NYSTCE 071 key terms

Seven learner outcomes describing what students should know and do with technology, covering empowered learner, digital citizen, knowledge constructor, innovative designer, computational thinker, creative communicator, and global collaborator.

Seven roles describing what teachers do with technology: learner, leader, citizen, collaborator, designer, facilitator, and analyst. Each role includes indicators used to plan professional growth and evaluate practice.

A framework describing the overlap of technological, pedagogical, and content knowledge. Effective technology integration occurs where all three intersect, not from technical skill or subject knowledge alone.

A four-level ladder for judging how technology changes a learning task: Substitution, Augmentation, Modification, and Redefinition. Higher levels involve significant task redesign rather than simple tool swaps.

The expanded name of the SAMR levels. Substitution and augmentation enhance a task; modification and redefinition transform it by changing what students can produce or how they collaborate.

Reworking a learning activity so the technology enables new thinking, collaboration, or products that would be impractical without it. It is the practical goal behind the upper levels of SAMR.

The norms of responsible, safe, legal, and ethical behavior when using technology, including online safety, privacy, digital footprint, cyberbullying, and respect for intellectual property.

The trail of data a person leaves online through posts, searches, purchases, and site visits. It can persist indefinitely and affect college admissions, employment, and reputation, so students need explicit instruction in managing it.

A district or school document stating how students and staff may use network and device resources, including prohibited activities and consequences. It typically must be signed by students or guardians before access is granted.

The Children's Internet Protection Act. It conditions certain federal funding on schools and libraries adopting an internet safety policy and filtering or blocking obscene or harmful content for minors.

The Family Educational Rights and Privacy Act. It protects the privacy of student education records and limits disclosure without consent, which affects how teachers use online tools that collect student data.

The Children's Online Privacy Protection Act. It requires verifiable parental consent before commercial websites collect personal information from children under 13, which constrains which apps teachers may assign.

A set of standard licenses that let creators grant permission to share and adapt their work under stated conditions, such as attribution or noncommercial use. It simplifies lawful reuse of images, text, and audio in instruction.

A legal doctrine permitting limited use of copyrighted material without permission for purposes such as teaching, scholarship, or commentary. It is judged by four factors, including purpose, amount used, and market effect.

Works not protected by copyright because rights expired, were waived, or never applied. They may be used freely without permission, though attribution is still good practice.

A planning framework that builds multiple means of engagement, representation, and action and expression into instruction so diverse learners can access content and show what they know.

Any device, software, or service that increases, maintains, or improves the functional capabilities of a student with a disability. Examples include text-to-speech, screen readers, and adapted keyboards.

The design quality that lets people with disabilities perceive, operate, and understand digital content. It includes captions, alternative text, sufficient contrast, keyboard navigation, and clear structure.

A short written description attached to an image so screen reader users can understand its content and purpose. Decorative images should be marked so they are skipped rather than described.

The Web Content Accessibility Guidelines, an internationally recognized standard organized around four principles: content must be perceivable, operable, understandable, and robust. Levels A, AA, and AAA indicate increasing conformance.

Software that converts on-screen text and interface elements into synthesized speech or braille. It relies on properly structured headings, labels, and alternative text to convey meaning.

Adjusting content, process, product, or environment to match learner readiness, interests, and profiles. Technology supports it through leveled resources, choice boards, and adaptive practice.

Software that adjusts the difficulty or sequence of tasks in response to a learner's performance. It aims to keep students in a productive zone of challenge and generates data for teacher review.

A platform for organizing and delivering course content, assignments, discussions, and grades online. Common examples include Canvas, Schoology, and Google Classroom.

Instruction that combines face-to-face teaching with online learning components, giving students some control over time, place, path, or pace. Models include station rotation, flipped classroom, and flex.

A model in which direct instruction, often short videos, happens before class so class time is used for practice, discussion, and application with teacher support.

Ongoing checks of student understanding used to adjust teaching during learning. Digital tools such as polls, quizzes, and exit tickets make results fast and visible.

Evaluation of learning at the end of a unit or course, used to judge achievement against standards. It is typically graded and reported rather than used to revise instruction midstream.

A task requiring students to apply knowledge to realistic problems or performances, such as a portfolio, design project, or presentation. Technology often supports the product and its publication.

The collection and analysis of data about learner behavior and performance to improve instruction. It includes dashboards, progress monitoring, and early-warning indicators for intervention.

A problem-solving approach involving decomposition, pattern recognition, abstraction, and algorithm design. It can be taught with or without devices and underpins computer science learning.

A finite, ordered set of steps for solving a problem or completing a task. Teaching algorithms helps students explain procedures precisely and debug their reasoning.

A visual coding environment where users drag and snap together command blocks instead of typing syntax. Examples include Scratch and Blockly; it lowers barriers for beginners.

The process of locating and correcting errors in a program or procedure. It develops persistence and systematic reasoning and is often taught alongside pair programming.

A documented, goal-driven sequence of learning activities for staff, such as coaching, workshops, and lesson study, with timelines and evidence of growth. It aligns with school improvement priorities.

Job-embedded, non-evaluative support in which a specialist models lessons, observes, and gives feedback to help teachers integrate technology. It is sustained over time rather than delivered as one-time training.

A program providing each student with a personal computing device for learning. It requires planning for infrastructure, management, professional development, and equitable home access.

Systems and policies for configuring, securing, updating, and tracking school-owned devices remotely. They handle app distribution, restrictions, and recovery of lost equipment.

Fair access to devices, reliable internet, and the skills needed to use technology for learning. It addresses gaps in home broadband, support, and opportunity that affect outcomes.

Practices and rules that protect personal information from unauthorized collection, use, or disclosure. In schools it governs which tools may store student data and how it is shared.