Tech Integration Exam

Tech Integration Exam



Exam Procedures
Prepare in advance. Your responses to the items must be written during the allocated time during the class session. You may bring one page of notes to class on the day of the exam.

On the day of the exam:
  1. Write your exam in MS Word and save as a .pdf file.
  2. Name your file edtechexam_"yourlastname".pdf. For example, if your name is Sam Spade, your exam's file name is "edtechexam_spade.pdf" .
  3. Copy your exam .pdf file to your flash drive.
  4. Take your flash drive to the exam administrator who will check the file and transfer it.
  5. Save your copy of the exam on your flash drive.


A. Constructive Learning with Technology (choose two from A-E)

Please select two of the following learning activities that will engage your students in using technology to construct knowledge on a topic related to your teaching discipline. Each activity should a) involve student using different technologies or technical environments (e.g. wikis, blogs, facebook, website, web quest, powerpoint, databases, spreadsheets, inspiration document, videos, email, chat, teleconferencing...) to build new knowledge.

Each topic must have a lucid title that refer both to the topic addressed and the technology being used. For example: "Using Databases in Understanding the Impact of Population Density on the Environment." Cite at least one educational theory that guided the design of the constructive learning activity. You may wish to use refer to this website for a brief descriptions on Theories to Practice ( http://tip.psychology.org/theories.html)

  1. Individual Knowledge Creation.
    Involve the students in working individually on a topic of local or regional interest where they gather, organize and analyze information to form hypotheses, draw conclusions and make recommendations that they present to the class.

  2. Class Collaborative Learning Activity.
    Involve student in working in class groups on topics that are relevant to the group's interests and to a relevant topic in your discipline. The group must create a new knowledge artifact that they share (e.g. posting a web site, powerpoint or video on the internet).

  3. National International Investigations.
    Involve student in using technologies to interacting with students and/or experts from different regions and/or countries to gather and compare information on a topic of national and/or international significance.

  4. Just-In-Time Training.
    Just-in-time learning systems deliver training to workers when and where they need it. Rather traditional classroom training designed to advance general knowledge, users can tap into Web-based tutorials, and other mobile learning technologies to target just the information they need to solve problems, perform specific tasks or quickly update their skills. Organizations often rely on just-in-time training to update employees on new equipment, procedures or changes in policy. Using the Organizational Training Guidelines outline below, describe how you will conduct just-in-time training to address an immediate training need within and organization.

  5. Teleconference.
    Using the Organizational Training Guidelines outline below describe how you would use live teleconferencing to address informational or training needs of an organization.

B. Future of Educational Technology and Content Knowledge 10 points

PART 1: Future of Educational Technology Describe one of the most important technologies that will influence education in 10 years

PART 2: Technology vs Content Knowledge: When you consider the career needs of your students and the overall needs of society, is it more important that your students know how to solve problems with information technologies or is it more important that they know the content in your area? For example, if you teach science education is it more important that the students know the periodic tables or how to locate the periodic tables and use technology to interpret them? Why?


* Guidelines for Collaborative Constructive Learning Activity in part A

Wild Animals in Douglas County: A Multimedia Website

The Students
This activity is designed for 4th grade students in a Lawrence Public elementary school. Students are interested in their local community which includes several museums and libraries housed in public facilities and on the campus of a nearby research university.

The Required Resources
The grade school is housed in a 50-year-old building that has recently been wired for access to the Internet. Each classroom includes two current computers that are connected to the Internet. The school also houses a 20-station computer lab that is shared by all classes. The lab has 10 Macintosh computers and 10 PC computers running windows that are all connected to the Internet. Web browsers are installed on all computers and the lab computers are capable of recording and digitizing sound and video. The lab also has a scanner and digital cameras that can be connected checked out by students for a two hour period.

The Collaborative Activity
Students will work in groups of 3-4 to build web pages that describe an animal(s) from a species that has lived in Douglas county for more than 100 years. Each group will begin by selecting a story (e.g. Herbert Hawk and Friends). They will also identify a media expert, a storyteller and programmers from their group. The teacher will facilitate training sessions with the media experts, the storytellers and the programmers in group sessions while the other team members investigate their topic in the library or computer lab. To aid in the data collections, the teacher has prepared a web page that has links to many sites with Natural Science information. The teacher will also lead at least one field trips to a local museum, zoo or animal sanctuary.

The final project will be a website that uses student produced media including video to portray wild animals that can be found in Douglas county. The multimedia website will be debuted on Parents Night that takes place near the end of the school term. After the debut, the pages will be posted on the web with a link to the school's home pages and acknowledgments for the students and teachers.

The Questions and Hypotheses

The students will be encouraged to develop questions on their own and weave answers in their stories using various information types. These questions might include:
more advanced students might address questions such as:


* Guidelines for Organizational Training in part A

Needs Assessment
A needs assessment is a systematic process for determining and addressing needs, or "gaps" between current conditions and desired conditions or "wants". Where are we and where do we want to be.

Describe General Goals and Performance Objectives
Describe the overall goals as well as more specific performance objectives. Consider the inclusion of at least some sub-goals that address affective or motivational factors that will allow the learners to see the value of what they are learning. Each performance objective should include:
  1. measurable outcome(s);
  2. performance criteria - the expected level of performance;
  3. the maximum amount of time that will pass before the criteria is achieved.
Guiding Principles that Compliment Organizational Mission
One principle might be “Providing timely and effective feedback to staff is important to our organization’s success.” Articulating the guiding principles supports organization values and provides direction for the process in reaching the goals.

The Instructional Strategy and Media Selection
Describe the instructional strategy you will use in providing the strategies. Include any relevant theories that might guide the instruction. Also describe how and why you selected the media that you will use in delivering the instruction.

Evaluation Measures and Sustainability
How will the training results be measured and sustained? Without clear measures, it can be difficult to sustain the training and know if it is producing the desired results


ELPS 302 Ed Technology in Secondary Education | KU Ed Tech Programs