Question

Item 1 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 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. 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. 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. Which of the following is true for the Student Version above? O Word-for-Word plagiarism O Paraphrasing plagiarism This is not plagiarism

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. Original Source Material Student Version If learners are new to critique, we see anonymity as a scaffold to generating critical feedback. Learners can practice giving feedback knowing they are not vulnerable to social repercussions. Less than perfect expressions, unwarranted negative reactions, and fruitless ideas are bound to be part of novice feedback, but teachers hope to create learning configurations that support both the giver and the receiver of feedback, especially if the commenters are novices. If providing peer feedback is a skill to be learned then perhaps it is advisable to give learners opportunities to practice giving feedback knowing they are not vulnerable to social repercussions. In this way, anonymity can act "as a scaffold to generating critical feedback" (Howard, Barrett, & Frick, 2010, p. 104). 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. 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? O Word-for-Word plagiarism Paraphrasing plagiarism This is not plagiarism

Item 3 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 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. In their study of anonymity in an online peer feedback activity, the authors found that, under conditions of anonymity, learners seemed more inclined to provide reasons to back up their suggestions (Howard, Barrett, & Frick, 2010). Getting both suggestions and the reasons for the suggestions would be welcome in feedback I receive from peers or my instructors. Seeing the reasons would help me know that the suggestions have been thought through (even if I don't always agree with them). 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. 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? O Word-for-Word plagiarism O Paraphrasing plagiarism This is not plagiarism

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 Teachers should be guides or leaders. In the role of a guide, a teacher does less presenting of information, demonstrating and providing feedback. For example, in a Montessori school, most student learning occurs through interaction with a variety of class materials, rather than interaction with a teacher. A teacher is one who guides or leads. To guide does not necessarily mean to instruct directly. We often think of teaching as direct instruction (presenting information, asking questions, giving feedback, demonstrating some procedure, evaluating student progress, and so on). But a teacher can guide without instructing directly. A good example is the Montessori system of education. In a Montessori school, most of what a child learns is through interacting with a variety of curriculum materials in a particular context. A Montessori teacher does much less direct instruction than do teachers in traditional schools. 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? O Word-for-Word plagiarism O Paraphrasing plagiarism

Answer 1

Plagiarism - It is when we use other's work as our own, without giving proper credit to the original author. This has consequences. This can be either word-to word plagiarism and paraphrasing plagiarism. If we use the original text under quotation marks, use in-text citation or footnote citation and mention the source fully in the reference list, then it is not plagiarism.

Item 1 - Word to word plagiarism

Student has tried to paraphrase the content but used most of the original words without quotation marks. Though, he has also done in-text citation and mentioned the original source fully in the reference list, it is still plagiarism because of no quotation marks.

Item 2 - Paraphrasing plagiarism

Student has not used quotation marks in the first sentence. He should have used it there also. He has failed in his attempt, to paraphrase. To not count under plagiarism, the student should have paraphrased well.

Item 3 - This is not plagiarism

Student has paraphrased well, used in-text citations and given full original source in the references.

Item 4 - Paraphrasing plagiarism

Student has paraphrased the original content, but failed to provide in-text citations, foot notes and reference list.