1. You have been asked by the video technology applications teacher to help her determine what microphone to buy for her upcoming video project. She would like a wireless microphone that clips on a student's shirt or collar. Which microphone should she buy? Answer A. lavalier B. omnidirectional C. shotgun microphone D. directional

2. A social studies teacher would like to implement a project about World War II in which his four sections of high school history collaborate by sharing information, thoughts, and conclusions as they produce presentations. To focus their collaboration, the teacher also wants to provide topics of interest and instructions for the students. Finally, the teacher requires the system to be asynchronous and available to all students from any Internet-connected computer. What collaboration tool should you suggest? Answer A. email B. chat C. wiki D. listserv

3. The assistant principal would like to create an online version of the school's employment application that would be available on the school's web site. He wants potential applicants to be able to access and print the document. He specifies that the application must retain its original formatting and be widely available to user's regardless of their browser type or operating system. What will you advise the assistant principal to use? Answer A. Save the document as a Microsoft Word (.doc) file because Word is the most popular word processor. B. Create a PDF file C. Export the file as a web page from a word processor D. Create a JPEG image of the document.

4. A teacher would like to develop a professional presentation for a speech about reading at a national education convention. What advice might the MTT provide her? Answer A. Use many images and sounds to make the slideshow interesting. B. Provide large amounts of text for viewer information. C. Include frequent animations to hold viewer attention D. Use consistent background and text themes.

5. A teacher creates an exam with the goal of assessing his students' knowledge of plant taxonomy. Because the students used the computer and PowerPoint to create slides of different plants, the teacher included the question "What program did we use to create our slide shows?" All students answered the question correctly. According to the stated purpose of the exam, how can one describe the slide show question? Answer A. The question was neither valid nor reliable. B. The question was valid but not reliable. C. The question was reliable, but not valid. D. The question was both valid and reliable

6. A special services teacher with visually impaired students wants to build a web page that will function well with screen reader software. What technique should not be used in the page construction? Answer A. Alt tags B. Frames C. Tables D. Provide a text only version of the page

7. The special education teacher has asked the MTT to help provide assistive technologies to a student receiving special services. Under these circumstances, an appropriate action by the MTT might be: Answer A. To politely tell the teacher that you cannot help because of special education law. B. Select technologies most appropriate for the special education student C. Provide the name of the assistive technology specialist to the teacher D. Observe the student and make recommendations to the ARD committee.

8. During an Admission, Review, and Dismissal meeting, the ARD committee describes several assistive technologies that the particular student needs to succeed. Currently only some of the described technologies are available. According to this situation, what is the responsibility of the school? Answer A. The school must implement all described assistive technologies. B. The school must implement all described assistive technologies possible according to technology availability. C. Because ARD committee decisions are recommendations, the school may implement assistive technologies as it sees necessary D. The school must implement described assistive technologies only if the student is not succeeding in regular classroom situations.

9. According to research, the most effective way to ensure effective and equitable infusion of technology in high school classes would be to: Answer A. Provide computers and technology in each classroom, even if there are more students than available technology B. Provide access to computer labs on a regular basis so that enough technology is available for each student to work alone. C. Concentrate technology in computer classrooms. Because all students must take technology classes during their high school career, equitable access is ensured. D. Provide access to computers before and after school to ensure that all students receive opportunities to utilize advanced technologies.

10. Question As you watch Ms. Adams’ chemistry lab in which pairs of students use pH meter probeware to record changes in a stock buffered solution, you see her circulate around the lab asking questions and pointing out minor adjustments for the students to make. In your notes about this teacher’s role in the classroom you record that this lesson is an example of: A. a teacher-centered lecture B. a teacher-directed lesson C. a student-centered lesson D. a technology-centered lesson

11. The MTT has been asked to answer specific questions from the local school board on various technology issues. One of the questions he will be asked is "What strategies can build interest in technology use by teachers?" The least effective way to build interest would be: Answer A. Have experienced teachers mentor and model effective uses of technology. B. Require teachers to include technology on lesson plans. C. Allocate time for teachers to practice and learn technology. D. Allow teachers to attend and participate at professional meetings and/or conferences on technology.

12. A middle school principal would like to improve the technology skills of his teachers by offering technology trainings at the campus. He asks the Master Technology Teacher (MTT) for any suggestions on the best way to approach this. The first logical step would be to: Answer A. Create a schedule of training days B. Talk to the technology teachers on campus and discuss their needs C. Send a survey to teachers to determine the needs of the campus. D. Find and review the campus technology plan.

13. The MTT has noticed that some teachers become very self-conscious when the MTT is in their classrooms. These teachers appear reluctant to have the MTT observe them teaching with technology. How should the MTT respond? Answer A. Inform the administrator and ask that person to remind teachers to cooperate with MTT observations B. Remind the teachers that the MTT’s role is to provide guidance and support for teachers not to evaluate them C. Survey the students about how the reluctant teachers are doing? D. Ignore the teachers and focus on others who like to show off their tech teaching skills.

14. Your school district subscribes to online technology tutorials for students, and teachers are free to use them as well. Your administrator asks for your evaluation of the appropriateness of this approach to staff development. As the MTT you make the following observation: Answer A. Everyone on your faculty would benefit from this approach regardless of their technology skills proficiency. B. Those faculty members who already have some confidence with technology and are motivated to improve their skills would benefit the most. C. The amount of time an individual spends learning on the Internet is hard to verify, so that form of instruction should be avoided because of the difficulty of standardizing credit D. The advantage of the tutorials is that a large group can be gathered together in a lab to go through a selected number of tutorials at the same time.

15. You are preparing your faculty for the experience of online learning. A reasonable expectation you want to leave them with would be which of the following? Answer A. It may take longer than expected for teachers to master the content because the method of delivery is unfamiliar to them and requires some mastery itself. B. The selection of learning modules is too hard for our teachers C. Teachers are urged to go through tutorials at home, since they all have ready access to the Internet there. D. The tutorials are easy and teachers should be assigned a time and place to access them so they can go through as many as possible at once.

16. Your administrator learns that you enjoy making training videos. He asks you to create several for the coming year dealing with common procedures you are often called upon to demonstrate repeatedly for teachers who forget them. You agree that this is a good idea because... Answer A. Making the videos can take the place of other technology staff development responsibilities you have B. You can pack lots of instructions and procedures into them C. The videos represent a way to provide just-in- time instruction for a specific need D. You’ve been wanting to play with some screen capture software, and now you can get it.

17. You are working with a group of elementary school teachers who want to include animal web cam sites in their teaching. After a session on how to locate, navigate, and incorporate Internet sites in a lesson, what would be a good way to evaluate the success of the teachers’ training? Answer A. Give each pair of teachers a selection of possible web cam sites and ask them to prepare an evaluation for each to share with the group before they leave. B. Give the teachers the standard questionnaire supplied by the district for evaluating staff development, but ask them to return it in a week. C. Ask each teacher to choose one site to use in his/her class and then send a reflection on the lesson to the group and to you. D. Interpret the teachers’ enthusiasm during the training session as evidence of their interest, learning, and commitment.

18. Question A high school English teacher is considering the possibility of using technology for teaching literature but is unsure about where to begin. She is intimidated by how familiar her students are with many kinds of technology that are unfamiliar to her. How could the MTT best help this teacher? A. Suggest she look on the district web site to find staff development technology training. B. Suggest she review the technology indicators her administrator will look for in the next PDAS. C. Schedule a time when the MTT could meet to discuss possible technology-rich student projects that are consistent with the teacher’s literature objectives. D. Remind the teacher that other teachers in her department are using technology, so she doesn’t have to be overly concerned that she is not.

19. Question: If one of your goals as an MTT is to increase the number of exemplary computer-using teachers in your school, you could expect to do all of the following except: A. change the school culture to allow for more collaboration among faculty as they learn and use technology. B. mentor new as well as experienced teachers in adopting student-centered learning techniques C. take on responsibility for considerable tech support duties D. provide a systematic framework for designing instruction that includes use of technology

20. One of the goals for your school’s current technology plan is that all returning teachers will meet SBEC proficiencies in two years. At the insistence of your administrator you are expected to offer staff development that includes large group instruction sessions that will be attended by teachers with different levels of technical expertise. You have decided to rely primarily on the following: A. individuals will work alone on training lessons from an online source your district subscribes to for students. B. gearing instruction to those teachers with mid-level skills because it will be a good review for advanced teachers and only a little over the heads of less skillful ones C. demonstrating the skills and give a post-test to see who may leave early and who needs to stay to see it again. D. design customizable projects for groups of teachers that require participants to master certain skills as they complete each project

21. Question You have been coaching a mentor teacher and her mentee as they developed a multimedia lesson on penguins for first grade students. You observed the presentation of the lesson and take this approach with the teachers at the end of class. A. You want the teachers to know what you saw as major as well as minor problems with the lesson. B. You want the teachers to know where they scored well on your evaluation rubric C. You want the teachers to know the ratio of students you observed not paying attention to those who were. D. You want the teachers to reflect on the lesson and analyze its strengths and weaknesses.

22. Question The annual meeting of your school’s technology committee is coming up in a month. You know that some teachers have been frustrated recently in their attempts to create videos due to computers with insufficient RAM and missing cables. You know funds for technology will be scarce next year. What advice do you have for these teachers? A. Prepare an outline of proposed video projects and the learning objectives they will involve so the MTT can present a curriculum-based request for the needed upgrades. B. Prepare an annotated bibliography of research findings that support use of video in instruction for the MTT to distribute at the meeting C. Put off their request until a later date D. Prepare a memo signed by all interested teachers and send it to the principal.

23. Question One stipulation of a grant your district has recently received is that the video production equipment and powerful computers purchased through the grant be made available for use by members of the local community. You recommend offering a series of Saturday workshops for the public on video production and editing. How should your school go about attracting and keeping participants? A. Invite the local TV station to the school to show students using the equipment. B. Put an announcement on the school’s web site and a sample video made by students. C. Arrange for students to take cameras home so their parents will see how easy they are to use. D. Sponsor a Saturday event in which members of the community can bring in their own pictures and put them into a video album that can be transferred to dvd or blu-ray if they do not have a computer

24. Question One individual on the third grade team at your school frequently plans activities for her students that use technology in ways that do not support the curriculum. She is quite boastful about her own technology skills. The other teachers in the department are not as technology savvy as this individual and are unsure whether to challenge her approach try to adopt it, and they ask for your advice as the MTT. Which of the following actions would be least effective for you to try? A. Help the department organize a team teaching lesson in which the teacher in question is paired with and can learn by observing a teacher who is skillful in planning effective lessons. B. Hold a mini staff development session with the team about how to select appropriate instructional media and materials to suit a particular instructional method C. Remind the teachers that you are not an administrator, and they should take their concerns to the principal. D. Meet with the teacher and provide several suggestions for using technology that will support the objectives for an upcoming lesson as well as showcase some of her technology skills.

25. Question: A fourth grade teacher approaches you with the observation that one of her students is having difficulty using the classroom computer’s keyboard. The student gets lines of the same letter repeated instead of appearing just once. You suggest she: A. refer the student for ARD review B. request voice recognition software C. let you show her how to adjust the universal access settings for keystroke repeats D. send in a tech support request to have the keyboard replaced

26. Question Which of the following situations is both an effective and an equitable way to include computers in a school curriculum? A. Put computers and associated peripherals in each classroom. B. Rotate classes through a computer lab once or twice a week. C. Confine computer use to perfecting technology skills D. Encourage teachers to allow more able students greater access to classroom computers.

27. Question A middle school student with learning disabilities is having trouble understanding sequencing and cause and effect relationships when reading fiction. Which of these possible instructional strategies will be most useful for this student? A. Allow the student to number events in the margin of his book. B. Ask the student to copy down words he doesn’t know to look up later. C. Use a graphic organizer that lets the student rearrange details visually until they match what happened in the story. D. Ask the student to tape record what he thinks will happen next at selected points in the story.

28. Question Which is not an advantage of the text-to- speech function available on many computers? A. Students without special needs can use it to play back their writing to listen for mistakes B. Students can identify spelling errors when the words are spoken C. Students who are both speech impaired and sight impaired may make use of it D. It is easy to configure

29. Question The 4th grade science teacher approaches you about her desire to include technology in an upcoming lesson. Your first step would be: A. Tell the teacher about science technology that is available at your school so she can choose what she wants to try. B. Direct the teacher to an online bank of lesson plans so she can pick one to use. C. Set up a time to review the teacher’s tech skills, so you’ll know what she should learn to do next. D. Help the teacher use her instructional goals as a starting point for choosing appropriate teaching methods and possible media and materials.

30. Question: Students in a tech applications class had created web pages featuring recent natural disasters. One question on their exam asked the preferred resolution for web page jpeg files. The majority of students answered correctly. This question was A. both valid and reliable B. reliable, but not valid C. valid, but not reliable D. neither valid nor reliable

31. Question A fifth grade teacher has asked you to help her plan a webquest for her unit on ancient Egypt. After she has explained the learning objectives, you will ask her for what information about the students? A. their computer skills B. their reading level C. their cognitive level D. all these things

32. Question Two teachers in the fine arts department have asked for your help in developing an advanced unit for students who want an extra creative challenge. You ask them to let you review the tentative lessons they have designed for this unit. While you discuss their plans, you are considering especially the lesson's objectives to see A. what kind of projects will be produced, if the school’s technology is powerful enough to create the projects, where the students will work B. what the students will learn, what technology skills they will need, what the test will be like. C. how students will represent what they’ve learned, what materials and technology they will have to use, the minimum project requirements D. the name of the unit, technology the teachers want students to use, what file format would be best to save the projects in

33. Question You have been working with a group teachers who want to use PowerPoint to organize their lesson presentations and include websites and animation to increase student interest. As they complete their lesson plan templates, they ask you how their finished presentation files should be classified. You reply that a presentation is: A. an instructional method B. an instructional medium C. an instructional material D. a multimedia method

34. Question One of your teachers has returned from a national conference and has been asked to share what he learned at a workshop conducted by a national leader in the field. What advice would the MTT give this teacher about creating his presentation? A. Find some animated gifs to add to the slides B. Keep the look consistent throughout with the same background and transitions C. Transfer all your notes to the slides so teachers can have them as a handout. D. Change text size or color from one slide to the next but not both at once

35. Question The 6-6-6 rule for presentations refers to: A. no more than: 6 words/line, 6 lines/slide, 6 text slides without a graphic one B. 6 seconds/slide, 6 slides/section, 6 actions/slide C. no smaller than 6 pt text, no more than 6 font styles, no more than 6 animations/slide D. no more than 6 hyperlinks, no video shorter than 6 seconds, no more than 6 animation effects

36. Question As the MTT you are considering suggesting that a teacher plan a hypermedia project for his elementary students. To help the teacher understand the merits of hypermedia you explain that hypermedia projects: A. Should be cooperative projects, and elementary students learn best that way B. Allow students to develop technology skills they will need in the workplace C. Provide the learning experience and an end product for assessment. D. Are more interesting than other kinds of assignments

37. Question Over the years a teacher has accumulated a large quantity of test questions for her world history course. She gives a comprehensive exam at the end of each semester and would like to draw a selection of questions from the test bank for the exams. How would you suggest she manage these questions? A. Prepare a spreadsheet that contains the questions and information about the unit and years she has used each question. B. Put the questions into a database that can be sorted by date or instructional unit. C. Put the questions into a hyperlinked document in which each year page has links to the questions in it D. Put the questions into a word processing document that can be searched by the Find command

38. Question The MTT is consulting with a teacher as she writes a rubric to evaluate a multimedia project she is planning for her students. She wants to include criteria for the successful use of technology and wants some suggestions from the MTT. What would the MTT probably not include? A. The students can critique the technical aspects as well as the contents of their peer’s projects. B. The students are able to list from memory the menu selections for executing procedures to add animation to their slides C. The students can apply principals of good design independently. D. The students can present their projects following the guidelines for effective public speaking.

39. Question The advantage of intelligent tutor software over teacher-made tutorials is that the intelligent tutors A. can respond to student’s questions B. vary future content based on the nature of past student responses C. cannot be used for review D. cannot be displayed to the whole class

40. Question Mr. Karp teaches high school American history. Most of his grades come from objective weekly quizzes and end of chapter tests. The MTT has suggested that a more student-centered classroom would have more success, but the teacher is not sure how to evaluate students in that teaching environment. The MTT suggests A. putting the weekly quizzes into presentation form so that student attention will be centered on the screen. B. showing the teacher how to put scores into a spreadsheet that will calculate grades with weighted scores and measure central tendencies C. giving students options in what they study or how they represent what they’ve learned D. letting one student a week sit in the center of the first row and call on others to explain their quiz answers.

41. Question A high school language arts teacher is teaching a unit on media literacy. In one lesson she explores the question “What is advertising?” by asking her students to do a student- centered project. Which of the following is not one of her assignments? A. Student pairs watch a popular TV show or movie, look for products that are subtly advertised by their placement on the screen, and analyze their findings with respect to audience demographics. They compile a presentation of video clips. B. Student teams videotape commercials for similar products and analyze them through comparison and contrast. They create a presentation for the class. C. Students individually write a report about the founder of a well known company such as Coke or Nike. They print the report and hand it in. D. Students collect advertising examples of a product from print, tv, and retail displays and use them to design advertising for a fictitious product of their own. They create a 30 second commercial.

42. Question Your administrator asks you for your recommendations for equipping a mobile video production center that could be shared by several teachers. In addition to a high end computer with the capacity to edit, render and save videos and a digital video camera, you also suggest: A. nothing. These will be enough for a good product B. lights, a tripod, and an external microphone C. a key, fill, and back light D. a zoom track, a viewfinder, and a teleprompter