TeachME Professional Development

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.

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

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.

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:

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.

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:

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.

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:

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:

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.

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.

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

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.

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

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

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:

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.

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

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.

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:

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.

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.

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.

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

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.

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:

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

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

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.

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.