NYSTCE 071 cheat sheet

TPACK = Technological Knowledge + Pedagogical Knowledge + Content Knowledge; effective integration sits at the intersection of all three, not in technology alone.

SAMR levels ascend: Substitution (direct swap, no functional change) → Augmentation (functional improvement) → Modification (task redesign) → Redefinition (new task previously inconceivable).

SAMR describes the task, not the tool: the same app can be Substitution in one lesson and Redefinition in another depending on what students do with it.

Bloom's revised taxonomy order: Remember → Understand → Apply → Analyze → Evaluate → Create; technology tasks should target higher-order levels when the objective demands it.

Constructivism (Piaget, Vygotsky): learners build knowledge actively; ZPD and scaffolding target tasks just beyond independent ability.

Behaviorist drill-and-practice suits automaticity goals (fluency, recall); constructivist simulation/project work suits transfer and problem-solving goals.

Universal Design for Learning has three principles: multiple means of Engagement (why), Representation (what), and Action/Expression (how).

Blended learning models include rotation (station, lab, flipped), flex, a la carte, and enriched virtual; station rotation keeps fixed teacher-led station time.

Formative vs. summative: formative assessment informs instruction during learning; summative evaluates achievement after instruction.

Learning management systems (Canvas, Schoology, Google Classroom) organize content, assignments, grading, and communication; they are not content authoring tools by default.

LMS quiz settings to check: availability window, time limit, attempts allowed, question randomization, answer feedback timing, and IP or access-code restrictions.

Accessibility standards: WCAG 2.1 Level AA is the common legal benchmark; POUR = Perceivable, Operable, Understandable, Robust.

Web content accessibility essentials: alt text for informative images, captions for video, transcripts for audio, sufficient color contrast (4.5:1 normal text), keyboard navigability.

Assistive technology examples: screen readers (JAWS, NVDA, VoiceOver), text-to-speech, speech-to-text, switch access, refreshable braille, magnification.

Open educational resources (OER) carry Creative Commons licenses; CC BY requires attribution, ND forbids derivatives, NC restricts commercial use, SA requires share-alike licensing.

Fair use four factors: purpose and character, nature of the work, amount used, and effect on the market; educational use alone is not a safe harbor.

FERPA protects education records; COPPA requires verifiable parental consent for collecting data from children under 13; CIPA governs school internet filtering and safety policy.

Digital citizenship topics: digital footprint, copyright and plagiarism, cyberbullying, netiquette, password and identity safety, media literacy.

Validity = the assessment measures what it claims; reliability = consistent results across occasions or raters; reliability is necessary but not sufficient for validity.

Item analysis: difficulty index p = proportion answering correctly (high p = easy); discrimination index compares high-scorers' and low-scorers' performance on an item.

Distractor analysis flags nonfunctioning distractors - options chosen by few or by more high-achievers than low-achievers.

Formative tools (exit tickets, polls, quick quizzes) yield immediate data for reteaching; summative tools (unit exams, portfolios, projects) certify mastery.

Rubrics: analytic rubrics score criteria separately; holistic rubrics give one overall score; use analytic when diagnostic feedback matters.

Data-driven decision cycle: collect → disaggregate → interpret → adjust instruction → reassess; disaggregation by subgroup reveals equity gaps.

Standardized score types: raw score, percentile rank (relative standing), scale score, and proficiency levels; percentile rank is not percent correct.

Technology-enabled assessment options: adaptive testing adjusts item difficulty to ability; e-portfolios document growth; automated scoring requires validity evidence before high-stakes use.

Assessment security controls: item banks, randomized forms, lockdown browsers, and proctoring - each has trade-offs for accessibility and student privacy.

ISTE Standards for Educators roles: Learner, Leader, Citizen, Collaborator, Designer, Facilitator, Analyst.

ISTE Standards for Students: Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative Communicator, Global Collaborator.

Professional learning communities (PLCs) rely on shared data, collaborative inquiry, and collective responsibility rather than one-time workshop training.

Effective technology professional development is sustained, job-embedded, and coached; single-session training rarely changes practice.

Coaching models: peer coaching, cognitive coaching, and technology integration coaching - all are non-evaluative and confidential.

Acceptable use policies (AUPs) define permitted device and network use; they should be reviewed with students and paired with digital citizenship instruction.

Digital equity concerns: device access, home broadband, assistive technology availability, and language/cultural barriers to technology use.

Ethical data practice: collect only necessary student data, verify vendor privacy agreements, and follow district policy on sharing education records.

Change leadership: distributed leadership, stakeholder buy-in, pilot programs, and staged rollout reduce resistance to technology initiatives.