NYSTCE 071 flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

TPACK framework

A model describing effective technology integration as the intersection of technological, pedagogical, and content knowledge; strong integration requires all three, not technological knowledge alone.

SAMR model

A four-level framework - Substitution, Augmentation, Modification, Redefinition - describing how technology transforms learning tasks; the level depends on the task design, not the tool.

Redefinition level

The top SAMR level, in which technology enables a task that was previously inconceivable without it, such as collaborating with students in another country on a shared data project.

Substitution level

The lowest SAMR level, in which technology directly replaces a traditional tool with no functional change, such as typing an essay instead of handwriting it.

Zone of proximal development

Vygotsky's concept of the gap between what a learner can do independently and what they can do with expert or peer support; scaffolding targets this zone.

Universal Design for Learning

A framework with three principles: multiple means of engagement, representation, and action and expression, designed to remove barriers for all learners from the outset.

Bloom's revised taxonomy

A hierarchy of cognitive processes ordered Remember, Understand, Apply, Analyze, Evaluate, Create; technology tasks should be matched to the intended cognitive level.

Blended learning rotation model

A model in which students rotate among stations on a fixed schedule, with at least one station involving online learning and others including teacher-led or collaborative work.

Learning management system

A platform such as Canvas or Schoology that organizes course content, assignments, grading, and communication; it manages delivery rather than authoring interactive content itself.

WCAG Level AA

The commonly required accessibility benchmark for web content, addressing perceivability, operability, understandability, and robustness, including contrast and captioning requirements.

POUR principles

The four accessibility principles: Perceivable, Operable, Understandable, and Robust; they organize WCAG success criteria used to evaluate digital resources and platforms.

Alt text

A short text alternative describing an informative image's content and function, read by screen readers; decorative images should be marked so assistive technology skips them.

Assistive technology

Devices or software that increase, maintain, or improve functional capabilities of learners with disabilities, such as screen readers, speech-to-text, switch access, or refreshable braille.

Creative Commons licenses

Standard licenses for open educational resources; BY requires attribution, NC limits commercial use, ND forbids derivatives, and SA requires derivative works to carry the same license.

Fair use four factors

The legal test weighing purpose and character of use, nature of the work, amount used, and effect on the market; educational purpose alone does not guarantee fair use.

FERPA

The federal law protecting education records, giving parents and eligible students rights to inspect and amend records and limiting disclosure without consent.

COPPA

The federal law requiring verifiable parental consent before online services collect personal information from children under 13, affecting app and website selection for elementary students.

CIPA

The law conditioning certain federal funding on schools' internet safety policies, including filtering of obscene or harmful content and monitoring student online activity.

LMS quiz settings

Configurable controls including availability window, time limit, attempts, question randomization, feedback timing, and access restrictions that shape assessment conditions and security.

Validity versus reliability

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

Item difficulty index

The proportion of examinees answering an item correctly, ranging from 0 to 1; higher values indicate easier items and inform test assembly decisions.

Item discrimination index

A statistic comparing performance of high-scoring and low-scoring examinees on one item; strong positive values indicate the item distinguishes achievement levels well.

Distractor analysis

Review of incorrect answer options to identify nonfunctioning distractors, such as options chosen by few students or by more high achievers than low achievers.

Formative assessment

Assessment conducted during instruction to reveal current understanding and guide reteaching or adjustment; results typically are not used for grades or certification.

Summative assessment

Assessment administered after instruction to certify achievement or assign grades, such as unit exams, final projects, or portfolio evaluations against standards.

Analytic versus holistic rubric

Analytic rubrics score each criterion separately for diagnostic feedback; holistic rubrics assign one overall score based on the whole performance.

Percentile rank

The percentage of examinees in the norm group scoring at or below a given score; it expresses relative standing and is not the percent of items answered correctly.

Data-driven decision cycle

A cyclical process of collecting assessment data, disaggregating by subgroup, interpreting results, adjusting instruction, and reassessing to verify improvement.

ISTE Standards for Educators

Seven roles describing educator practice with technology: Learner, Leader, Citizen, Collaborator, Designer, Facilitator, and Analyst, each with indicators for professional practice.

ISTE Standards for Students

Seven student profiles: Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative Communicator, and Global Collaborator.

Professional learning community

A collaborative team of educators using shared data and collective inquiry to improve instruction, contrasted with one-time workshop training that rarely changes practice.

Acceptable use policy

A district document defining permitted device and network use, consequences for violations, and student responsibilities; effective implementation pairs it with digital citizenship instruction.