PLEASE HELP. I HAVE BEEN RETAKING THESE TESTS FOR HOURS.

Ignore the tut-

*If the student version contains BOTH word-for-word and paraphrasing plagiarism, you should select word-for-word.*

Item 1

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The philosophical position known as constructivism views knowledge as a human construction. The various perspectives within constructivism are based on the premise that knowledge is not part of an objective, external reality that is separate from the individual. Instead, human knowledge, whether the bodies of content in public disciplines (such as mathematics or sociology) or knowledge of the individual learner, is a human construction. References: Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle River, NJ: Prentice-Hall.

Does knowledge exist outside of, or separate from, the individual who knows? Constructivists argue that human knowledge, such as what is known in the fields of mathematics or sociology, as well as knowledge about learning itself, is a human construction (Gredler, 2001). References: Gredler, M. E. (2001). Learning and instruction: Theory into practice (4th Ed.). Upper Saddle River, NJ: Prentice-Hall.

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Word-for-Word plagiarism

Paraphrasing plagiarism

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Item 2

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

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Precedent is also described as "the unique knowledge embedded in a known design" (Oxman, 1994, p. 146), meaning, in everyday terms, that the memory of having experienced an existing design is a memory that contains special forms of knowledge... At heart, the design case is a description of a real artifact or experience that has been intentionally designed. A case may be as minimal as an individual image of a commercial product, a building, an advertisement, a classroom or anything else designed; these forms of design cases appear in hundreds of magazines, design annuals, competition catalogs, display books, web portfolios and similar venues. References: Boling, E. (2010). The need for design cases: Disseminating design knowledge. International Journal of Designs for Learning, 1 (1), 1-8.

According to Boling (2010, p. 2), "At heart, the design case is a description of a real artifact or experience that has been intentionally designed." She explains that the primary goal of a design case is to provide designers with precedent--defined by Oxman as "the unique knowledge embedded in a known design" (as quoted in Boling, 2010, p. 2). She further explains that expert designers are aware of numerous precedents which may be helpful in future designs. For example, educational game designers can view unique cases of game designs as precedents, which, in turn, may facilitate design of new games. References: Boling, E. (2010). The need for design cases: Disseminating design knowledge. International Journal of Designs for Learning, 1 (1), 1-8.

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Word-for-Word plagiarism

Paraphrasing plagiarism

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Item 3

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The lack of specific technology knowledge and skills, technology-supported pedagogical knowledge and skills, and technology-related-classroom management knowledge and skills has been identified as a major barrier to technology integration. Lack of specific technology knowledge and skills is one of the common reasons given by teachers for not using technology. References: Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223-252.

There are many factors that can affect technology integration in schools. Hew and Brush (2007) state that the main factors to technology integration are the lack of specific technology knowledge and skills, technology-supported pedagogical knowledge and skills, and technology-related-classroom management knowledge and skills. References: Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223-252.

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Word-for-Word plagiarism

Paraphrasing plagiarism

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Item 4

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

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First, the potential of digital games is discussed using the tut-or/tool/tutee framework proposed by Taylor (1980). Second, the potential of digital games to enhance learning by connecting game worlds and real worlds is stated. Third, the possibility of digital games to facilitate collaborative problem-solving is addressed. Fourth, the capability of digital games to provide an affective environment for science learning is suggested. Last, the potential of using digital games to promote science learning for younger students is indicated. References: Li, M. C., & Tsai, C. C. (2013). Game-Based Learning in Science Education: A Review of Relevant Research. Journal of Science Education and Technology, 1-22.

There are five advantages of using games in science learning stated in the literature. Games can be used as tools; make connections between virtual worlds and the real world; promote collaborative problem solving; provide affective and safe environments; and encourage younger students for science learning.

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Word-for-Word plagiarism

Paraphrasing plagiarism

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Item 5

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

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In contrast to the transmittal model illustrated by the classroom lecture-note taking scenario, the constructivist model places students at the center of the process--actively participating in thinking and discussing ideas while making meaning for themselves. And the professor, instead of being the "sage on the stage," functions as a "guide on the side," facilitating learning in less directive ways. References: King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41, 30-35.

Considering the major changes and shifts in educational needs of today's society, the need for a new paradigm of education has emerged. This new paradigm of education requires a major change in the role of teachers from being the sage on the stage to a guide on the side, facilitating learning in less directive ways. References: King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41, 30-35.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

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Item 6

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

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The concept of systems is really quite simple. The basic idea is that a system has parts that fit together to make a whole; but where it gets complicated - and interesting - is how those parts are connected or related to each other. There are many kinds of systems: government systems, health systems, military systems, business systems, and educational systems, to name a few. References: Frick, T. (1991). Restructuring education through technology.Bloomington, IN: Phi Delta Kappa Educational Foundation.

Systems, including both business systems, and educational systems, are actually very simple. The main idea is that systems have parts that fit together to make a whole. What is interesting is how those parts are connected together.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

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Item 7

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

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Student Version

Teacher's professional use of technology involves preparation for various classroom activities; such as, preparing instructional materials, material, communicating or collaborating with peers, students and their parents, locating digital resources, and creating lesson plans. When technology is used for instructional delivery, the teacher or students can use it. Teachers can present instruction by means of a projector or students may use computer-assisted learning applications such as drill and practice, tut-orials, and simulations. technology as a tool, involves student use of basic software applications to extend their abilities to solve problems, create products, or communicate and share their perspectives with each other. References: Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology Research and Development, 58(2), 137-154.

Technology offers a variety of rich opportunities available to teachers and students. According to Inan and Lowther (2010), there are three main purposes to use technology in schools: (a) technology for teachers to prepare instructional activities, plans, materials, and resources; (b) technology for instructional delivery for teachers and students; (c) technology as a learning tool for both teachers and students. Although technology provides a number of advantages for teaching and learning, teachers who try to integrate technology in their classrooms have encountered many obstacles that hinder potential benefits of use of technology.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

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Item 8

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

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While solitary negative reactions or unjustified suggestions for change have the potential to dissipate discourse rather than build it, the pattern analysis shows that the anonymous condition seemed to provide a safe explorative space for learners to try out more reasons for their multiple solutions. Teachers will rarely give anonymous feedback, but the experience of giving anonymous feedback may open a social space where learners can try out the reasons for their suggestions. References: Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1), 89-112.

It is clear that "solitary negative reactions or unjustified suggestions for change have the potential to dissipate discourse" (Howard, Barrett, & Frick, 2010, p. 103). However, anonymity may give learners a context in which they can try providing solutions that are more thoroughly supported by an accompanying rational (Howard, Barrett, & Frick, 2010). Clearly, the positive and negative consequences that anonymity has on peer feedback must be considered. References: Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1), 89-112.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

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Item 9

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

Original Source Material

Student Version

The concept of systems is really quite simple. The basic idea is that a system has parts that fit together to make a whole; but where it gets complicated - and interesting - is how those parts are connected or related to each other. There are many kinds of systems: government systems, health systems, military systems, business systems, and educational systems, to name a few. References: Frick, T. (1991). Restructuring education through technology.Bloomington, IN: Phi Delta Kappa Educational Foundation.

The fundamental idea of systems, such as corporations and schools, is actually very simple. Each system has components which interact. What is important is how those components are connected together. References: Frick, T. (1991). Restructuring education through technology.Bloomington, IN: Phi Delta Kappa Educational Foundation.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

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Item 10

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

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Student Version

Suppose you study a group of successful companies and you find that they emphasize customer focus, or quality improvement, or empowerment; how do you know that you haven't merely discovered the management practice equivalent of having buildings? How do you know that you've discovered something that distinguishes the successful companies from other companies? You don't know. You can't know--not unless you have a control set, a comparison group. References: Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.

Attributes of rigorous research can be shared across subjects of study. For example, Collins and Porras (2002) highlight the importance of having a control group when comparing companies in any effort to identify what specific company characteristics are able to distinguish the successful from the ordinary. References: Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.

Which of the following is true for the Student Version above?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism