Which two criteria are important in evaluating the quality of instruction in a computer education class?

The importance of promoting critical thinking and incorporating cross-disciplinary content in a computer education class lies in their impact on student engagement and comprehension. When a teacher encourages critical thinking, they empower students to analyze, evaluate, and create solutions rather than just consume information. This deepens understanding and enhances their problem-solving skills, which are essential in a technology-driven world.

Cross-disciplinary content enriches the learning experience by connecting computer education to other subjects, making lessons more relevant and interesting. It allows students to see the practical applications of technology in various fields, enhancing their ability to integrate knowledge from different domains. This approach prepares students to apply their skills flexibly, a key competency in both academic and professional settings.

The other options, while valuable in their own right, do not directly focus on the cognitive and integrative aspects of learning that are crucial for high-quality instruction in a computer education context. The use of varied materials and group work can support learning but is not as critical as fostering higher-order thinking and interdisciplinary connections. A technologically advanced classroom or access to modern devices may enhance the learning environment, but these factors alone do not ensure that the instruction itself meets high-quality educational standards.