Midterm Exam Flashcards
The brain triad structure contains what sections and what are their functions
a. Lower (reptilian) brain - basic sensory-motor functions, vital body functions
b. Middle (mammalian) brain - emotions/memory
c. Neocortex (thinking) brain - higher functions
In Lee Shulman’s PCK, the intersection of PK and CK refers to:
A teacher’s knowledge of how to effectively engage students in learning specific concepts (e.g., the ability to scaffold content for students and anticipating misconceptions)
TCK refers to how technology is used in a subject area for deep and lasting learning. An example of TCK is knowing how to use discipline-specific tools, such as probes or microscopes in a science classroom, to deepen student inquiry. (T/F)
True
What three specific kinds of teacher knowledges does Mishra and Koehler’s TPACK Framework (2006) include?
Content Knowledge, Pedagogical Knowledge, Technological Knowledge
During his lecture, Dr. Carbonaro displayed a diagram depicting three overlapping circles representing focus areas for integrating technology into the education environment. Which three areas were identified in that chart?
Learning [about, from, with] technology
Pressey’s Teaching Machine, M.E. Lazerte’s Problem Cylinder, B. F. Skinner’s Teaching Machine are all examples of these pre-computer machines that focused primarily on which aspect of teaching?
Assessment
In one of the blended videos for this week, Alan Kay describes the idea of progression in students as they mature from the “Doing” stage to the “Image” stage to the “Symbolic” stage. This theory is commonly associated with which educational psychologists?
Piaget and Bruner
Which is main difference between constructivism and constructionism?
Constructionist theory extends upon the constructivist theory by having the students engage in building something that is external or sharable
According to Seymour Papert (1986), children in the schools of “the future” will certainly not be…
sitting at desks and writing on paper
What kind of Human-Technology-World relation would a learner develop with word-processing software like Google docs?
Hermeneutic
What kind of Human-Technology-World relation does a learner normally have with Wi-Fi?
Background
What kind of Human-Technology-World relation does a learner have with a Chromebook if it suddenly crashes?
Alterity
What does Ruben Puentedura’s SAMR Model stand for?
Substitution Augmentation Modification Redefinition Model
Which of the following ideas and phrases is NOT attributed to media ecologist, Marshall McLuhan:
Technological progress has made our lives better.
Martin Heidegger (1962) said that “the less we just stare at the [handy]-Thing, and the more we seize hold of it and use it, the more primordial does our relationship to it become.” This statement refers to:
How we develop transparent, ready-to-hand relationships with our technologies.
A junior high school mathematics teacher encourages her students to use Google Calculator to do their math problems. She also schedules short mental math games three times a week at the beginning of class to help her students maintain their numeracy skills. Which theory of technology integration would best explain her approach?
Media Ecology
Don Ihde describes several kinds of human-technology-world (HTW) relations. Which of these types of HTW relations do teachers most usually facilitate for learners?
Hermeneutic
A teacher is considering using a new app in their classroom. Which of the following activities best represents a sociomaterial approach to technoethics?
The teacher seeks to reveal the biases and scripts embedded in the app, then chooses to use it based on whether the biases and scripts align with their own pedagogical values.
In their TPACK model, Mishra and Koehler situate a teacher’s knowledge of educational technology under technological knowledge or TK, and describe intersections of TK with content knowledge (TCK), pedagogical knowledge (TPK) and pedagogical content knowledge (TPCK). Twenty years earlier, Lee Shulman (1986), situated a teacher’s knowledge of technology under what form of knowledge?
Curricular knowledge
In their TPACK model, Mishra and Koehler situate a teacher’s knowledge of educational technology under technological knowledge or TK, and describe intersections of TK with content knowledge (TCK), pedagogical knowledge (TPK) and pedagogical content knowledge (TPCK). Twenty years earlier, Lee Shulman (1986), situated a teacher’s knowledge of technology under what form of knowledge?
Curricular knowledge
The Alberta ICT program of studies emphasizes technology as ______________________________________.
a ‘way of doing things’ – the processes, tools and techniques that alter human activity.
