QUIZ 1 Flashcards
1
Q
What is Technology?
A
“techne” and “logos”
2
Q
It is a body of knowledge devoted to creating tools, processing actions and extracting of materials.
A
Technology
3
Q
defined as the organized application
of knowledge to practical tasks by ordered
systems of people and machines.
according to
A
Technology
Ian Barbour
4
Q
According to him, by technology we typically mean the knowledge and instruments that humans use to accomplish the purposes of life.
A
Robert Friedel
5
Q
Technology in Education
A
Learning and interactivity of students increases using modern technology.
Transfer of knowledge becomes very easy and convenient, as well as effective.
Provides students with access to countless
online resources, encouraging them to
carry out research and therefore become
more independent.
6
Q
Learning and interactivity of students
increases using ________
A
modern technology
7
Q
It is based on the idea that all behaviors are acquired through conditioning, which is a process of reinforcement and punishment.
A
Behaviorism
8
Q
In behaviorism, the following are the
relevant educational technology which can
be used.
A
Drill-and-practice software
Gamified learning platforms with rewards for correct answers
Automated grading systems that provide instant feedback
9
Q
Drill-and-practice software
A
Behaviorism
10
Q
Gamified learning platforms with rewards for correct answers
A
Behaviorism
11
Q
asserts that learners play an active
role in information processing, and so there is a focus on developing areas such as knowledge, memory, thinking, and problem solving.
A
Cognitivism
12
Q
The best way for a teacher to approach using ________ in the classroom is to ask questions to help students refine their thinking and recognize where they may be wrong.
A
cognitivism
13
Q
Some great examples of
_________ in educational technology can be found in online games and reinforcement activities, such as sorting games, puzzles, and flashcards
A
cognitivism
14
Q
Cognitivism Applications in Educational Technology
A
Mind mapping tools
Interactive multimedia for visual, auditory, and textual engagement
Simulations and virtual labs to enhance understanding of complex concepts
15
Q
focuses on the active role of the learner in the process of learning.
A
Constructivism
16
Q
a derivative of cognitivism
A
Constructivism
17
Q
Learning is an active and “constructive process.” Learning in the classroom is evident when students are building knowledge by doing hands-on learning
A
Constructivism
18
Q
New information is link to prior knowledge; self-relevant education; making connections to their own experiences
A
Constructivism
19
Q
Examples include mind mapping, KWL charts, research projects, field trips, and collaborative class activities including discussion, peer critiquing, and sharing.
A
Constructivism Applications in Educational Technology
20
Q
using ________ enables a classroom to use online student-led collaborative opportunities without cost
A
Google Apps for Education
Constructivism Applications in Educational Technology
21
Q
People learn through observation, imitation, and modeling.
A
Social Learning Theory
22
Q
Providing video tutorials and demonstrations
Encouraging peer collaboration through social media and online communities
Creating role-playing simulations or virtual environments where learners observe and practice skills
A
Social Learning Theory Applications in Educational Technology
23
Q
those resources what teachers use to assist learners to meet the expectations for learning defined by curriculum.
A
TEACHING AND LEARNING RESOURCES
24
Q
TYPES OF TEACHING AND LEARNING RESOURCES
A
AUDIO TEACHING LEARNING RESOURCES
VISUAL TEACHING LEARNING RESOURCES
AUDIO-VISUAL TEACHING LEARNING RESOURCES
25
Those resources which involve the sense of hearing; radio, tape recorder, audio CD, gramophone etc.
AUDIO TEACHING LEARNING RESOURCES
26
Those resources which involve sense of vision; charts, pictures, models, real objects, flash-cards, maps, chalkboard, flannel board, bulletin board, overhead projector, slides etc.
VISUAL TEACHING LEARNING RESOURCES
27
Those resources which involve the
sense of vision with sense of
hearing; television, film strips,
film projector, audio-video CD etc.
AUDIO-VISUAL TEACHING LEARNING RESOURCES
28
CHARACTERISTICS OF TEACHING AND LEARNING RESOURCES
RELEVANCE
CLARITY
ENGAGEMENT OF MULTIPLE SENSES
ACCURACY
EASY-TO-USE
29
ensures that TLM aligns with the curriculum, learning objectives, and students’ needs, making it meaningful and purposeful.
RELEVANCE
30
Use of AI-powered adaptive learning platforms.
RELEVANCE
31
Technology-based TLM must present information in a clear, well-structured, and easy-to-understand format to reduce confusion and facilitate learning.
CLARITY
32
Improves understanding of complex topics through visuals and interactive features.
CLARITY
33
Technology-based TLM must stimulate visual, auditory, and kinesthetic senses to create a rich, multisensory learning experience that caters to diverse learning styles.
ENGAGEMENT OF MULTIPLE SENSES
34
Technology-based TLM must provide reliable, current, and factually correct content sourced from credible platforms and experts.
ACCURACY
35
Technology-based TLM should be user-friendly, allowing both teachers and students to interact with the material without requiring extensive training or technical support.
EASY-TO-USE
36
Ask yourself what you are trying too accomplish and why this instructional aid is important.
PURPOSE
37
essential for planning the lesson and selecting and using instructional aids.
Clearly defined objectives
38
The same instructional aids can satisfy many different purposes.
FLEXIBILITY
39
Use a variety of materials, media and resources to develop and maintain student interest.
DIVERSITY
40
Instructional aids must be related to the age, maturity, ability and interest of students.
DEVELOPMENT
41
You must know the ______ of the instructional materials to determine how to use them and how to make the best of them.
content
42
Focus student's attention on specific things to attend while viewing, listening or reading the materials.
GUIDE LEARNERS
43
Check students' reactions and consider your own reaction to the instructional aids.
EVALUATION RESULTS
44
GUIDELINES FOR USING TEXTBOOKS
Do not become so hypnotized by the textbook that you follow it rigidly.
Teach students how to interpret and use aids in the text, such as table of contents, heading, marginal notes, illustrations and index.
45
GUIDELINES FOR USING
CHALKBOARD
Write legibly and large enough for all to see.
Don't clutter the board.
While writing, stand to one side of the board as much as possible so you can maintain eye contact with the students.
Don't talk toward the chalkboard while writing on it.
Erase the chalkboard completely after you finish, and keep them clean.
46
GUIDELINES FOR USING FILMS, FILMSTRIPS AND FILM SLIDES.
Keep the film list up to date.
Preview the film to make sure it is appropriate to the students' interest and maturity level and to familiarize yourself with the material.
Be sure the entire student can see the screen.
Prepare the students for the presentation
View the film without interruptions, if possible.
Allow time for the discussion of the film.
47
GUIDELINES FOR USING OVERHEAD PROJECTORS
Arrange ahead of time to have the projector and other necessary materials available when you need them.
Prepare the materials before class began.
Explain and discuss each of the projected materials
Shut off the machine when it is not in use during discussion.
48
GUIDELINES FOR USING TELEVISION
The classroom television should have at least a 21 inch screen.
Lights should be left on if students are to take notes.
There should be no glare or reflected light on the screen.
Before a program is viewed, give students ant necessary background data and tell them what to expect.
Avoid using the program as a lecturing device or a substitute for instruction.
Ask students to save questions until the end of the program.
49
the process of creating effective training materials and experiences to facilitate learning and improve performance.
INSTRUCTIONAL DESIG
50
ADDIE MODEL
Analyze all the factors needed to develop a course. This includes the problem, training needs, target audience, learning goals, etc.
ANALYSIS
51
ADDIE MODEL
Analyze your situation to understand the gaps to be filled
ANALYSIS
52
ADDIE MODEL
Using outputs from the analysis phase to plan a strategy for developing the instructional course.
DESIGN
53
ADDIE MODEL
In this phase, you bring your storyboards to life and start creating the courses.
DEVELOPMENT
54
ADDIE MODEL
It refers to presenting and delivering the course material to learners.
IMPLEMENTATION
55
ADDIE MODEL
Design the best possible learning experience
DESIGN
56
ADDIE MODEL
This centers around the training course production
DEVELOPMENT
57
ADDIE MODEL
It refers to presenting and delivering the course material to learners
IMPLEMENTATION
58
ADDIE MODEL
This phase measures the effectiveness and efficiency of the training course by evaluating whether or not the goals identified in the analysis phase have been achieved, and based on the answer, either forge ahead, make adjustments, or begin the ADDIE process again.
To see if the end product is effective
EVALUATION
59
Proposed by Benjamin Bloom
BLOOM’S TAXONOMY
60
retrieve, recall, or recognize relevant knowledge from long term memory
REMEMBER
61
demonstrate comprehension through one or more forms of explanation
UNDERSTAND
62
use information or a skill in a new situation
APPLY
63
break material into its constituent parts and determine how the parts relate to one another and/or to an overall structure or purpose
ANALYZE
64
make judgments based on criteria and standards.
EVALUATE
65
put elements together to form a new coherent or functional whole; reorganize elements into a new pattern or structure
CREATE
66
a task-centered approach that focuses on ways to facilitate learning.
MERRILL’S PRINCIPLES OF INSTRUCTION
67
MERRILL’S PRINCIPLES OF INSTRUCTION
Learning materials must be designed around authentic, real-world tasks that learners will likely encounter in their daily workflows.
TASK-CENTERED
68
MERRILL’S PRINCIPLES OF INSTRUCTION
Learning materials must activate learners’ existing knowledge and experience, and stimulate interest and curiosity.
ACTIVATION
69
MERRILL’S PRINCIPLES OF INSTRUCTION
New knowledge or skills must be demonstrated through examples, models, and expert performance.
DEMONSTRATION
70
MERRILL’S PRINCIPLES OF INSTRUCTION
Learners must be given opportunities to apply what they have learned in realistic situations or contexts, and receive feedback on their performance.
APPLICATION
71
MERRILL’S PRINCIPLES OF INSTRUCTION
Learners must be encouraged to integrate new knowledge into their daily work and use it to solve problems.
INTEGRATION
72
based on the behaviorist approach to learning.
GAGNE’S NINE EVENTS OF INSTRUCTIONS
73
GAGNE’S NINE EVENTS OF INSTRUCTIONS
Capture learners’ attention and create a sense of relevance and importance for the learning material.
GAIN ATTENTION
74
GAGNE’S NINE EVENTS OF INSTRUCTIONS
Set clear and specific learning objectives that provide a clear target for learners to work on.
INFORM LEARNERS OF THE OBJECTIVES
75
GAGNE’S NINE EVENTS OF INSTRUCTIONS
Activate learners’ prior knowledge and experiences related to the new learning material
RECALLING PRIOR LEARNING
76
GAGNE’S NINE EVENTS OF INSTRUCTIONS
Present new information to learners in a clear, organized, and engaging way, using various instructional strategies.
PRESENT THE MATERIAL
77
GAGNE’S NINE EVENTS OF INSTRUCTIONS
Supplement the content with case studies, activities, discussion questions, and other instructional support materials.
PROVIDE GUIDANCE
78
GAGNE’S NINE EVENTS OF INSTRUCTIONS
Provide opportunities for learners to demonstrate their understanding and apply the new knowledge and skills in realistic situations.
ELICIT PERFORMANCE
79
GAGNE’S NINE EVENTS OF INSTRUCTIONS
Provide positive reinforcement and corrective feedback to learners on their performance.
PROVIDE FEEDBACK
80
GAGNE’S NINE EVENTS OF INSTRUCTIONS
Assess learners’ mastery of the learning objectives, using a variety of assessment methods.
ASSESS PERFORMANCE
81
GAGNE’S NINE EVENTS OF INSTRUCTIONS
Facilitate the transfer of learning to real-world situations to enhance long term retention of the material.
ENHANCE RETENTION
82
GAGNE’S NINE EVENTS OF INSTRUCTIONS
GIRPPEPAE
GAIN ATTENTION
INFORM LEARNERS OF THE OBJECTIVES
RECALLING PRIOR LEARNING
PRESENT THE MATERIAL
PROVIDE GUIDANCE
ELICIT PERFORMANCE
PROVIDE FEEDBACK
ASSESS PERFORMANCE
ENHANCE RETENTION
83
SAM MODEL
Three Major Phases
PREPARATION
ITERATIVE DESIGN
ITERATIVE DEVELOPMENT
84
SAM MODEL
Background information is collected, project expectations are set, and initial project planning is finalized
PREPARATION
85
SAM MODEL
This phase includes drafting, sharing, and revising the instructional design process and materials.
ITERATIVE DESIGN
86
SAM MODEL
In this phase, a more refined prototype is developed, tested, and repeatedly revised until it’s ready for a full launch.
ITERATIVE DEVELOPMENT
87
It is the practical technique of
instructional delivery. It aims to provide effective learning through the use of digital or
online technology for instruction, as well as the tools used to facilitate course design, communication, research, and interaction.
Instructional Technology
88
Why is Instructional Technology Important to Students & Teachers?
It Encourages Tech Literacy in a Tech-Dependent World
It Facilitates Student Learning
It Makes Learning Easier
89
Example of Instructional Technology
Online courses
Online tools
Electronic whiteboards
Virtual reality classrooms
Interactive videos
90
Online Courses
It is a free, online Learning Management system enabling educators to create their own private website filled with dynamic courses that extend learning, any time, anywhere.
Moodle
91
Moodle
Designed to be responsive and accessible, its interface is easy to navigate on both desktop and mobile devices.
Modern, easy to use interface
92
Moodle
Display current, past and future courses.
Personalized My course page
93
Moodle
From your dashboard see deadlines and calendar events.
See-at-a-glance Timeline
94
Moodle
Work and learn together in forums, wikis, glossaries, database activities, and much more.
Collaborative tools and activities
95
Moodle
Educators and learners can track progress and completion with an array of options for tracking individual activities or resources and at course level
Track progress
96
It is used by learning institutions, educators, and students to access and manage online course learning materials and communicate about skill development and learning achievement.
Canvas
97
Features of Canvas
Instructional designers and instructors may create and share course content using Assignments, Discussions, Modules, Quizzes, and Pages.
Instructors can provide students with comprehensive feedback on assignment and quiz submissions using SpeedGrader and manage grade reporting in the Canvas Gradebook.
Instructors can facilitate real-time course interactions using Chat and communicate course news and updates with students using Announcements as well as the Calendar and Syllabus. Additionally, all course participants can use the Canvas Inbox to send and receive messages.
98
In Canvas, instructors can provide students with comprehensive feedback on assignment and quiz submissions using ________ and manage grade reporting in the ___________.
SpeedGrader
Canvas Gradebook
99
is a cutting-edge online learning management system designed by Google to foster effective communication and collaboration between educators and students. Its primary objective is to simplify the sharing and delivery of learning resources, including course materials, assignments, surveys, and documents.
Google Classroom
100
Features of Google Classroom
Teachers
Start a video meeting.
Create and manage classes, assignments, and grades online without paper.
Add materials to your assignments, such as YouTube videos, a Google Forms survey, and other items from Google Drive.
Give direct, real-time feedback.
Use the class stream to post announcements and engage students in question-driven discussions.
Invite parents and guardians to sign up for email summaries with a student's upcoming or missing work.
101
Features of Google Classroom
Students
Track classwork and submit assignments.
Check originality, feedback, and grades.
Share resources and interact in the class stream or by email.
102
Moodle
Canvas
Google Classroom
Online Courses
103
It is an open source software application for organizing references & creating bibliographies and citations. You can save journal articles, reports, books, websites
and other information sources into its collections, making them easy to find and insert into documents.
Zotero
104
Features of Zotero
collect and organize citations wherever, whenever, and however you find them
safely store and organize all your citations, making them easy to retrieve and re-use
automatically insert citations and bibliographies as you write your documents
format your citations accurately and in accordance with your required citation style
share and exchange citations with others involved in your research
105
It is a web tool and a mobile app that boosts students learning through several study tools that include flashcards and game-based quizzes.
Quizlet
106
Features of Quizlet
Flashcards – Create and study digital flashcards with text, images, and audio.
Study Modes – Includes Learn, Flashcard, Write, and Spell modes for personalized learning.
Quizzes & Games – Features Test Mode and interactive games like Match
Quizlet Live – A team-based game for collaborative
learning and engagement.
Collaboration & Sharing – Share sets with classmates and integrate with Google Classroom.
Premium Features (Quizlet Plus) - Offline access, AI-driven study paths, no ads, and advanced diagram labeling.
107
It is note-taking software that helps you create and organize digital notes.
Evernote
108
Features of Evernote
Note-Taking
Multi-Device Syncing
Rich Media Support
Search & Organization
Web Clipper
Task Management
Collaboration & Sharing
Offline Access (Premium)
AI-Powered Search (Premium)
109
Zotero
Quizlet
Evernote
Online Tools
110
The brands itself as a digital whiteboard that makes it easy to collaborate with others.
Miro
Features:
Infinite Digital Whiteboard
Real-Time Collaboration
Pre-Made Templates
Integration with Other Apps
111
It is a whiteboarding platform where people meet to share ideas and make them visual and clear so they can better understand each other.
Explain Everything
112
Features of Explain Everything
Collaborate and whiteboard together in real-time with voice chat on any device, anywhere.
Present on an interactive canvas for immediate control over your content.
Create videos, just-in-time messages, stories, tutorials, and explanations by capturing your interactions and voice.
Share your projects as images, PDFs, videos, or editable projects.
113
Miro
Explain Everything
Electronic Whiteboards
114
EDpuzzle
Interactive Video
115
It is a web-based eLearning application allowing users to select a video and customize
it by editing, cropping, recording their own audio, and adding
quiz questions directly to the video stream.
EDpuzzle
Features:
Crop Selected Video
Record an Audio Track
Add an audio note
Insert quizzes
116
Students can create the scene, pick their props, upload and recite their script, and export their performance to share with classmates and teachers.
Virtual Reality Classrooms
Features:
Historical Figure Selection
Script Upload
Teleprompter
Customizable Stage
Performance Recording
Performing Viewing and Sharing
