Old Testament Character Sketch Bible Study Instructions

General Instructions: 

For this assignment, you will be studying the life of one of the characters from Courageous Faith or a character related to their story. You will seek to discover what can be learned from the character you have selected when you purposefully study his or her life using the technique of observation, interpretation, correlation, and application. Rather than using the typical research paper format, this character sketch Bible study will be completed by using a template developed from Chapter 36 of Everyday Bible Study.

Specific Instructions:

1. The assignment must be completed using the provided template.

2. You must choose a major character covered in the individual chapters of Courageous Faith textbook. Thus, you must select a character from this list: Abraham, Jacob, Joseph, Moses, Joshua, Gideon, Jephthah, Samson, Boaz, David, Jonathan, Daniel, and Nehemiah. Additionally, the following characters are related to people covered in Courageous Faith and are also permisable for study: Sarah, Isaac, Caleb, Deborah, Ruth, Saul (the first king of Israel), Solomon, Ezra, and Esther.

3. For major characters with numerous Scripture passages (i.e. Abraham, Moses, and David) you do not need to use or reference every Scripture in the Bible related to your character. However, all of the important and prominent passages related to his or her life should be addressed in your assignment.

4. Any references used to complete this character sketch Bible study must be cited. You may do this parenthetically by using the following type of citation: (Hulshof, p. 235).

5. If references are used, a Works Cited or References page must be provided using the following format:

Hulshof, Chris H. Greatness and The Detroit Red Wings: Why the Winged Wheel is the Greatest Hockey Team on the Planet. Detroit: Motor City Press, 1926.

Example:

Character Sketch Bible Study

Section: BIBL 104 –____

I. Observation

Step One[HCH(SoDI1] : For this character-sketch Bible study I will be studying: Stephen

Step Two[HCH(SoDI2] : Identify and list all the Bible passages on the person. You may find it helpful to use a Bible dictionary, Bible handbook, or a study Bible. Remember that some Old Testament characters are mentioned in the New Testament.

Bible (NLT)

· Acts 6:3 – 8:2

· Acts 11:19

· Acts 22:20

Holman Illustrated Bible Dictionary

· Acts 6:1-7

· Acts 6:10

· Acts 6:12 – 7:53

· Acts 8:1

Easton’s Illustrated Bible Dictionary

· Acts 6

· Acts 7:60

· Acts 8:2

· Acts 22:19-20

Step Three[HCH(SoDI3] : Read through each passage, making general observations based on first impressions. List (in complete sentences) at least 10 general observations from the Bible passages on your character.

1. Stephen was selected by the disciples to be a leader in the church. (Acts 6:5)

2. Stephen was known for his godly character. (Acts 6:3, 5, & 8)

3. Stephen was one of 7 men selected by the disciples to “wait on tables.” (Acts 6:2 & 5)

4. Stephen performed miracles. (Acts 6:8)

5. Stephen spoke with wisdom and by the Spirit. (Acts 6:10)

6. Stephen was personally opposed by people from the synagogue. (Acts 6:9)

7. Stephen was falsely accused by these people when they could not counter his teaching. (Acts 6:11)

8. Stephen was brought before the Sanhedrin in order to give account for what he was accused of teaching. (Acts 6:12)

9. Stephen’s speech before the Sanhedrin reflected his understanding of the Israelite history (Acts 7: 2-53)

10. The religious leaders were enraged at Stephen’s teaching on Israelite history and the way it implicated them. (Acts 7:54-57)

11. The religious leaders stoned Stephen (Acts 7:58)

12. Saul was at the stoning of Stephen and collected the coats of the men who stoned Stephen (Acts 7:58, Acts 8:1)

13. Paul (previously called Saul) mentions that he was in complete agreement with those who killed Stephen, that he stood by, and kept the coats they took off when they stoned him. Despite this, God called him to be a follower (Acts 22:20-21)

14. Stephen prayed for the forgiveness of the men who were executing him. (Acts 7:60)

15. The death of Stephen and the persecution of the church caused believers to scatter. (Acts 8:1)

16. Some devout men gathered up Stephen’s body and buried him. (Acts 8:2)

17. As a result of Stephen’s death and the persecution of the church, believers scattered to places as far away as Phoenicia, Cyprus, and Antioch of Syria where they preached the word of God. However, they only preached to the Jews. (Acts 11:19)

Step Four: Ask the key questions and observe other structural or grammatical elements.

Observations related to “Who[HCH(SoDI4] ?”

Stephen was one of the seven leaders selected to “wait tables” in order to ease the burden of activity on the disciples. The other seven men who were chosen were Philip, Procorus, Nicanor, Timon, Parmenas, and Nicolas of Antioch (an earlier convert to the Jewish faith). Stephen’s ministry also included teaching and performing miracles. This created a conflict and debate with Jews from Cyrene, Alexandria, Cilicia, and the province of Asia. These men were from the Synagogue of Freed Slaves. As a result of this conflict, Stephen was brought to the Sanhedrin. In front of the High Priests Stephen taught from Israelite history connecting the stories of Abraham, Isaac, Jacob, Joseph, Moses and the Israelites to Jesus Christ. His teaching resulted in the religious leaders stoning Stephen while Saul (later named Paul) agreed to this killing.

Observations related to “What[HCH(SoDI5] ?”

There are several “what” observations that can be made in the life of Stephen.

What led to the selection of the seven men (incuding Stephen) in Acts 6:2-4? A disagreement arose between Greek-speaking and Hebrew-speaking believers as to the care their widows were receiving.

What was the result of the selection of these seven men? With these seven men selected, the disciples where able to spend their time in prayer and teaching the Word (Acts 6:2 & 4).

What is the Sanhedrin? According to the Holman Illustrated Bible Dictionary the Sanhedrin is the “highest Jewish council in the first century. The council had 71 members and was presided over by the high priest. The Sanhedrin included both of the main Jewish parties among its membership. Since the high priest presided, the Sadducean priestly party seems to have predominated, but some leading Pharisees also were members.”

What is significant about Stephen’s speech to the Sanhedrin? Stephen’s speech to the Sanhedrin highlights how God was at work in Israel to bring the events and circumstances of her past to fulfillment in Jesus Christ. He understood the stories of the Old Testament as leading to and pointing to Jesus Christ.

Observations related to “Where[HCH(SoDI6] ?”

A first important “where’s” in the life of Stephen is the “where” that led to his selection of seven men to lead in the church. At Jerusalem, there was a conflict between the Greek-speaking believers and Hebrew-speaking believers that required the selection of 7 men to make sure that all widows were cared for properly. A second important “where” in the life of Stephen deals with the location of the men that led to him being brought before the Sanhedrin. These men were from Cyrene, Alexandria, Cilicia, and the province of Asia. Thus, they were not from Jerusalem but from out of town. A third important “where” in the life of Stephen highlights the result of the persecution that started with his killing. After Stephen’s death, all the believers (except the apostles) were scattered through the regions of Judea and Samaria. Stephen’s death caused the church to scatter.

Observations related to “When[HCH(SoDI7] ?”

The events of Stephen’s life take place early on in the history of the church. Thus, they take place after the ascension of Jesus Christ and the coming of the Holy Spirit but before the start of the persecution of the church.

Observations related to “Why[HCH(SoDI8] ?”

There are three notable “why” questions that are answered through the life of Stephen in Acts 6-8. A primary question of why is, “Why did the early Christians spread out from Jerusalem?” The early Christ-followers spread out from Jerusalem because the killing of Stephen caused them to scatter Judea and Samaria (Acts 8:1). Another important why question deals with the selection of the seven to care for the widows. Why were these seven selected and singled out by the disciples to lead this new ministry? These seven men were selected because they were “well respected and full of the Spirit and wisdom” (Acts 6:3). A third why question addresses why Stephen was brought before the high priest and the Sanhedrin. Stephen was brought before the high priest and Sanhedrin because men from the Synagogue of the Freed Slaves could not “stand against the wisdom and the Spirit with which Stephen spoke” and “they persuaded some men to lie about Stephen” (Acts 6:10-11).

Step Five[HCH(SoDI9] : Construct a timeline that details the life of your Bible personality.

1. Stephen was selected to be a leader in the church.

2. Stephen teaches and performs miracles.

3. Stephen’s ministry leads to a conflict with Jews from out of town.

4. Stephen is falsely accused by these men and is brought before the Sanhedrin.

5. Stephen is stoned as a result of his testimory before the Sanhedrin.

6. Saul (later Paul) is a witness to the death of Stephen

7. The death of Stephen and the persecution of the church causes the church to scatter.

II. Interpretation[HCH(SoDI10]

Step Six: Determine what Biblical wisdom can be gained from this character. Carefully look through your general observations based on your first impressions, your deeper study, and your timeline. What biblical wisdom can you gather about your character? Write out five elements of Biblical wisdom that can be understood from your character. Provide a concise explanation of each of these elements.

A. Knowledge of the Scriptures

Stephen’s life is a demonstration of the kind of knowledge that Christians should have of God’s Word. In the two primary chapters that record his life, there is a diligent and concerted use of the Scriptures. First, his debate with those from the synagogue would seem to imply that he had such a command of the Scriptures that these men were unable to respond to him. Thus, they resorted to lies and falls accusations in order to deal with him. Second, Stephen’s knowledge and skillful use of the Old Testament is on display in how he responds to the High Priests in the Sanhedrin. He is so familiar with the Scriptures and deft at using them that they resort to killing him as the means to shut him up.

B. Boldness

Stephen was bold in his proclamation of the Gospel message. This boldness is evident in the way he debated the men from the Synagogue of Freed Slaves. Even when the boldness led to lies and accusation about what he was claiming, Stephen continued to courageously proclaim the Gospel message. Stephen’s boldness was also evident in his presentation before the High Priests. Facing leaders of the Sanhedrin, he did not back down or temper his message. He fearlessly connected the stories of the Old Testament to the person and work of Jesus Christ.

C. Wisdom

Stephen is listed as a man of wisdom (Acts 6:3). Biblically wisdom carries with it the idea of skill (Exodus 28:3). It is the skill and ability to make excellent choices in life so that these choices honor God and benefit others. As a man of wisdom, Stephen’s life demonstrated that wisdom. It is tempting to think of Stephen’s wisdom in terms of knowledge due to the command he had of the Scriptures. However, it is more than just knowledge that is evident in Stephen’s life. He has the skill to use that knowledge in a way that persuasively communicates the Gospel and the redemptive work of Jesus Christ.

D. Spirit empowered ministry

Stephen is empowered by the spirit to minister in the early church. This ministry involved caring for widows, teaching, leading with wisdom, and performing signs and wonders. It would be easy to mistake Stephen’s success with human skills and abilities. However, this fails to account for the fact that Stephen was “full of the Spirit” (Acts 6:3). Consequently, Stephen’s ministry bears the marks of one whose life is full of and led by the Spirit. This impacted how he handled things like the task of caring for widows or the task of proclaiming Christ to the high priest.

E. “Full of…”

Acts 6:3, 6:5, and 6:8 describe Stephen as being “full of” certainly qualities. In Acts 6:3 he is described as being “full of the Spirit and wisdom.” In Acts 6:5 he is described as being “full of faith and the Holy Spirit.” Finally, in Acts 6:8 Stephen is described as being “full of God’s grace and power.” These three sets of “full of” descriptions paint the picture of a person whose life was maximally full of faith, grace, power, wisdom, and the Holy Spirit. He was not a 50/50 person. He was “all in” as a follower of God, In this commitment we see a follower of God who is described as being “full” of faith, grace, power, wisdom, and the Holy Spirit.

III. Correlation[HCH(SoDI11]

Step Seven: Ask, “How does this character’s life reflect other truths found in the Scriptures?” List and explain 3 truths from this person’s life that fit within the entire Bible. Your explanation must note how these truths fit the framework of God’s Word.

A. Followes of God are concern for the overlooked.

Stephen’s ministry involved concern for those who were being overlooked. Specifically, the selection of the seven is tied to a controversy between the Greek-speaking followers of Christ and the Hebrew-speaking followers of Christ over the care of their widows. It was the role of the seven to make sure that regardless of nationality, no followers of Christ were properly looked after. This is a common theme in the prophetic literature. Both the Major and Minor Prophets speak of care for the widows, orphans, and the oppressed. As such passages like Isaiah 1:23, 10:1-2 and Jeremiah 7:4-16 point out how Israel had failed to keep the same priority that God has in His care for the widows, the orphans, and the poor. Later on James would highlight the importance of this type of care for the overlooked as “pure and genuine religion in the sight of God” (James 1:27).

B. Followers of God can expect persecution and trials

The Old Testament and New Testament are full of example of people who suffered because they followed God. This is evident in the persection of the Israelites in Egypt. In the ministry of the prophets like Elijah, Elisha, and Jeremiah. Jesus Christ prepares his disciples to face persecution in John 15. The early church is filled with examples of persecution. Stephen is but one example of this. Later on, Paul would also list his numerous trials and persecutions. These include things like beatings, stonings, and shipwrecks (2 Corinthians 11:23-27).

C. Followers of God should be people of forgiveness

Stephen, like Jesus exampled what it means to be a person of forgiveness. Yet, these are not the only two examples of this kind of forgiveness in Scripture. David demonstrated continual forgivenss of King Saul as he was being pursued by Israel’s leader. On two occasions he had the opportunity to take Saul’s life but he refused to return the evil that Saul was conspiring against him with his own evil actions. Instead of killing Saul, David spared his life. The story of the prophet Hosea is another story of forgiveness. Further this story was used as an illustration to demonstrate the depth of forgiveness God has for his unfaithful followers.

Step Eight[HCH(SoDI12] : Ask, “How does this character’s life point me to Jesus?” List and explain 3 ways the life of your character can point to the person and work of Jesus Christ.

A. Like Jesus, Stephen was falsely accused by men who saught his destruction.

Jesus said in John 15:20-21, “Remember what I told you: ‘A servant is not greater than his master.’ If they persecuted me, they will persecute you also. If they obeyed my teaching, they will obey yours also. They will treat you this way because of my name, for they do not know the one who sent me.” We see these words of Jesus fulfilled in the life of Stephen. He was persecuted in the same way Jesus was. Stephen’s teaching was rejected just as Jesus’ teaching was rejected. As Jesus, declares, followers of Jesus like Stephen will be persecuted on account of the rejection of God.

B. Like Jesus, Stephen demonstrated love and concern for his accusers and

executioners.

At his crucifixion, Jesus said, “Father, forgive them, for they don’t know what they are doing” (Luke 23:34). At his stoning, Stephen fell to his knees and shouted, “Lord, don’t charge them with this sin” (Acts 7:60)! In Stephen’s death, he models the kind of forgiveness and mercy that Christ exampled in His death.

C. Like Jesus, Stephen understood the history of the Israelites (or the Old

Testament Scriptures) in light of Jesus Christ.

In Luke 24:13-35, the resurrected Jesus Christ meets two disciples who do not recognize him. Jesus begins to have a conversation with these two men about recent events as they related to his death and resurrection. Yet, these men still do not know that they are travelling with Jesus. Luke writes of this encounter, “Then Jesus took them through the writings of Moses and all the prophets, explaining from all the Scriptures the things concerning himself” (Luke 24:27). Jesus interpreted the Old Testament with an understanding that it pointed to and revealed himself. Similarly, in his speech to the High Priests, Stephen walks through the Old Testament or the history of Israel and reveals how it points to Jesus Christ. Both Jesus and Stephen understood the Old Testament in the same manner.

IV. Application[HCH(SoDI13]

Step Nine: What points of application can be made using the Four Common Questions? List and explain 1 point of application for each of the Four Common Questions.

A. The question of duty

Stephen was instructed to “wait on tables.” This duty was ministering to others so that that widows who were getting overlooked would not be treated inequitably. Thus, he had a duty to bring justice to those who were being neglected. Stephen also taught and perfomed miracles. In these activities he performed the duty of proclaiming the good news of the Gospel of Jesus Christ. As Christians, we must be about both of these duties as well. We should be people who persue justice for those who are overlooked, oppressed, and mistreated. Christians also ought to be people who regularly speak the Gospel through their actions and words. This is a duty that must be fulfilled even if it costs us our life, as it did Stephen.

B. The question of character

Stephen’s character is clearly on display in these passages in Acts. One reason he is selected for service is because of the obvious character qualities he possesses. Second, his character is evidences in his unflinching ability to boldy proclaim the message of the Gospel in front of people who were opposed to him. Third, rather than pray for vengeance of God as he was being killed by his oppressors, Stephen asks God that he forgive those who are murdering him. Christians should also display this type of character. Their godly character should be evident to all, they should have the kind of character that will stand up for the message of the Gospel despite opposition, and they should be gracefully forgiving even in the most dire of circumstances.

C. The question of cause

Stephen’s life was one that was clearly lived for the cause of service to others and service to Christ. He served others by helping to insure that the widows who had needs within the church were being properly looked after. He served Christ by faithfully proclaiming the Gospel. As believers, we ought to be motivated by the same two causes. We out to seek out practical ways we can serve others. We also ought to remain faithful in our service to God by unswervingly and boldly proclaiming the Gospel.

D. The question of discernment

Stephen’s masterful use of Israelite history represents one who is able to see how God is at work to bring the events and circumstances of life to the redeeming work of Jesus Christ. He discerned that these stories were markers that pointed forward to Jesus Christ. Conversely, the High Priests made no such discerning observation. In life we can make or miss this type of discernments. We can see the events of our life as a random set of circumstances with little meaning or purpose or we can see them as God’s good hand of providence working in our life to further His plan of redemption. Discernment means that I look at life differently. I see it in light of the redemption provided at the cross and in light of the purposeful plan of God.

References

New Living Translation. Tyndale House Publishers Inc., 2004.

Holman Illustrated Bible Dictionary. B&H Publishing Group, 2003.

Easton’s Illustrated Bible Dictionary. WORDsearch Corp., 2008.

 

[HCH(SoDI1]Please note you cannot chose a character from the New Testament. You must choose one of the characters already designated in the assignment instructions. The acceptable characters for study are from Courageous Faith or personalities related to their story. The character of Stephen was selected simply to prevent any possible overlap between the preselected characters for this assignment and the character used in this example.

 

[HCH(SoDI2]In this step you should seek to identify all of the major/important passages related to your character. It is not necessary to copy and paste the verses. You simply need to provide the references. You should also consult at least one other source (several are provided free through myWSB) in order to build a “database” of information on your character.

 

[HCH(SoDI3]In this step you are listing the things you have read in the Scriptures about your character. You are simply stating the facts recorded in the Scripture about your character. You should not be trying to interpret, analyze, or comment on the facts. Remember, you are answering the question, “What do I see?”

 

[HCH(SoDI4]Who are the “who’s” of your passage? This section should identify the crucial people connected to your character. Remember these are observations and not interpretation or application. Just state the facts.

 

[HCH(SoDI5]In this section you are looking for the action moments in the life of your character. What events or circumstances have shaped his or her life? In this section pay attention to key ideas or key events. Sometimes theological terms will also lead to uncovering an important “what” in a passage. Grammatically, pay attention to important words (verbs, figures of speech, etc) in order to help identify a crucial “whats” in the life of the character you are studying.

 

[HCH(SoDI6]Here is where you will list all of the places of importance as they relate to your character. Once again, these are observations only. If I were to say something like, “the spreading of the church fits with the framework of the Great Commission” I have moved from observation to interpretation. This is not what you should be doing here.

 

[HCH(SoDI7]This section should give any markers of time that can be discerned as it relates to the life of your character. At minimum, you should be able to place the life of your character within the framework of the stories in Scripture. You may chosose to identify dates and times through further research but this is not required.

 

[HCH(SoDI8]What “why” questions are answered in the passages related to your character? This is not a step of speculation. You should not be guessing based on something in the passages you are studying. A true “why” question is answered in the passages you are studying. It is not something subjective that you decide but something objective that is evident in the passages. Don’t make stuff up. A real and true why question will be answered in the verses you are studying.

 

[HCH(SoDI9]In this section you should create an orderly recounting of your characters life as it is recorded in Scripture. It is not necessary to include dates and years. You simply want to arrange/order the events of their life.

 

[HCH(SoDI10]In this section you will move from just noting the facts (observation) to asking “What does it mean?” Here you will look back at your observations and begin to make some interpretive conclusions based on the factual things you observed about your character.

 

[HCH(SoDI11]For this section, you are trying to identify three common themes, ideas, topics, or characteristics that are found throughough Scripture. Keep in mind you want to identify only these elements that fit within the framework of the whole Bible rather than another singular reference to your theme, idea, topic, or characteristic.

 

[HCH(SoDI12]In this section, consider all that you know about the person, work, and ministry of Jesus Christ. How does your Old Testament character point forward to Christ. Consider if there are historical-redemptive elements in their story that direct you to Jesus Christ. Consider if there are verses in their story that are later used by Christ to speak of himself. Consider if there are specific prophecies that speak about a coming messiah/king/deliverer that may connect your character to Jesus Christ. In general, you are seeking to identify a Gospel (Good News) connection between your character and Jesus Christ.

 

[HCH(SoDI13]In this section you want to answer the question, “How will I respond?” The answers here should reflect personal and releveant responses to the Scripture/character you have studied. Good answers to the four questions of application are not so general that they apply to any passage of Scripture. Rather, they are specific enough that their connection to your passage and character are clear and obvious.

Mr. Minski, a high school physics teacher, has been using a learning software package for the last several years.

As Mr. Minski considers possible use of this software for the next school year, which action would most immediately show his willingness to stay abreast of current trends in school technology?

Determining the cost of licensing the current software for next year

Checking what software teachers in other school districts are using

Compiling a list of strengths and weaknesses of the software he is currently using in his classroom

 

Mr. Silko, a middle school volleyball coach, has stored an older smartphone at home since he upgraded last year. His community is sponsoring an electronics recycling event, and he is considering donating the phone. He occasionally used the phone to text and e-mail with student athletes, however, so he wonders whether giving away the phone could cause problems.

Which of the following next steps best aligns with Mr. Silko’s responsibilities as a professional educator?

Conducting an Internet search to find out whether old texts and e-mails can be retrieved from a phone once it has been recycled

Consulting the school’s information technology expert for recommendations on how to maintain the confidentiality of student information on the old phone

Requesting that his personal data on the old phone be wiped when he donates it at the recycling event

Questions Answered correctly:

Question 1 of 12

Mr. Minski, a high school physics teacher, has been using a learning software package for the last several years.

 

As Mr. Minski considers possible use of this software for the next school year, which action would most immediately show his willingness to stay abreast of current trends in school technology?

Determining the cost of licensing the current software for next year

Checking what software teachers in other school districts are using

Compiling a list of strengths and weaknesses of the software he is currently using in his classroom

Correct Answer:

Checking what software teachers in other school districts are using

Question 2 of 12

Mr. Silko, a middle school volleyball coach, has stored an older smartphone at home since he upgraded last year. His community is sponsoring an electronics recycling event, and he is considering donating the phone. He occasionally used the phone to text and e-mail with student athletes, however, so he wonders whether giving away the phone could cause problems.

 

Which of the following next steps best aligns with Mr. Silko’s responsibilities as a professional educator?

Conducting an Internet search to find out whether old texts and e-mails can be retrieved from a phone once it has been recycled

Consulting the school’s information technology expert for recommendations on how to maintain the confidentiality of student information on the old phone

Requesting that his personal data on the old phone be wiped when he donates it at the recycling event

Question 3 of 12

Ms. Ivanov, a grade school teacher, receives a message forwarded to her work e-mail account by a colleague. When Ms. Ivanov opens the message, she sees that it contains racist slurs and caricatures.

 

In determining how to respond to this incident, which of the following principles for professional educators is most important for Ms. Ivanov to consider?

The obligation to ensure that the rights to privacy of colleagues and students are not infringed upon

The duty to address disagreements with colleagues in a discreet and respectful manner

The need to identify, address, and report inappropriate materials and images

Question 4 of 12

Which of the following uses of electronic communications technology best exemplifies an educator’s failure to maintain a separation between his or her personal and professional lives?

Sharing vacation photos with department staff over school e-mail

Sending a virtual birthday card to a colleague over school e-mail

Complaining about a school policy to a colleague over personal e-mail

Question 5 of 12

Ms. Clark, the school psychologist, receives medical records for the school’s new student via e-mail. She is surprised to see that the new student has been diagnosed with the same rare condition as her friend’s son who attends a different school.

 

Which of the following choices poses the greatest risk to principles governing handling of electronic student records?

Ms. Clark e-mails her friend to tell her about the new student and gives her his mother’s phone number so that they can set up a playdate for the two children to bond.

Ms. Clark makes note of the student’s diagnosis in her own secure record-keeping system.

Ms. Clark reaches out to the new student’s parents to let them know that she is familiar with their child’s condition and sets up a meeting with them and their child before the child’s first day of school.

Question 6 of 12

To illustrate a point about user-interface design, the computer club instructor, Dr. Clayfin, briefly showed a view of her e-mail in-box on the classroom display. Dr. Clayfin didn’t notice that a couple of students in the room became intrigued by the name and the gaming-related avatar of one her e-mail contacts. Later, the students used the information to look up the individual online and began contacting the person.

 

Which of the following ethical principles did Dr. Clayfin’s actions most clearly put at risk?

Ensuring that the rights of third parties are not violated via the use of technologies

Being vigilant in identifying, addressing, and reporting inappropriate materials/images in electronic or other forms

Promoting technological applications that are appropriate for students’ individual needs

Correct Answer:

Ensuring that the rights of third parties are not violated via the use of technologies

Question 7 of 12

Ms. Nikos and Mr. Kowalski, who are sixth-grade math teachers, are talking in the teachers’ lounge. Ms. Nikos tells Mr. Kowalski that she has come across a Web site that provides an online fractions calculator for users. Ms. Nikos mentions that she is thinking about using the site during class as a learning tool.

 

Mr. Kowalski can best honor the principle of respecting intellectual property by reminding Ms. Nikos to check whether

using calculators could impede students’ learning of core concepts

such free use of the Web site has been licensed by the site owner

the Web site displays ads that may be inappropriate for students

Correct Answer:

such free use of the Web site has been licensed by the site owner

Question 8 of 12

Which of the following actions by a school principal most directly promotes the use of technology to enhance the learning process?

Encouraging teachers to attend a professional development workshop on creating tablet-based lessons

Reviewing guidelines for maintaining the confidentiality of electronic student records during a staff meeting

Establishing a clear school policy for acceptable online communication between teachers and students

Question 9 of 12

Ms. Langston is a popular teacher at Norton High. Tom, a student in her honors English class, learns her phone number by peeking at papers on her desk and sends her a text message about a homework assignment. Ms. Langston does not reply. The next day Tom asks why she “coldly ignored” a question about a homework assignment.

 

Ms. Langston’s choice not to reply to the text message shows that she is aware that

she should not communicate with students through an unmonitored technology

Tom is trying to bait her into giving away answers to homework assignments

students should not, under any circumstances, text a teacher

Question 10 of 12

A fifth-grade science teacher, Darnell Mathis, has noticed that one of his students, Aaron, uses a popular photo editor on his smartphone to make humorous alterations to photographs of other students. Aaron adds cartoon noses, hats, beards, and other images to the photos. Other students enjoy seeing these images. Although the behavior does not disrupt class, Mr. Mathis carefully monitors Aaron’s photo editing activities and their effects on other students.

 

Mr. Mathis’ actions are most clearly aligned with which of the following ethical principles for educators?

Be vigilant in identifying, addressing, and reporting inappropriate images in electronic form.

Understand how to recognize and prevent plagiarism by students and educators.

Stay abreast of current trends and uses of school technology.

Question 11 of 12

Mr. Zhang, a high school math teacher, has heard one of his students, John, talking about illegal drugs with friends. At the end of a class period, Mr. Zhang finds that John accidentally left his phone in the classroom. Mr. Zhang searches through John’s social network site profiles for evidence that John is using illegal drugs.

 

Which of the following ethical obligations of professional educators is put at risk by Mr. Zhang’s actions?

The duty to prevent students from using illicit substances on campus

The need to respect students’ privacy on social media

The responsibility to prevent students from being exposed to harmful ideas or images

Question 12 of 12

Ms. Kline is the principal at a middle school. The parents of Ms. Kline’s student Kate meet with Ms. Kline to express their concern that Kate is being bullied on social media by her classmate Sally. Kate’s parents tell Ms. Kline that Kate feels unsafe in her classroom, and they show Ms. Kline screenshots of bullying comments that Sally has made to Kate. When Ms. Kline meets with Sally to discuss the bullying, Sally says that Ms. Kline can’t do anything about it because it did not happen at school.

 

Sally’s response demonstrates that she is not aware that

Ms. Kline is responsible for monitoring all of her students’ social media activities

Ms. Kline has an obligation to address online bullying that is affecting Sally’s life at school

Ms. Kline was once bullied as a child, so she takes bullying very seriously