Information and

Communication Technology
Self-Directed Learning

Metacognitive Learners
Critical Reflection

an umbrella term that refers to all technology that

supports the manipulation and communication of
information

any increase in knowledge, skills, accomplishment, or

personal development that an individual selects and
brings about his/her own efforts using any methods in any
circumstance at any time; ability to set personal learning
goals, take action to meet those goals, and evaluate the
effectiveness of the learning process and learning
outcomes
learners who think about their thinking and apply
strategies to regulate and oversee their learning
trying to understand different perspectives and using that
understanding to set goals for future behavior or learning

Assessment Portfolios

a collection of artifacts used to assess student learning;

an authentic representation of student learning

Authentic Instruction

real-world issues and authentic problems, which facilitate

and inspire student learning and creativity

Scaffolds

external supports for learning or solving problems

Lexiles

a scale that matches the difficulty of reading material to

student ability

Directed Instruction

comprises instructional methods that present learners

with the content to be learned, followed by multiple
opportunities to practice or apply the content so as to
ensure mastery of the information
statements that describe what the learner will be able to
do following the instruction

Objectives

Tutor
Support for Conversation
Blended Learning
Rubrics
Differentiated Instruction
Learning Profile
Response-to-Intervention
Individualized Education
Program
Performance Task
Culturally Responsive
Teacher

the use software to explicitly teach or provide practice

with a specific body of content
when technology is used in such a way that it contributes
to conversations among learners, and thus facilitates
group and community learning
learning activities in which part of the instruction is
provided online and other aspects are provided in the
classroom
help students understand what is expected in a final
product, usually describing varied levels of performance
purposefully designing instruction to accommodate the
known needs of ones students and providing them with
different content, strategies, and means of demonstrating
the desired learning goals
a description of a students abilities, interests, learning
preferences, and other relevant information that can
impact learning
framework that uses diagnostic and progress-monitoring
assessments to help group students for instructional
interventions of varied intensity and types
an individualized plan for a student with disabilities that
describes the measures teachers must take to
accommodate the learning need of the student

a type of performance-based assessment that requires

students to do the subject in question, often through
open-ended problems in an authentic context
understands and capitalizes on the unique cultural
attributes and experiences of students to promote
student achievement