TeachME Professional Development

Utilizing Technology to Support Early Education Practice

Topic Area 1-Instruction and Assessment-1.2

1. With a web-based curriculum such as Software as a service (SaaS), a service provider hosts, maintains, and provides technical support remotely, and the program can be made available to both practitioners and families.

A. True B. False

Topic Area 3-Profesional Development and Informal Learning-3.1

2. When considering the effectiveness of technology to provide professional development, ALL of the following are correct EXCEPT:

A. The authors’ findings suggest that video-enabled professional development can have a positive impact on both practitioner and child outcomes B. Practitioners used social media networking technologies to connect with other early childhood professionals C. The authors found extensive evaluative literature describing the effects of webinars on practitioner or child outcomes D. Practitioners used technology such as audio self-reflection, online reliability exercises/tests, and online peer-to-peer interaction

Recommendations for Research, Policy, and Practice

3. Typical education technology professional development has been delivered in on-line classes where the technology skill is presented in the context of how it fits into teaching and learning.

A. True B. False

4. According to the authors, in order to rigorously assess the impact of technology-enhanced products/programs on student and/or practitioner outcomes, future research should examine implementation and effectiveness of these curricula, instructional tools or assessments:

A. Simultaneously with the technology B. Independent of the technology C. In connection with the technology D. Contingent upon the technology

Introduction

5. The National Association for the Education of Young Children (NAEYC) suggests that one of the greatest benefits of technology use in early education is its potential to promote children’s awareness and social/emotional development through engaging interactive curricula.

A. True B. False

Methodology-Web Search Process

6. When technology is an integral part of a product/program, it is defined as “technology-first” and when it is an optional feature it is defined as:

A. “Technology-discretional” B. “Technology-authorized” C. “Technology-elective" D. “Technology-enabled”

Academic Search Process

7. To identify effective uses of technology to support early childhood practice, the authors only utilized evaluative literature, which they define as any literature that describes a product/program or technology that underwent evaluation (with or without a comparison group) or validation.

A. True B. False

Findings by Topic Area-Topic Area 1- Instruction and Assessment

8. Software such as software as a service (SaaS) supports early educators because it can instantaneously assess, score, and report child outcomes allowing for data-based decision making that is:

A. User-friendly B. Effective C. Applicable D. Immediate

Exemplars for Curricula and Instruction Tools

9. Findings from the Incredible Years Teacher Classroom Management and Child Social and Emotion curriculum showed that, compared to control teachers and students, these students showed more social competence and emotional self-regulation as well as:

A. Greater willingness to try something new B. Fewer conduct problems C. Less separation anxiety when away from parents D. More focus on ongoing tasks

Assessments

10. Two important product/program features of technologies that early childhood practitioners use to support early childhood assessment are level of positive child outcomes and inclusion of administrator-to-parent communication tools.

A. True B. False

Teaching Strategies: The Creative Curriculum System for Preschool, Teaching Strategies Gold (TS Gold) and GOLD PLUS (PLUS)

11. When evaluating The Creative Curriculum System for Preschool, a comprehensive early childhood curriculum that uses three primary technologies, studies reported statistically significant differences in child outcomes but very few differences related to practitioner outcomes.

A. True B. False

Topic Area 2-Parent, Family, and Community Engagement (PFCE)

12. In looking at technologies commonly used to support Parent, Family, and Community Engagement (PFCE) for children, the most frequently used were:

A. Mobile devices B. Video and traditional software C. Electronic portfolios D. Ebooks

Play and Learning Strategies (PALS)

13. Play and Learning Strategies (PALS) is a scripted technology-first intervention that supports infants’ and toddlers’ language, cognition, and socio-emotional development and aims to improve child outcomes by promoting accepting and warm parenting responses that maintain children’s attention.

A. True B. False

Topic Area 3-Professional Development and Informal Learning

14. Which of the following is true about common social networking sites?

A. Practitioners complete reliability exercises and tests to enhance technical skills B. Practitioners analyze and reflect upon their conversations with students to improve practice C. Practitioners listen to prerecorded voice recordings or live streamed voice available over the Internet D. Practitioners communicate and collaborate through virtual professional working groups or professional learning communities from a distance

15. According to the article, the most common technologies used for professional development were:

A. Online document libraries and user guides B. Webinars C. Online courses D. Product training and implementation videos

Exemplars for Professional Development

16. When examining the evaluative literature on several professional development exemplars, positive effects were found for both practitioner and child outcomes, and especially noteworthy were the statistically significant effect sizes on measures of:

A. Children’s language and literacy development B. Mathematics learning and teaching C. Practitioner-child interactions D. Overall classroom quality

My Teaching Partner (MTP)

17. Evidence showed that practitioners who participated in My Teaching Partner (MTP) coaching were significantly more engaged in their professional development than their comparison group counterparts.

A. True B. False

3.2 Technologies that Support Informal Learning

18. According to the authors, aims for informal learning products/programs may be to support independent learning or to:

A. Improve employee comprehension and productivity B. Deliver diversified content C. Foster peer collaboration D. Encourage and generate fresh ideas

Topic Area 4-Facilitators and Barriers to Technology Use-4.1 Overcoming Barriers to Technology Use

19. The three most frequently noted barriers to hinder early childhood practitioners’ use of technology are the time it takes to learn a new technology, negative attitudes toward technology, and lack of training on how to use the technology.

A. True B. False

20. One way to help ensure success of technology is for practitioners to understand how and why a technology can benefit their practice. Two ways to achieve this are observation of a peer using a technology and:

A. Guidance from a coach B. Access to unlimited technical support C. Unconditional support of administrators D. Inclusion of how to videos associated with specific products

Facilitators to Overcome Barriers to Technology Use

21. Experts report that when early childhood practitioners had regular and repeated access to technology both at their workplace and in their personal lives, they were more likely to be familiar with the technology, know how to use it, and feel comfortable doing so.

A. True B. False

Conclusions

22. The Inspire-NG multi-touch table is one example of technology that supports early education, and one of its features is that It comes loaded with proprietary software that allows children to engage in open-ended activities that teach literacy and language.

A. True B. False

1.2 How Do Practitioners Use Technology with Children for Instruction and Assessment?

23. When reviewing 53 products/programs that provide concrete examples of how practitioners use technology to instruct and assess children, the authors noted that the large majority of products/programs covered one content area only.

A. True B. False

Topic Area 2-PFCE

24. Each of the following statements about technology used to support parent, family, and community engagement (PFCE) are correct EXCEPT:

A. The most frequently utilized technologies in regards to PFCE included interactive whiteboards and mobile devices B. Of the 13 PFCE products/programs mentioned in this report, the majority required technology for proper use C. One of the primary objectives for PFCE technology use is to build and maintain positive social relationships through more regular communication D. The most frequently utilized PCFE technologies included video and traditional software

Topic Area 3-Professional Development and Learning-3.2

25. The most common technologies that early childhood practitioners use to support informal learning tend to be on-line peer-to-peer networks, alternative social media sites, blogs, forums, and photo or video sharing tools.

A. True B. False

Topic Area 4- Facilitators and Barriers to Technology Use

26. Among the most effective strategies that proactive administrators can engage in to encourage successful practitioner use of technology are building upon intrinsic desires for self-improvement and for producing the best outcomes for their children, leading by example, providing adequate resources, and:

A. Setting up a mentoring system for help and ideas B. Explaining the why and how of technology C. Recognizing high performing staff D. Making a deliberate effort to understand the obstacles teachers will face

4.2-Is Staff Development a Factor Limiting the Fidelity of Implementation of Technology in Early Childhood Settings?

27. Experts consistently stated that one of the most common barriers to successful use of technology among early child practitioners is:

A. Lack of vision B. Staff development issues C. Inadequate funding D. Parents resisting 21st century methods

Recommendations for Research, Policy, and Practice- Further Examination of Opportunities and Obstacles to the Use of Technology

28. Once a site’s leadership has made the commitment to incorporate technology at a site, what is the next barrier to overcome?

A. Curriculum restrictions B. Lack of administrative expertise C. The lack of preparation to use technology with young children among individual practitioners D. Budget restraints

29. Because of the time, money, and effort associated with adopting a new technology, support from administrators for the implementation of technology oftentimes requires strong empirical evidence demonstrating effectiveness.

A. True B. False

30. Within the Professional Development and Informal Learning Topic Area, webinars were identified as the most common form of professional development among early childhood educators, and a significant amount of empirical evidence exists that supports their effectiveness.

A. True B. False


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