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المپیاد > Integration Educational Technology- Chapter2 > Flashcards

Integration Educational Technology- Chapter2 Flashcards

1
Q

identify possible technology solutions

شناسایی راه حل های فناووری ممکن

A

فاز 1

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2
Q

assess teaching/learning needs/assets
ارزیابی نیاز ها و دستاوردها

A

فاز 1

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3
Q

implement the lesson
به کارگیری

A

فاز2

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4
Q

identify the relative advantage
شناسایی مزیت های نسبی

A

فاز 2

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5
Q

share outcomes with peer teachers.
به اشتراک گذاری پیامد ها

A

فاز 3

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6
Q

طراحی استراتژی

A

فاز 2

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7
Q

طراحی ارزیابی

A

فاز 2

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8
Q

Kamler & Comber

A

Turn-around pedagogy

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9
Q

چهار نظریه Directed Integration Models یا مدل ادغام جهت دار

A
  1. behaviorist
    2. information processing
    3. cognitive-behaviorist
    4. instructional design theories
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10
Q

cause-and-effect relationships

A

Behaviorist Theories

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11
Q

voluntary mental control

A

Behaviorist Theories

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12
Q

mastery learning

A

Benjamin Bloom used Skinner’s principles

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13
Q

programmed instruction

A

Skinner
was the most efficient means available for learning skills.

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14
Q

Drill and practice software

A

Skinner’s reinforcement

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15
Q

Tutorial software

A

programmed instruction

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16
Q

memorize important basic information

A

Drill and practice software

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17
Q

gives students an efficient path through concepts

A

Tutorial software

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18
Q

learning begins when information

A

is sensed through receptors
Model of memory and storage

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19
Q

encode and store newly learned information into LTM.

A

Drill and practice

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20
Q

prerequisite skills

A

learning hierarchies. سلسله مراتب
یادگیری))
Gagné

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21
Q
  1. Events of Instruction(( گام های آموزشی
A

► Cognitive-Behaviorist Theory
– Gagné

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22
Q

types of learningانواع یادگیری)

A

Cognitive-Behaviorist Theory
– Gagné

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23
Q
  1. learning hierarchies. سلسله مراتب یادگیری))
A

Cognitive-Behaviorist Theory
– Gagné

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24
Q

Nine Events of Instruction :

A

Gaining attention
2. Informing the learner of the objective
3. Stimulating recall of prerequisite learning
4. Presenting new material
5. Providing learning guidance
6. Eliciting performance
7. Providing feedback about correctness
8. Assessing performance
9. Enhancing retention and recall

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25
Q

systems approach to instructional design

A

1- stating goals and objectives
2- analyzing a task to decide on learning conditions
3- aligning assessment and instructional strategies with goals and objectives
4- creating materials that deliver strategies
5- testing and revising materials before finalizing them

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26
Q

Minimally guided instruction

A

ignores the fundamentals of human cognition and overloads working memory.

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27
Q

mastery learning approaches

A

Directed methods

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28
Q

monitoring and giving fast feedback on student progress

A

Computer-based instruction
in instructional system

29
Q

curriculum standards

A

objectivists

30
Q

► Social Activism Theory

A

Dewey

31
Q

central problem is combining them into a curriculum

A

Social Activism Theory

32
Q

deplored standardization

A

Social Activism Theory

33
Q

interdisciplinary curriculum

A

Social Activism for Education

34
Q

hands-on, experience-based learning

A

Social Activism for Education

35
Q

group projects

A

Social Activism for Technology Integration

36
Q

presentations

A

Social Activism for Technology Integration

37
Q

یادگیری جانشینی
vicarious learning

A

Social Cognitive Theory

38
Q

Bandura

A

Social Cognitive Theory

39
Q

modeled

A

Social Cognitive Theory

40
Q

Motivation

A

Social Cognitive Theory

41
Q

self-efficacy

A

Social Cognitive Theory

42
Q

self-concept

A

Social Cognitive Theory

43
Q

Vygotsky

A

Scaffolding Theories

44
Q

help of adults

A

Scaffolding Theorie

45
Q

culture

A

Scaffolding Theorie

46
Q

assistance

A

Scaffolding Theorie

47
Q

creative potential,

A

Scaffolding Theorie

48
Q

individual’s potential

A

Scaffolding Theorie

49
Q

help bring the student up

A

Scaffolding Theorie

50
Q

children’s personalities.

A

Scaffolding Theorie

51
Q

automaticity

A

Bloom
and
Gagné

52
Q

◊ Likert scale

A

degree of agreement or disagreement.
to assess
attitude outcomes

53
Q

◊ semantic differential

A

bipolar adjectives
to assess
attitude outcomes

54
Q

· why and how people adopt innovations

A

relative advantage

55
Q

Everett Rogers

A

relative advantage

56
Q

Hughes

A

RAT matrix

57
Q

® Technology support

A

گام 3
فاز1

58
Q

® Technology integration expertise

A

گام 3
فاز 1

59
Q

Step 5

A

Design Integration Strategies and
Determine Relative Advantage

60
Q

content approach

A

Step 5

61
Q

grouping approach

A

Step 5

62
Q

adequately to use

A

Step 5

63
Q

Step 6

A

Prepare the Instructional Environment and Implement the Lesson

64
Q

arranged

A

Step 6

65
Q

Access for students’ needs

A

Step 6

66
Q

® Privacy and safety issues

A

Step 6

67
Q

Classroom management

A

Step 6

68
Q

Supporting materials

A

Step 6

69
Q

technology resources work well

A

Step 6

المپیاد (6 decks)

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