Question Which of the following situations is both an effective and an equitable way to include computers in a school c

10. Question As you watch Ms. Adams’ chemistry lab in which pairs of students use pH meter probeware to record changes in a stock buffered solution, you see her circulate around the lab asking questions and pointing out minor adjustments for the students to make. In your notes about this teacher’s role in the classroom you record that this lesson is an example of: • a teacher-centered lecture   • a teacher-directed lesson   • a student-centered lesson  • a technology-centered lesson

18. Question A high school English teacher is considering the possibility of using technology for teaching literature but is unsure about where to begin. She is intimidated by how familiar her students are with many kinds of technology that are unfamiliar to her. How could the MTT best help this teacher? • Suggest she look on the district web site to find staff development technology training.   • Suggest she review the technology indicators her administrator will look for in the next PDAS.   • Schedule a time when the MTT could meet to discuss possible technology-rich student projects that are consistent with the teacher’s literature objectives.   • Remind the teacher that other teachers in her department are using technology, so she doesn’t have to be overly concerned that she is not.

19. Question: If one of your goals as an MTT is to increase the number of exemplary computer-using teachers in your school, you could expect to do all of the following except: • change the school culture to allow for more collaboration among faculty as they learn and use technology.   • mentor new as well as experienced teachers in adopting student-centered learning techniques   • take on responsibility for considerable tech support duties   • provide a systematic framework for designing instruction that includes use of technology

20. One of the goals for your school’s current technology plan is that all returning teachers will meet SBEC proficiencies in two years. At the insistence of your administrator you are expected to offer staff development that includes large group instruction sessions that will be attended by teachers with different levels of technical expertise. You have decided to rely primarily on the following: • individuals will work alone on training lessons from an online source your district subscribes to for students.   • gearing instruction to those teachers with mid-level skills because it will be a good review for advanced teachers and only a little over the heads of less skillful ones   • demonstrating the skills and give a post-test to see who may leave early and who needs to stay to see it again.   • design customizable projects for groups of teachers that require participants to master certain skills as they complete each project

21. Question You have been coaching a mentor teacher and her mentee as they developed a multimedia lesson on penguins for first grade students. You observed the presentation of the lesson and take this approach with the teachers at the end of class. • You want the teachers to know what you saw as major as well as minor problems with the lesson.   • You want the teachers to know where they scored well on your evaluation rubric   • You want the teachers to know the ratio of students you observed not paying attention to those who were.   • You want the teachers to reflect on the lesson and analyze its strengths and weaknesses.

22. Question The annual meeting of your school’s technology committee is coming up in a month. You know that some teachers have been frustrated recently in their attempts to create videos due to computers with insufficient RAM and missing cables. You know funds for technology will be scarce next year. What advice do you have for these teachers? • Prepare an outline of proposed video projects and the learning objectives they will involve so the MTT can present a curriculum-based request for the needed upgrades.   • Prepare an annotated bibliography of research findings that support use of video in instruction for the MTT to distribute at the meeting   • Put off their request until a later date   • Prepare a memo signed by all interested teachers and send it to the principal.

23. Question One stipulation of a grant your district has recently received is that the video production equipment and powerful computers purchased through the grant be made available for use by members of the local community. You recommend offering a series of Saturday workshops for the public on video production and editing. How should your school go about attracting and keeping participants?  • Invite the local TV station to the school to show students using the equipment.   • Put an announcement on the school’s web site and a sample video made by students.   • Arrange for students to take cameras home so their parents will see how easy they are to use.   • Sponsor a Saturday event in which members of the community can bring in their own pictures and put them into a video album that can be transferred to dvd or blu-ray if they do not have a computer

24. Question One individual on the third grade team at your school frequently plans activities for her students that use technology in ways that do not support the curriculum. She is quite boastful about her own technology skills. The other teachers in the department are not as technology savvy as this individual and are unsure whether to challenge her approach try to adopt it, and they ask for your advice as the MTT. Which of the following actions would be least effective for you to try?   • Help the department organize a team teaching lesson in which the teacher in question is paired with and can learn by observing a teacher who is skillful in planning effective lessons.   • Hold a mini staff development session with the team about how to select appropriate instructional media and materials to suit a particular instructional method   • Remind the teachers that you are not an administrator, and they should take their concerns to the principal.   • Meet with the teacher and provide several suggestions for using technology that will support the objectives for an upcoming lesson as well as showcase some of her technology skills.

25. Question: A fourth grade teacher approaches you with the observation that one of her students is having difficulty using the classroom computer’s keyboard. The student gets lines of the same letter repeated instead of appearing just once. You suggest she: • refer the student for ARD review   • request voice recognition software   • let you show her how to adjust the universal access settings for keystroke repeats   • send in a tech support request to have the keyboard replaced

26. Question Which of the following situations is both an effective and an equitable way to include computers in a school curriculum? • Put computers and associated peripherals in each classroom.   • Rotate classes through a computer lab once or twice a week.   • Confine computer use to perfecting technology skills   • Encourage teachers to allow more able students greater access to classroom computers.

27. Question A middle school student with learning disabilities is having trouble understanding sequencing and cause and effect relationships when reading fiction. Which of these possible instructional strategies will be most useful for this student? • Allow the student to number events in the margin of his book.   • Ask the student to copy down words he doesn’t know to look up later.   • Use a graphic organizer that lets the student rearrange details visually until they match what happened in the story.   • Ask the student to tape record what he thinks will happen next at selected points in the story.

28. QuestionWhich is not an advantage of the text-to-speech function available on many computers? • Students without special needs can use it to play back their writing to listen for mistakes   • Students can identify spelling errors when the words are spoken • Students who are both speech impaired and sight impaired may make use of it   • It is easy to configure  

29. Question The 4th grade science teacher approaches you about her desire to include technology in an upcoming lesson. Your first step would be: • Tell the teacher about science technology that is available at your school so she can choose what she wants to try.   • Direct the teacher to an online bank of lesson plans so she can pick one to use.   • Set up a time to review the teacher’s tech skills, so you’ll know what she should learn to do next.   • Help the teacher use her instructional goals as a starting point for choosing appropriate teaching methods and possible media and materials.

30. Question: Students in a tech applications class had created web pages featuring recent natural disasters. One question on their exam asked the preferred resolution for web page jpeg files. The majority of students answered correctly. This question was • both valid and reliable   • reliable, but not valid   • valid, but not reliable   • neither valid nor reliable

31. Question A fifth grade teacher has asked you to help her plan a webquest for her unit on ancient Egypt. After she has explained the learning objectives, you will ask her for what information about the students? • their computer skills   • their reading level   • their cognitive level   • all these things

32. Question Two teachers in the fine arts department have asked for your help in developing an advanced unit for students who want an extra creative challenge. You ask them to let you review the tentative lessons they have designed for this unit. While you discuss their plans, you are considering especially the lesson's objectives to see • what kind of projects will be produced, if the school’s technology is powerful enough to create the projects, where the students will work  • what the students will learn, what technology skills they will need, what the test will be like.   • how students will represent what they’ve learned, what materials and technology they will have to use, the minimum project requirements   • the name of the unit, technology the teachers want students to use, what file format would be best to save the projects in

33. Question You have been working with a group teachers who want to use PowerPoint to organize their lesson presentations and include websites and animation to increase student interest. As they complete their lesson plan templates, they ask you how their finished presentation files should be classified. You reply that a presentation is: • an instructional method   • an instructional medium   • an instructional material   • a multimedia method

34. Question One of your teachers has returned from a national conference and has been asked to share what he learned at a workshop conducted by a national leader in the field. What advice would the MTT give this teacher about creating his presentation?   • Find some animated gifs to add to the slides   • Keep the look consistent throughout with the same background and transitions   • Transfer all your notes to the slides so teachers can have them as a handout.   • Change text size or color from one slide to the next but not both at once

35. Question The 6-6-6 rule for presentations refers to:  • no more than: 6 words/line, 6 lines/slide, 6 text slides without a graphic one   • 6 seconds/slide, 6 slides/section, 6 actions/slide   • no smaller than 6 pt text, no more than 6 font styles, no more than 6 animations/slide   • no more than 6 hyperlinks, no video shorter than 6 seconds, no more than 6 animation effects

36. Question As the MTT you are considering suggesting that a teacher plan a hypermedia project for his elementary students. To help the teacher understand the merits of hypermedia you explain that hypermedia projects: • Should be cooperative projects, and elementary students learn best that way   • Allow students to develop technology skills they will need in the workplace   • Provide the learning experience and an end product for assessment.   • Are more interesting than other kinds of assignments

37. Question Over the years a teacher has accumulated a large quantity of test questions for her world history course. She gives a comprehensive exam at the end of each semester and would like to draw a selection of questions from the test bank for the exams. How would you suggest she manage these questions? • Prepare a spreadsheet that contains the questions and information about the unit and years she has used each question.   • Put the questions into a database that can be sorted by date or instructional unit.   • Put the questions into a hyperlinked document in which each year page has links to the questions in it   • Put the questions into a word processing document that can be searched by the Find command

38. Question The MTT is consulting with a teacher as she writes a rubric to evaluate a multimedia project she is planning for her students. She wants to include criteria for the successful use of technology and wants some suggestions from the MTT. What would the MTT probably not include?   • The students can critique the technical aspects as well as the contents of their peer’s projects.   • The students are able to list from memory the menu selections for executing procedures to add animation to their slides   • The students can apply principals of good design independently.   • The students can present their projects following the guidelines for effective public speaking.

39. Question The advantage of intelligent tutor software over teacher-made tutorials is that the intelligent tutors • can respond to student’s questions   • vary future content based on the nature of past student responses   • cannot be used for review   • cannot be displayed to the whole class

40. Question Mr. Karp teaches high school American history. Most of his grades come from objective weekly quizzes and end of chapter tests. The MTT has suggested that a more student-centered classroom would have more success, but the teacher is not sure how to evaluate students in that teaching environment. The MTT suggests • putting the weekly quizzes into presentation form so that student attention will be centered on the screen.   • showing the teacher how to put scores into a spreadsheet that will calculate grades with weighted scores and measure central tendencies   • giving students options in what they study or how they represent what they’ve learned   • letting one student a week sit in the center of the first row and call on others to explain their quiz answers.

41. Question A high school language arts teacher is teaching a unit on media literacy. In one lesson she explores the question “What is advertising?” by asking her students to do a student-centered project. Which of the following is not one of her assignments? • Student pairs watch a popular TV show or movie, look for products that are subtly advertised by their placement on the screen, and analyze their findings with respect to audience demographics. They compile a presentation of video clips.   • Student teams videotape commercials for similar products and analyze them through comparison and contrast. They create a presentation for the class.   • Students individually write a report about the founder of a well known company such as Coke or Nike. They print the report and hand it in.   • Students collect advertising examples of a product from print, tv, and retail displays and use them to design advertising for a fictitious product of their own. They create a 30 second commercial.

42. Question Your administrator asks you for your recommendations for equipping a mobile video production center that could be shared by several teachers. In addition to a high end computer with the capacity to edit, render and save videos and a digital video camera, you also suggest:  • nothing. These will be enough for a good product   • lights, a tripod, and an external microphone   • a key, fill, and back light   • a zoom track, a viewfinder, and a teleprompter