Lead from Enduring Problems of Practice”) 9. Answer: A (see page 428, section titled “Support for Music Composition and Production”) 10. Answer: B (see page 437, section titled “Design and Innovation in Visual Art Education”) 11. Answer: A (see page 446, section titled “Supporting Student Creation, Publication, and Sharing”) 12. Answer: C (see page 439, section titled “Accessing Images Used in Visual Art Instruction”) 13. Answer: B (see page 443, section titled “Visiting Art and Design Museums Virtually”) 14. Answer: C (see page 443, section titled “Producing and Manipulaing Digital Images”) 15. Answer: B (see page 445, section titled “Creating Films as an Art Form”)

14.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see pages 433–434, section titled “Support for Interdisciplinary Strategies”): •

Multimedia-based research projects in the humanities can include music.

•

A sequencer can enable student composers who want to supply music for dance projects or video footage of athletic events.

•

In science projects that examine the science of sound, students can explore elements such as vibration, pitch, and amplification.

•

Development of games or gamification may involve music and sound effects which are crucial to students’ engagement.

2. Model Response: Answers vary but should include some of the following points (see page 433, section titled “Support for Teaching Music History”): •

Sources include: o

the web (Internet)

o

museums 14 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

o

archives

o

books

o

databases

o

e-books

o

journals

o

archived and current newspaper articles

o

audio and MIDI files

o

video clips

o

databases of thousands of out-of-print books

o

discussion groups on almost any topic imaginable

3. Model Response: Answers vary but should include some of the following points (see page 445, section titled “Creating Films as an Art Form”): •

Students can use movie making software on desktop or mobile devices, such as iMovie, Adobe Premier, FlipGrid, YouTube.

•

Students can use animation software, such as Dragon Frame, Stop Motion Studio, or Monkey Jam.

•

Within their films, students may use digital video, images, photographs, sounds, drawn art, clay or mixed materials, 3-D objects.

•

Software and hardware might involve digital cameras or video cameras, mobile devices such as phones, scanners, and graphics software.

4. Model Response: Answers vary but should include some of the following points (see pages 434–435, and 447–448, section titled “Teacher Growth in Technology Integration Strategies for Music” and “Teacher Growth in Technology Integration Strategies for Visual Arts”): •

#musedchat

•

#musiced

•

#musictech

•

#elmused

•

#musiceducation

•

#arted

•

#artsed

•

#teachart

•

#artednow

•

#artteacher

5. Model Response: Answers vary but should include some of the following points (see pages 437–439, section titled “Design and Innovation in Visual Art Education”): •

Step 1: Defining the design problem: Who, what, where, when, why, and/or how?

15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

•

Step 2: Gathering insights: Interview, investigate, research online, observe, or role-play; Experiment with materials; Plan how to explore the challenge

•

Step 3: Exploring ideas: Brainstorm, mindmap, sketch, rapid prototype

•

Step 4: Prototyping: Create finished product and test

•

Step 5: Communicating solutions: Show, demonstrate, explain details of final solution

•

Step 6: Reflecting and revising: Reflect on audience comments and observations to determine changes

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Chapter 15: Teaching and Learning with Technology in Health and Physical Education Chapter 15 Learning Outcome Quizzes Learning Outcome 15.1: Explain current issues and challenges that health and physical education teachers face that may influence technology integration planning. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 7—Analyst) [Q1] Approximately one in every five children ages 6–19 is classified as obese (defined as having an excess amount of body fat). Which of the following contributes to children’s obesity?

1. Reduction in physical activity. [correct] 2. Increase in healthy foods available in school lunch programs.

3. Increase in people born with Type II diabetes.

4. Increase in cardiovascular diseases among youth.

[Feedback for Correct Answer 1] The large proportion of obese children is a result of reductions in physical activity participation, which reduces aerobic fitness. Only 27% of all adolescents participate in the recommended 60 minutes of moderate to vigorous physical activity each day. Obesity contributes to chronic health conditions, such as type II diabetes and cardiovascular disease.

[Feedback for Answer Choice 2] More healthy lunch options would decrease obesity.

[Feedback for Answer Choice 3] Obesity contributes to chronic health conditions, such as type II diabetes and cardiovascular disease.

[Feedback for Answer Choice 4] Obesity contributes to chronic health conditions, such as type II diabetes and cardiovascular disease.

[Q2] Which of the following is one way that technology applications can help address the problems of physical inactivity, healthy eating, and obesity?

1. Illustrate dangers of spending too much time watching television and playing video games.

2. Provide effective tools for enhancing instruction in health and physical education. [correct] 3. Help persuade students of the benefits of increased physical activity and better diet.

4. Supplement guidelines for how technology uses can replace regular instruction.

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[Feedback for Answer Choice 1] While illustrating such dangers to wellbeing may be helpful, this strategy does not use unique affordances of technology applications to tackle physical activity and healthy eating.

[Feedback for Correct Answer 2] Even though technology use is linked to childhood obesity, it can also effectively enhance instruction by providing online information, tools that increase activity (like active game engagement) or health knowledge, and tools that motivate.

[Feedback for Answer Choice 3] While illustrating the benefits of increased physical activity and a better diet may be helpful, this strategy does not use unique affordances of technology applications to tackle physical activity and healthy eating.

[Feedback for Answer Choice 4] Technology strategies should complement or extend regular instruction, not necessarily replace it.

[Q3] How can instructors address the problem of the abundance of inaccurate health and physical education information available to students?

1. Give examples of popular websites with inaccurate health and fitness information.

2. Help students create a consumer list with accurate health and fitness information.

3. Give students community-approved lists with accurate health and fitness information.

4. Develop students as critical consumers of health and fitness products and information. [correct] [Feedback for Answer Choice 1] Young people need to develop health and physical literacy so they can make decisions for themselves.

[Feedback for Answer Choice 2] Young people need to develop health and physical literacy so they can make decisions for themselves.

[Feedback for Answer Choice 3] Young people need to develop health and physical literacy so they can make decisions for themselves.

[Feedback for Correct Answer 4] Because anyone can post anything on the web, students need to develop good information literacy skills to support critical consumption of health and fitness products and information and be able to differentiate between accurate and inaccurate information.

[Q4] According to the Comprehensive School Physical Activity Program (CSPAP), what is the primary responsibility for a PE teacher?

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1. Run after-school programs for students and their families 2. Sponsor a faculty fitness program to increase physical activity and modeling by the teachers and staff 3. Provide learning experiences to help students achieve state learning standards for PE [correct] 4. Raise money through a FunRun for activity resources for the PE program [Feedback for Answer Choice 1] A secondary focus for the PE teacher is to identify places before, during, and after the school day where students can practice their learned skills, apply knowledge acquired, and participate with the community in health-enhancing physical activity.

[Feedback for Answer Choice 2] A secondary focus for the PE teacher is to identify places before, during, and after the school day where the community can participate with the community in health-enhancing physical activity.

[Feedback for Correct Answer 3] In the CSPAP approach, the primary responsibility of the PE teacher is to provide learning experiences during PE lessons that will help students achieve the state learning standards for P E. [Feedback for Answer Choice 4] A secondary focus for the PE teacher is to identify places before, during, and after the school day where students can practice their learned skills, apply knowledge acquired, and participate with the community in health-enhancing physical activity.

[Q5] How could a teacher use technology to explore and understand the degree of food security or insecurity existing in the community that their school serves?

1. Create a geo-tagged community map of the food landscape using Google Maps [correct] 2. Ask the principal to report the percentage of students who qualify for free or reduced-price meals at school 3. Start a “share table” in the school’s cafeteria 4. Critique parents who send unhealthy foods to school with their children [Feedback for Correct Answer 1] Teachers can use community walks and equity audits to better understand the needs of children, including how they are able to access nutritious foods, which impacts their readiness to learn and to be physically active. A teacher or school could create and share a Google Map with pinned locations of food sources for the school community.

[Feedback for Answer Choice 2] While understanding the scope of student or family needs are helpful, this option does not take advantage of technology to explore into food security.

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[Feedback for Answer Choice 3] While starting a “share table” would be immensely helpful, this option does not take advantage of technology to explore into issues of food security.

[Feedback for Answer Choice 4] While observing students eating unhealthy foods might raise a teacher’s consciousness of food insecurity, this option does not take advantage of technology to explore into food security.

Learning Outcome 15.2: Select technology integration strategies that can meet learning and instructional needs in health and physical education. (ISTE Standards for Educators: 1— Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] In a school that implements a Comprehensive School Physical Activity Program (CSPAP), all of the following interventions are useful except which of the following?

1. Eliminate technology from children’s activities. [correct] 2. Plan for physical activity before, during, and after school.

3. Involve school staff in physical and healthy activities.

4. Encourage family and community support for physical activity.

[Feedback for Correct Answer 1] Eliminating technology from children’s activities is not a CSPAP intervention. Although too much screen time can decrease physical activity, teachers and parents can leverage some technologies to increase physical activity.

[Feedback for Answer Choice 2] A CSPAP intervention includes identifying places before, during, and after the school day where students can practice their learned skills, apply the knowledge acquired, and participate in health-enhancing physical activity.

[Feedback for Answer Choice 3] A CSPAP intervention includes involving school staff in health-enhancing physical activity.

[Feedback for Answer Choice 4] A CSPAP intervention includes involving school parents, families, and community members in health-enhancing physical activity.

[Q2] The physical education teacher, Mr. Ooms, investigates the Safe Routes to School website, bikes around the neighborhood surrounding the school to experience the streets, uses Google Maps to map out and save several safe bicycling routes, and shares the routes with students and families on the school website. What type of physical or health need is Mr. Ooms targeting?

1. Using timing devices during physical education 2. Increasing active transportation before and after school [correct] 3. Integrating active gaming activities 4 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

4. Creating an online course for physical education [Feedback for Answer Choice 1] Mr. Ooms’ project is not focused on timing of physical activity.

[Feedback for Correct Answer 2] Mr. Ooms’ research and mapping links can help facilitate parents’ and students’ knowledge of safe bicycling routes to school to encourage more active transportation to and from, and before and after, school.

[Feedback for Answer Choice 3] Mr. Ooms’ project is not employing active gaming activities.

[Feedback for Answer Choice 4] Mr. Ooms’ project is not focused on developing an online course.

[Q3] Mr. Ooms wants his students to develop better understanding of their motor skills as when they pitch a softball. He has illustrated techniques on the field and provided verbal instructions and feedback as students play softball. What is an optimal technology integration strategy that could help him meet this need for students to understand their motor skills?

1. Have students conduct web research to identify the key components of pitching 2. Have the student self-assess themselves by filling out an online checklist after pitching 3. Have a professional softball player Zoom in and explain how she pitches 4. Use a video recording application to record and playback the pitch [correct] [Feedback for Answer Choice 1] Students studying components of pitching will not lead them to understand their own motor skills.

[Feedback for Answer Choice 2] Students likely won’t be able to accurately assess their own motor skills without seeing them in action.

[Feedback for Answer Choice 3] Students listening to how another person pitches will not lead them to understand their own motor skills.

[Feedback for Correct Answer 4] Research in the field has indicated that providing students feedback using instructional video can increase the ability to perform motor skills. The use of video, such as that on the CoachNow or BaM Video Delay apps, is most effective when it is shown to the student immediately after the performance in addition to external verbal feedback and cues.

[Q4] If a teacher wanted to assess students’ knowledge occasionally and quickly within the PE class, what app might be optimal for this task?

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1. Plickers cards and app [correct] 2. BaM Video Delay app 3. Popsicle Sticks app 4. Classroom Roulette app [Feedback for Correct Answer 1] The Plickers app, for example, uses QR code technology for teachers to assess students’ knowledge in class. Each student is assigned a Plickers card where a unique QR code pattern, with choices of A, B, C, and D on each of the four sides, and an ID number are printed.

Students respond to multiple-choice questions by moving the paper so their response choice, such as A, is on top. The teacher uses the Plickers app on a tablet or smartphone to scan students’ Plickers cards, and the number, percentage, and names of students who answer correctly or incorrectly will be immediately displayed [Feedback for Answer Choice 2] The BaM Video Delay app allows students to set the delay timer and duration to record so that they can record videos of performance independently.

[Feedback for Answer Choice 3] The Popsicle Sticks app digitalizes the analog method of picking a random name via a popsicle stick from a mug. The app also has functions for random grouping and roll call.

[Feedback for Answer Choice 4] The Classroom Roulette app allows teachers to spin the digital roulette to decide the next task.

[Q5] Abbot Elementary School has uses ClassDojo to communicate with parents about useful health tips and physical activity opportunities occurring within the community. They also use the SeeSaw app as a digital portfolio site where students can document their progress in PE and health classes. What aspect of the CSPAP model is supported through these technologysupported strategies?

1. Supporting athletic teams before school 2. Engaging family and community [correct] 3. Providing opportunities to move during school 4. Promoting teacher and staff wellness [Feedback for Answer Choice 1] The CSPAP model can interconnect physical and health education by encouraging participation in athletic teams, but the exemplified strategies are not directly leading to the support of athletic team participation.

[Feedback for Correct Answer 2] The CSPAP model targets the involvement of family and the community in working toward overall wellness. By using technologies that push out information to families, parents, and students, it increases the likelihood of family and community involvement.

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[Feedback for Answer Choice 3] As part of implementing the CSPAP, a comprehensive effort to partner with other teachers will increase the likelihood that student physical activity participation and healthy eating habits will be improved.

[Feedback for Answer Choice 4] There are different ways that staff can be involved in the promotion of physical activity and health, but the exemplified strategies are not applicable to teacher and staff wellness.

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Chapter 15 Application Exercises Application Exercise 15.1: Analyzing Technology Integration: Developing an Interest-Based, Personal Physical Activity Plan Learning Outcome 15.1 Explain current issues and challenges that health and physical education teachers face that influence technology integration planning. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 7—Analyst) Learning Outcome 15.2 Select technology integration strategies that can meet learning and instructional needs in health and physical education. (ISTE Standards for Educators: 1— Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Developing an Interest-Based, Personal Physical Activity Plan chapter opening scenario at the beginning of Chapter 15. Pay close attention to Steps 1, 2, and 3, where Mr. Martinez identifies the technological possibilities for his problem of practice.

Describe his problem of practice, the technology possibility and integration strategy he identified, and why the technological resources in the school and community aligned with his idea.

[Q1 Model Response] Mr. Martinez’s problem of practice (POP) focused on getting his students to be more physically active and to eat healthfully. He identified the possibility of introducing physical activity trackers, such as Fitbits, as a foundational data collection method in an interdisciplinary lesson he was co-planning with science teacher, Mr. Floyd. Other technologies, such as online websites, YouTube, and multimedia resources would be used in the problem-based project in which students would inquire into their own physical activity and everyday nutrition. The lesson grounded learning in students’ own data and facilitated interaction and learning exchanges with peers; thus, the lesson aligned with a social constructivist integration strategy. He anticipated the physical activity trackers would be a new technology for most students in the school and their families, but he had a long history of using them for personal purposes. His lesson could build upon other web-based digital literacies the students already developed as they used Google Workspace apps across their classes.

[Q2] Review the Technology Integration in Action: Developing an Interest-Based, Personal Physical Activity Plan chapter opening scenario at the beginning of Chapter 15. Pay close attention to Step 5, Determine relative advantage, how Mr. Martinez RATified the lesson, shown in Figure 15.1. Review Pearson eText Artifact 15.1, the RAT Matrix, to consider how Mr. Martinez RA Tified the role of technology in his lesson.

Picking one of the RATified matrix cells in Figure 15.1 (e.g., Curriculum-Transformation or Learning-Replacement), explain how and why the technology in Mr. Martinez’s lesson might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum. Your response should serve as a more detailed rationale for the relative advantage of the technological resources in Mr. Martinez’s lesson idea.

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[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 within the Pearson eText Artifact 15.1, the RAT Matrix) to hone in on the dimension(s) you think might have been impacted within Mr. Martinez’s technology-supported lesson. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

For example, in targeting the Instruction-Transformation RATified matrix cell, Mr. Martinez felt that the instruction dimension was transformed because the students generated the data and information (using their physical activity trackers and nutrition logging) from which to inquire into the curricular problem space. This contrasts with an alternative lesson that uses one precreated dataset for all students to explore physical activity and nutrition patterns in a hypothetical person. Instructionally, Mr. Martinez felt the students would have more engagement when collecting and examining their own personal data.

Application Exercise 15.2: Analyzing Technology Integration: Your Alternative Solution Learning Outcome 15.1 Explain current issues and challenges that health and physical education teachers face that influence technology integration planning. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 7—Analyst) Learning Outcome 15.2 Select technology integration strategies that can meet learning and instructional needs in health and physical education. (ISTE Standards for Educators: 1— Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Review the Technology Integration in Action: Developing an Interest-Based, Personal Physical Activity Plan chapter opening scenario at the beginning of Chapter 15. Pay close attention to Steps 1, 2, and 3, where Mr. Martinez identifies the technological possibilities for his problem of practice.

Using your knowledge about teaching and learning languages with technology introduced in this chapter, particularly taking note of Table 15.2 and the text sections Issues and Challenges in Health and Physical Education and Technology Integration Strategies for Health and Physical Education, generate one new technology possibility for targeting Mr. Martinez’s problem of practice: getting his students to be more physically active or to eat healthfully. Explain how your new technological possibility would target his problem of practice.

[Q1 Model Response] To construct your response, consider a new technological possibility for targeting this POP given the supporting and limiting context described in Step 2 of the opening scenario. Then consider the suggested integration strategies described throughout the chapter to identify a new possibility targeting students’ physical activity or healthful nutrition. Describe what strategy and its required technological resources might be an alternative possibility that Mr. Martinez might have pursued.

[Q2] Review the Technology Integration in Action: Developing an Interest-Based, Personal Physical Activity Plan chapter opening scenario at the beginning of Chapter 15. Pay close attention to Step 5, Determine the relative advantage, how Mr. Martinez RATified the lesson, shown in 9 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

Figure 15.1. Review Pearson eText Artifact 15.1, the RAT Matrix, to consider how Mr. Martinez RATified the role of technology in his lesson.

Using one of the RATified intersectional matrix cells in Figure 15.1 (e.g., CurriculumTransformation or Learning-Replacement) as a model, explain how and why your new technology possibility for targeting Mr. Martinez’s problem of practice, identified in your answer to Question 1, might be considered as replacing, amplifying, or transforming instruction, learning, or the curriculum.

[Q2 Model Response] To construct your response, consider the suggested dimensions relating to instruction, learning processes, and curriculum (see Table 1 in the Pearson eText Artifact 15.1, the RAT Matrix) to hone in on the dimension(s) you think might be impacted in a lesson that might use your technology-supported possibility. Use the language of the dimension(s) to articulate what you think has remained the same, changed, or been restructured (that is, the relative advantage).

Application Exercise 15.3: Evaluating Lesson Plans Learning Outcome 15.1 Explain current issues and challenges that health and physical education teachers face that influence technology integration planning. (ISTE Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 7—Analyst) Learning Outcome 15.2 Select technology integration strategies that can meet learning and instructional needs in health and physical education. (ISTE Standards for Educators: 1— Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst) [Q1] Using Technology Integration Examples 15.1 and 15.2 as models, locate one lesson on the Internet or provided by your instructor that uses digital resources for health education, considering the text section Issues and Challenges in Health and Physical Education and strategies introduced in Technology Integration Strategies for Health and Physical Education in the chapter.

Evaluate the lesson, using Pearson eText Artifact 15.2, the Technology Lesson Plan Evaluation Checklist and, as needed to assist with determining the relative advantage, the Pearson eText Artifact 15.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q1 Model Response] Look holistically across your checklist results: Is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using technology resources for learning about health in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a 10 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

meaningful learning experience for children using technology resources for learning about health in this lesson.

[Q2] Using Technology Integration Examples 15.1 and 15.2 as models, locate one lesson on the Internet or provided by your instructor that uses digital resources for physical education, considering the text section Issues and Challenges in Health and Physical Education and strategies introduced in Technology Integration Strategies for Health and Physical Education in the chapter.

Evaluate the lesson, using Pearson eText Artifact 15.2, the Technology Lesson Plan Evaluation Checklist and, as need to assist with determining the relative advantage, the Pearson eText Artifact 15.1, the RAT Matrix. Based on your checklist evaluation and your RATification of the lesson, would you adopt this lesson in the future? Why or why not?

[Q2 Model Response] Look holistically across your checklist results: is there a pattern of checks in the “No” or “Unclear” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) less planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many concerns, you may not want to adopt the lesson without revision. Explain the areas of concern and how you might revise the lesson to ensure a meaningful learning experience for children using digital resources for learning physical education in this lesson.

Is there a pattern of checks in the “Yes” columns? Is one (or more) of the phases (rationale, lesson objectives/assessments, technology integration strategies, preparation logistics, or evaluation/revision) more planful? Do you perceive there to be amplification or transformative relative advantage of this lesson? If there are many positive indicators, you may feel optimistic about adopting the lesson as is. Explain the areas of promise in the lesson that may contribute a meaningful learning experience for children using digital resources for learning physical education in this lesson.

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Chapter 15 Test Items 15.1 Multiple Choice Items 1) Which of the following statements helps explain the link between technology and childhood obesity?

A) Technology classes are replacing physical education classes.

B) Children see various media that advocate poor eating habits.

C) Children spend time on computers instead of physical activity.

D) Physical activity decreases because children see poor online models.

2) What is the main reason that students should become informed consumers of online health and fitness products and information?

A) To avoid misleading and harmful advice on health matters B) To avoid unwanted exposure to controversial health-related topics C) To get best prices on health-related products and services D) To obtain information on topics not available in other formats 3) What monitoring devices allow students to determine their percentage of body fat?

A) Pedometer B) Spirometer C) Blood pressure cuff D) Body composition analyzer 4) What technology device allows students to measure lung volume, which is an indicator of fitness?

A) Pedometer B) Spirometer C) Blood pressure cuff D) Body composition analyzer 5) What software helps students watch their weight by analyzing their calorie intake and monitoring portions of required food groups?

A) Body composition analyzer B) Video analysis program C) Nutritional analysis program D) Body biomechanical analyzer 6) What is one way that a video camera can assist young athletes?

A) Obtaining footage of role models B) Self-assessment of their performance C) Learning important visual technology skills 12 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

D) Creating a practice plan for themselves 7) What location have several national organizations identified as the ideal place for children to be physically active and make healthy choices?

A) Schools B) Homes C) After-school clubs D) Sports teams 8) What is the name of the interventional model that attempts to increase rates of physical activity participation and healthy eating? It is believed that health services and the promotion of healthy behaviors are more purposefully integrated into the daily lives of children when this interventional model is implemented, and, therefore, students are more likely to succeed.

A) Global Health for Global Children (GHGC) model B) National Physical and Health Education (NPHE) model C) Comprehensive Physical Education and Health (CPEH) model D) Whole School, Whole Community, Whole Child (WSCC) model 9) What percentage of adolescents participate in the recommended 60 minutes of daily moderate to vigorous physical activity (MVPA)?

A) 14% B) 27% C) 53% D) 76% 10) What technology resource can incentivize physical activity before or after school?

A) Fitness tracking B) Video modeling C) Spreadsheet software D) Accelerometer 11) What is one technology-based strategy to connect students with information they need about controversial topics such as suicide, drugs, and violence?

A) Refer them to accurate web-based sources B) Have them create an example website C) Use Plickers app D) Implement gamification 12) When using gamification technology strategies, what is a possible undesirable outcome?

A) Students are not motivated to engage in the activity B) Students don’t change behavior because it creates extrinsic motivation C) Students believe tokens or digital badges to be meaningless 13 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

D) Students cannot wear physical activity trackers or devices along with it 13) When teaching physical education as an online class, how could the teacher best know what the student is accomplishing?

A) Monitor the learner–learner interactions B) Monitor uploaded data from an activity-tracking app C) Monitor testing data D) Put students in individual Zoom rooms 14) What kind of access to physical activity and health education should students with special needs receive?

A) The same access as other students B) More access than other students C) Access only when they are well-behaved D) Access when appropriate assistive technologies are available 15) When a school plans a wellness initiative for teachers that involves them tracking their fitness activities over a period of time, what point of intervention of the Comprehensive School Physical Activity Program (CSPAP) is the school targeting?

A) Physical activity before or after school B) Physical activity during school C) Staff involvement D) Family and community involvement

15.2 Short Answer Essay Questions 1) Discuss some ways that video can be used in helping students build competence in sports and other physical activities.

2) Describe the four points of intervention in a school's CSPAP. 3) Describe three barriers that physical education teachers face in their work.

4) Describe some examples of assistive technologies for students with disabilities in the disciplines of health and physical education.

5) Discuss some of the strategies and resources that health and physical education instructors can use to increase their proficiency as technology-using teachers.

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Chapter 15 Test Answer Key ANSWER KEY: Chapter 15 Test (15.1 Multiple-choice Items) 1. Answer: C (see pages 455–456, section titled “The Link between Physical Inactivity, Diet, and Obesity”) 2. Answer: A (see page 458, section titled “Accuracy of Web-Based Information on Health and Physical Education”) 3. Answer: D (see pages 466–467, section titled “Monitoring Physical Activity, Physical Fitness, and Nutrition”) 4. Answer: B (see pages 466–467, section titled “Monitoring Physical Activity, Physical Fitness, and Nutrition”) 5. Answer: C (see pages 466–467, section titled “Monitoring Physical Activity, Physical Fitness, and Nutrition”) 6. Answer: B (see page 464, section titled “Providing Feedback and Conducting Assessments”) 7. Answer: A (see page 455, section titled “Issues and Challenges in Health and Physical Education”) 8. Answer: D (see pages 458–459, section titled “Whole School, Whole Community, Whole Child Model”) 9. Answer: B (see pages 455–456, section titled “The Link between Physical Inactivity, Diet, and Obesity”) 10. Answer: A (see pages 470–471, section titled “Influencing Health-Related Behaviors within and Beyond School”) 11. Answer: A (see page 458, section titled “Handling Controversial Health Topics”) 12. Answer: B (see page 463, section titled “Using Active Gaming and Gamification”) 13. Answer: B (see page 473, section titled “Providing Online Health and Physical Education Opportunities”) 14. Answer: A (see pages 467–468, section titled “Accommodating Students with Special Needs”) 15. Answer: C (see page 470, section titled “Influencing Health-Related Behaviors within and Beyond School”)

15.2 Short Answer Essay Questions 1. Model Response: Answers vary but should include some of the following points (see pages 461–474, section titled “Technology Integration Strategies for Health and Physical Education”): •

Provide feedback and assessment on performance with video recording and replay

•

Use video recording and playback to help students self-analyze performance

•

Use video recording and playback to help students engage in peer-assessment of performance

•

Use videos to supplement oral instruction or remind students of proper techniques during 15 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

play or practice •

Record and upload video in online courses to demonstrate skills and knowledge

•

Use video-based web-conferencing platforms, such as Zoom, to support teacher–learner and learner–learner interactions during an online course

•

Increase MVPA through use of video-based exergaming, place-based or augmented reality games, or home video game consoles

2. Model Response: Answers vary but should include some of the following points (see pages 458–461, section titled “Whole School, Whole Community, Whole Child Model”): •

The four points of intervention include:

•

1) physical activity before or after school;

•

2) physical activity during school;

•

3) staff involvement;

•

4) family and community involvement.

3. Model Response: Answers vary but should include some of the following points (see pages 456–457, section titled “National Standards for Health and Physical Education and Barriers for Quality Programs”): •

Barriers include: o

PE/health have large class sizes.

o

PE/health classes may have lack of access to equipment or facilities.

o

PE/health teachers are challenged by conducting assessments with large numbers of students in a timely manner.

o

There is perceived low academic value of physical education.

o

PE has less teaching time than other classes.

o

Few states require a specific number of weekly instructional minutes for PE, and those that do, the minutes are far less than the recommended 150/225 minutes for elementary and secondary schools, respectively.

4. Model Response: Answers vary but should include some of the following points (see pages 468–469, section titled “Accommodating Students with Special Needs”): •

A bowling ramp

•

A beeper ball

•

Talking pedometer or accelerometer or response system

•

Nintendo gaming system to refine motor skills or maintain fitness

•

Exercise Buddy Visual Exercise System

•

Tablets, smartphones, or touch talkers to facilitate communication

•

Sport motion analyzers

5. Model Response: Answers vary but should include some of the following points (see pages 473–475, section titled “Teacher Growth in Technology Integration Strategies for Health and Physical Education”): 16 Copyright © 2023, 2019, 2016 Pearson Education, Inc. All Rights Reserved.

•

Review the content-area rubric (Table 15.3) to measure teacher growth

•

Read the chapter and review websites of professional organizations, such as SHAP E America, to become acquainted with the issues and challenges specific to health and physical education

•

Learn technology integration strategies by reviewing chapter information, examples, and websites listed

•

Monitor knowledge-sharing sources by following specific hashtags, such as #physEd and #schoolwellness on Twitter

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