EDUCATIONAL TECHNOLOGY

Course Objectives:

At the end of the course students should be able to:

1. Define educational technology and explain its relationship with other terms in the teaching
learning situation;

2. Trace the development of educational technology under different era and the corresponding
educational technology used;

3. Give the roles and function of educational technology;

4. Prepare and present a multi-media presentation on a specific lesson and grade level/ year level;

5. Give the importance of putting up and maintaining an educational media.

EDUCATIONAL TECHNOLOGY
Course Specification and Syllabus

Course Description:

This course is designed to introduce the basic learning theories and principles as bases for the
design, development, implementation and evaluation of instruction using education technology.
Students are expected to acquire skills in integrating technology in various content areas. Course
activities are focused on the design and development of ICT-based instructional plans.

Content Coverage for Modular Students

The following subsequent to this page shows the tentative list of topics for the course. The
instructor has the right to alter the outline at any time constraints, unexpected scheduling
conflicts, unexpected affairs/activities in the university, or overall benefit to class effectiveness.
Instructions:

1. Research the following SUB-TOPICS and give an introduction or highlights about the
MAIN TOPICS. You can copy the important lessons and make an outline. Encode and use
Microsoft Words.

2. Print and will submit to the author a month after your enrollment and follow the sample
written report as attached in this module.
3. Outline of the Course. Evaluation of Educational Technology and Its Application

o History of Educational Technology

o The Need for technology in the Philippines
o Scope of Technology Education
o The synergy of Technology with the basic learning theories, principles and practices

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 o Theories in Educational Technology
o Learning through design and technology
o Teaching and learning framework for integrating technology in the curriculum
including best practices in maximizing learning through information and
communication technology
o Design and develop of technology suggested instructional plans
o Technology in the constructivist learning environment
o Technology and student assessment

COURSE POLICIES:

The following are given as guide in the conduct of the course: Grading System. The passing final
grade is 75%. The numerical equivalent of the final grade will be determined from the following
rating scale.

Dropping. Dropping from the course is the responsibility of the student. If the student decides to
stop attending the class, he/she should submit a copy of duly signed dropping form not later
than the date set by the center director. Failure to comply with this requirement would mean a
grade of 5.00 in the course. Please be guided accordingly.

EDUCATIONAL TECHNOLOGY

LESSON 1:
THE DEFINITIONS OF EDUCATIONAL TECHNOLOGY

o It is a theory about how problems in human learning are identified and solved. (David
Jonassen, Kyle Peck Brent Wilson)
o It is a complex, integrated process involving people, procedures, ideas, devices and
organizations for analyzing problems and devising, implementing, evaluating and
managing solutions to the problems in all aspects of human learning. (AECT)
o It is a field involved in applying a complex, integrated process to analyze and solve
problems in human learning. (Jonassen et. al 1999)
o It is a field study which is concerned with the practice of using educational methods and
resources for ultimate goal of facilitating learning process. (Lucido and Borabo, 1997)
o It is consisting of designs and environments that engage learners and reliable technique
or method for engaging learning such as cognitive learning strategies and critical thinking
skills. (David H. Jonassen)

TERMS ASSOCIATED WITH EDUCATIONAL TECHNOLOGY

Technology in Education – application of technology to any of those process involved in

operating the institutions which house the educational enterprise. Refers to the integration of
selected technology in the managerial operation pf the school which may include but are not
limited to student registration, computer program for encoding of grades, section assignment and
scheduling, etc.
Instructional Technology – refers to those aspects of technology that are concerned with
constructions as contrasted ton designs and operations of educational institutions. Refers to the

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use of technology in the delivery of instructional objectives and methods which may include but
are not limited to the following: MS Word, Excel, PowerPoint, Adobe Photoshop, etc.
Technology Integration – using learning technology to introduce, reinforce, supplemental and
extend skills. Refers to the use of technology in the application of teaching strategies which may
include but are not limited to the use of Skype, Viber, Email, Facebook, and live chat to facilitate
learning through distance education.
Educational Media – channels or avenues or instruments of communications. Refers to the
electronic and printed material that convey the message of instruction and facilitate learning
which may include but are not limited to various electronic tools such as laptop, projectors, and
other audio-visual equipment, newspapers, magazines, books, etc.

PURPOSE OF TECHNOLOGY IN THE LEARNING PROCESS

1. Supports Constructivist Learning

- Technology integrates new learning from what is already known.
2. Supports Research Exploration of Information to Enhance Learning
- It serves as a form of scaffold the learner’s quest of clarifying and enhancing knowledge.
3. Supports Practical Application of Knowledge
- It provides a safe venue to practice learning through simulated learning programs such
as “Flight Simulator” for those who are learning to become a pilot.
4. Supports Learning by Social Contact and Communication
- It provides means to facilitate social communication despite great distances and thus
create a classroom through electronic contact.
5. Provides a Good Cognitive Sidekick
- It allows the learner to manipulate technology itself on ways that can best fit the cognitive
or intellectual uniqueness of the learner.

ELEMENTS IN TEACHING SYSTEMATICALLY IN EDTECH

1. Identification of instructional objectives.

2. Instructional analysis of the goal: breakdown the instructional content of the goal.
3. Analysis of entry behaviors (what learners already know) and learner’s characteristics
(subordinate skills): review learner’s previous knowledge and characteristics.
4. Identification of performance objectives: enumerate the Performance Indicators for
attained objectives.
5. Develop assessment instruments: e.g. criterion-referenced test items.
6. Develop an instructional strategy.
7. Preparation (development or selection) of instructional materials. This include a sequence
of intermediary objectives to reach the learning activities for each sequence.
8. Design and conduct a formative evaluation of instruction.
9. Revise instruction whenever necessary.
10. Design and conduct summative evaluation.

CRITERIA FOR THE SELECTION AND DEVELOPMENT OF EDUCATIONAL TECHNOLOGIES

 Objectives of Purpose
It must be aligned to the activities and evaluation of the chosen topic.

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  Alignment or Appropriateness
It must be selected in the alignment of the curriculum and instructional design.

 Purposiveness or meaningfulness
Chosen for an intended purpose or outcome that aims to develop the learners.

 Span of Coverage or Breadth

It must be broad enough to cover significant areas of development of the learners.

 Receptivity or responsiveness
It must be sensitive and reactive to the constructive and developmental needs of the
society.

 Credibility or Authenticity
It must be based on real life, updated, and reliable information.

 Geographical Connection or Spatial Contiguity

Pictures must be accompanied by words and should be near each other in the same frame
of presentation.

 Unity of Presentation or Split Attention Principle

Wordings and explanations in the visuals must have continuity and narrative association
in relation to the picture and the other slides within the presentation – and not merely a
signage in the frame.

 Clarity of Communication
It must convey clear messages of instruction that helps in giving clear exchanges of
messages between the teacher and the learner.

 Enthusiasm or Interest
It must draw the attention and engross the learner to engage in the learning process.

 Financial Feasibility or Cost Effectiveness

It must be within the budget. The cost of use must decrease if there is an increase in the
volume of users.

 Transportability of Portability
It must be handy and easy to move from one classroom to another.

GUIDELINES IN THE EFFICIENT USE OF INSTRUCTIONAL MATERIALS

1. Teacher Readiness
As a teacher, you should familiarize yourself to the lesson objectives, content, strategies,
and methods of teaching to be used.

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 2. Student Readiness
- Associate the lesson to the student’s previous knowledge of related topic.
- Translate lesson objectives into question to guide then students of what to aim for.
- Set a specific, measurable, attainable, realistic, and time bounded (SMART) expectation
that the students must reach at the end of the lesson.

3. Material Readiness
- Reserve, prepare and practice the use of materials ahead of time.
- Check the operability of the chosen materials.
- Consider your expertise in the use of your chosen materials.

4. Evaluate and Follow-up

- Perform related evaluation to check the attainment of goals and objectives then
supplement, revise or proceed to the next topic as appropriate.
 If the objective is partially met: supplement the lesson
 If the objective is not met: revise the lesson content and strategies
 If the objective is completely met: proceed to the next lesson

TYPES OF LEARNING

1. Rote Learning
Refers to the lowest form of learning according to Hierarchy of Blooms Taxonomy of
Cognitive Domain/Learning. It is otherwise known as “memorization” or “recall”.

2. Meaningful Learning
Refers to the learning that is built upon what is previously known by the learner.
Information is built upon and associated to previous ones.

3. Discovery Learning
- Refers to the learning by discovery.
- It leads the students to discover and uncover facts, findings and answers by following a
set of instructions from the teacher.

4. Generative Learning
- Refers to generating meaning from the learning experience.
- It is the stage of learning where learners are able to explain what they understood
according to their terms.
- They can usually come up with their own structure of explaining the logical relationships
of their learning experiences.

5. Constructivism
Refers to the teaching philosophy where the learner’s understanding of the topic is used
to construct new learning or information.

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CONVENTIONAL vs. MODERN MODELS OF LEARNING

CONVENTIONAL MODERN
TABULA RASA: Teacher is the pitcher of CONSTRUCTIVISM: Teacher facilitates the
knowledge and students are the empty students in building knowledge from what is
glasses. previously known
TEXT BOOK: based learning Various sources including the Internet
Factual and Trivial Information (Divergent) Discovery Method of Learning (Convergent)
Product Oriented (strict with the results Process Oriented (encourages the mastery of
conforming to standards) the process with tolerance to errors in the
result, considering the improvement of the
same results through practice)
Focused on Quantitative Assessment Uses both Quantitative and Qualitative

REMINDERS IN THE PREPARATION AND USE OF THE LEARNING MATERIALS

1. Start with objectives

2. Write a clear outline of presentation or discussion
3. Use homogenous or same format and layout
4. Be simple and direct to the point.
5. Use colors, animations, graphics, pictures and sounds to encourage attention but not
strain the senses

DALE OF EXPERIENCE
Consider the description of Dale on the relationship of sensory experience to learning and
retention. It is only an attempt to explain the amount of information retention according to the
type of learning activity but it doesn’t strictly impose that learning activities must follow the order
as it is found in the diagram form the base to the tip of the cone. Learning activities must be done
as variation of activities from anywhere in the cone for as long as it is aligned to the learning
objectives.

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TYPES OF GRAPHS (CHARTS)
Graph refers to the diagrammatical and accurate presentation of a given data. It can be:

1. Pie Graph – used to describe how a whole set of data is divided to its parts or particular
share such as in budgeting.

2. Bar Graph – used to show the comparative differences of one data to another such as the
level of passing rates in different schools.

3. Line Graph – shows the linear relation of rise and fall of a data within the same element
being described in a set of timelines such as in showing the Board Exam performance of a
certain school for the past 10 years.

4. Pictograph – shows the relationships of one data over the other by showing a picture or
image representing the said data such as showing the military power of a nation in terms
of Army (image of tank), Navy (image of Warship), and Air Force (image of War Plane)
with its corresponding number.

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 LESSON 2:
TECHNOLOGY: BOON OR BANE?

TECHNOLOGY

Boon Bane

With technology, there is a

lot that a man can do which When technology is misused,
we could not do then. it could destroy relationships.

Cellphones and webcam: We spend more time in

makes us closer to someone using cellphones than doing
who is miles away from us. more important and valuable
things in studies or works.

Television: enables us to A teacher may misuse

watch and be updated with educational televisions in a
worldwide events class when he/she lets these
technologies replace
him/her just to kill time
In teaching, multimedia in the
classroom makes the teaching- Technology becomes a
learning process a novel, detriment to learning and
simulating, exciting and development when not used
engaging one. properly.

LESSON 3:
ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING

Traditional Role Constructivist Way

 Technology serves as source and  Educational Technology serves as
presenter of knowledge- “knowledge learning tools that learners learn with-
is embedded in technology and “it engages learners as active,
technology presents the knowledge to constructive, intentional, authentic and
the student. cooperative learning”.
 Technology is not merely a delivery
 Technology is seen as productivity vehicle for content, rather used as a
tool. facilitator of thinking and knowledge
construction.

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 LESSON 4:
SYSTEMATIC APPROACH TO TEACHING

Define
Objective

Refine the Choose

process appropriate
methods

Evaluate Choose
appropriate
outecomes experiences

Implement Select
the materials,
Instruction equipment and
Assign facilities
personnel
roles

LESSON 5:
THE CONE OF EXPERIENCE

Verbal
Symbol

Visual
Symbols
Recordings,
Radio, Still
Pictures

Motion Pictures

Educational Television

Exhibits

Study Trips

Demonstrations

Contrived Experience

Direct Purposeful Experience

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 LESSON 6:
USING AND EVALUATING INSTRUCTIONAL MATERIALS

PREPARATION OF SELF Gain attention

Provide learner guidance
PREPARATION OF STUDENTS Inform learner of objectives
Stimulate recall of prior learning
PRESENTATION OF MATERIALS Present stimulus materials
FOLLOW-UP Elicit performance
Provide feedback
Assess performance
Enhance retention transfer

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 LESSON 7:
DIRECT PURPOSEFUL EXPERIENCES

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 LESSON 8:
TEACHING WITH CONTRIVED EXPERIENCES

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 LESSON 9:
TEACHING WITH DRAMATIZED EXPERIENCES

DRAMATIZED
EXPERIENCES

These are experiences

which are omething
stirring, affecting or
moving

Tableau- a Pageants- usually Pantomimes- art

Plays- depict life, Puppets- can present picture-like scene community dramas of conveying a
character or culture ideas with extreme composed of that are based on story through
or a combination of simplicity without people aainst a local history, bodily
all three. elaborate scenery or background. presented by local movements only.
costume yet effective. actors.

Shadow Puppet- flat-back Rod Puppets- flat cut out figures

silhouette made form light- tacked to a stick, with one or
weight cardboard and shown more movable parts and
behind a screen opreated from below stage level
by wire rods or slender sticks.
Glove-and-finger
puppet- make use
of old gloves to Hand Puppets- puppet's head is
which small operated by the orefinger of the
costued figur are puppeteer, the little finger and
attached thumb being used to aniimate the
puppet hands.

Marionettes- flexible, jointed

puppets operated by strings or
wires attached to a cross bar
and maneuvered from directly
above the stage

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 LESSON 10:
DEMONSTRATIONS IN TEACHING

Demonstration

Guiding Principles Planning and Preparing

Establish Rapport Knowing the objectives

Determine entry knowledge and

skills
Avoid the COIK Fallacy (Clear
Only If Known)
Replace the demonstration
method with the more effective
one
Watch for Key Points
Have a checklist of necessary
equipment and materials

Outline steps and rehearse the

demonstration

Make time limits

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 LESSON 11:
MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS

Field Trip
- offers an Excellent bridge between the work of school and the work of the
world outside

Educational
Planning: Benefits/Advantages:
a. preliminary planning a. opportunities for rich Disadvantages:
by the teacher and memorable
a. costly
b. preplanning with experiences
b. involves logistics
others going on the trip b. bring us to the world
beyond classroom c. extravagant with time
c. taking the field trip
itself c. has a wide range of d. contains an element of
application uncertainty
d. post-field tip follow
up activities d. can bring about a lot
of realizations

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 LESSON 12:
POWER OF FILM, VIDEO AND TV IN THE CLASSROOM

Benefits Limitations

 Transmit a wide range of audio-visual  Television and Film are one-way

materials including still pictures, film, communication device, consequently they
objects, specimens and drama. encourage passivity

 Bring models of excellence to the viewer  The small screen size puts television at a
disadvantage when compared with the
 Bring the world of reality to the home and possible size of projected motion picture
to the classroom through a live broadcast for example
or as mediated through film or videotape
 Excessive TV viewing works against the
 Makes us see and hear for ourselves development of child’s ability to
world events as they happen visualize, be creative, and imaginative,
skills that are needed in problem solving.
 Be the most believable news source
 There is much violence in TV. “Viewing
 Make some programs understandable and violence increases violence”
appealing to a wide variety of age and
educational levels

 Become a great equalizer of educational

opportunity

 Provides us with sounds and sights not

easily available even to the viewer of a
real event

 Can give opportunity to teachers for

purposes of self-improvement

 Can be both instructive and enjoyable

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 LESSON 13:
TEACHING WITH VISUAL SYMBOLS

Drawings- may not be real thing but

better to have a concrete visual aid than Strip Drawings- commonly known
nothing as comics or comic strips

Cartoons- can bring novelty to • sketching

teaching cartoon

• Affinity Diagram- clusters complex apparently related data into natural

Diagrams- any line drawing that and meaningful groups.
shows arrangement and relations as • Tree Diagram- charts out increasing detail, the various tasks that must be
of parts tp the whole, relative accomplished to complete a project, achieve a specific objective.
values, origins, development, etc. • Fishbone Diagram- also called cause-and-effect diagram.

• Flow Chart- visual way of charting or showing process from beginning

to end
• Tree or Stream Chart- depicts development, growth and change by
Charts- diagrammatic beginning with a single course (trunk) which spreads out into many
representation of relationships branches
• Organizational Chart- shows how one part of the organization relates to
among individuals within an other parts of the organization
organization. • Compare and Contrast Chart
• Pareto Chart- a type of bar chart
• Gannt Chart- an activity time chart

• Pie/circle Graph- recommended for showing parts of a whole

• Bar Graph- used in comparing the magnitude of similar items at different
Graphs ties
• Pictorial Graph- makes use of picture symbols
• Graphic Organizers

• Physical Map- combines in a single projection data

Map- • Relief Map- has three-dimensional representation
representation of • Commercial or Economic Map- shows land areas in relation to economy
the surface of the • Political Map- gives detailed information about countriy, provinces'
cities and towns, roads and highways. Oceans, rivers and lakes are its
earth or some part main features.
of it.

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 LESSON 14:
MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND CHALKBOARD

EFFECTIVE USE OF
EFFECTIVE USE OF
OVERHEAD
CHALKBOARDS
PROJECTOR

Write clearly and Stand off to one while

legibly on the board. facing to the students.

Don't crowd your notes Have the top of the

on the board. screen tilted forward
towards the OHP to
prevent the keystone
effect.
Make use of colored
chalk to highlight
keypoints. Do not talk to the
screen, face to the
students instead.
Do not turn back on the
class while writing on
the board
Place the OHP to a table
low enough so it won't
block your screen.
Write"Please Save" if
you need to have a
board work in advance
for tomorrow's use and Avoid too much text and
cover with curtain. including too much detail
on an image.

Make full use of the

chalkboard.
The presentation must
be readable from far
afar.

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 LESSON 15:
PROJECT-BASED LEARNING AND MULTIMEDIA: WHAT IS IT?

Core Curriculum

Real-World Connection

Extended Time Frame

-has seven key dimensions Student Decision

Making

Collaboration

Assessment
Project-Based
Learning &
Multimedia Multimedia

-it is a powerful motivation

-students can acquire new
-value-added to teaching knowledge and skills in the
course of designing,
planning and producing
multimedia product.

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 LESSON 16:
USING THE PROJECT-BASED LEARNING MULTIMEDIA AS A TEACHING STRATEGY

EFFECTIVE USE OF
PROJECT-BASED
MULTIMEDIA LEARNING

Initial Phases Of The

Planning Project

Clarrifying goals and

Before the projects starts
objectives
Determining how much time
is needed and extent of
students' involvement in Introduction of the project
decision-making

Setting up forms of
Learning the technology
collaboration

Identifying and determining Preliminary research and

what resources are needed planning

Deciding on the mode to Concept design and story-

measure what students learn boarding

First draft production

Assessing, testing and

finalizing presentations

Concluding activities

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 LESSON 17:
ASSESSMENT IN A CONSTRUCTIVIST TECHNOLOGY-SUPPORTED LEARNING

is a higher level form of assessment

that will require the display of basic
skills, writing, speaking, computing
Assesment in and the more complex skills of
Congruent Thinking applying concepts learned, analyzing,
integrating, creating, critiquing,
evaluating and the social skills of
working with others.

By observing, evaluating and

doing it more objectively with the
aid of a scoring rubric It is when a student performs a real
world tasks where there is a
reliable measure of skills learned.
The proof of acquisition of skills is
the product.

LESSON 18:
ROLES AND FUNCTIONS OF AN EDUCATIONAL MEDIA CENTER

renders various
kinds of services
a unit in the scholl that functions as a vital
cooperates with other instrument as well as
units or departmenits a basic requirement
vision by living up to the
for quality education
scholl's philosophy and
aimst that helps the
Educational
school fulfill its mission Media Center
and realize
enriches all
parts of the
sholl's
facility designed for educational
the housing and process
utilization of all
educational media
within the school

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EDUCATIONAL TECHNOLOGY EXAMINATION

1. Which of the following statements has a very limited definition of educational

technology?
a. It is a profession composed of various job categories.
b. It refers to the computers used for teaching and learning.
c. It includes audiovisual materials, interactive multimedia and self-instructional
materials.
d. It is the development, application and evaluation of system, techniques and
aids to improve human learning

2. Which of the following statements is correct about the domains of educational

technology?
a. Design is the production stage while development is the planning stage.
b. Both the design and development are the planning stage.
c. Evaluation is synonymous with implementation.
d. Utilization is the action phase.

3. Ms. Gomez is planning to integrate technology in her Mathematics class. Which of the
following would be the logical steps in doing this?
I. Set the objectives
II. Analyze the learners
III. Utilize the materials with showmanship
IV. Evaluate the performance of the students
a. I, II, III, IV b. II, I, III, IV
c. I, II, IV, III d. II, I, IV, III

4. Which of the following is a limitation of models and real objects in teaching and
learning?
a. They pose problems on storage
b. They make learning more concrete.
c. They provide hands-on learning experiences.
d. They are readily available in the environment, around school and in the home.

5. Which group of technologies has the highest degree of concreteness?

a. Realia and computer
b. Video, picture and television
c. Digital video, film, versatile compact disc
d. Book, imaginative literature, programmed instruction

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6. Mrs. Del Prado placed text together with the relevant graphics on the same page in
her multimedia presentation. Which principle did she apply?
a. Split attention
b. Spatial contiguity
c. Cost effectiveness
d. Communication effectiveness

7. Mrs. Olivarez presented real samples of rocks in her General Science class. What
principle did she apply?
a. Appropriateness
b. Authenticity
c. Responsiveness
d. Simplicity

8.Which is the best reason why teachers state the objectives before using instructional
media?
a. To secure materials
b. To prepare the materials beforehand.
c. To determine which media to use best.
d. To be able to practice how to operate the equipment

9. Which of the following should Mr. Rivera primarily consider in determining the
teaching-learning objectives and use of instructional media?
a. The assessment tool to be used
b. The learning activities
c. The learner
d. The teacher

10. Which of the following technologies provide iconic experiences to students/

children?
a. Video and books
b. Pictures and videos
c. Radio and recording
d. Modules and periodicals

11. Which of these technologies used in the classroom are arranged from the most
symbolic to multisensory?
a. Real objects, print, audio-visual materials and visual materials
b. Visual materials, audio visual materials, print and computers
c. Visual materials, print, audio-visual materials and realia
d. Print, audio-visual materials, computers and realia

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12. Which of the following is inappropriate in using printed visuals such as charts,
graphs and drawings?
a. Provide written or verbal cues to highlight important aspect of visuals
b. Present the instructional materials simultaneously
c. Use materials that everyone can see
d. Make the presentation suspenseful

13. Susan wants to learn more English. Specifically, she wants to improve her listening
skills. She has a CD player, a tape recorder and has internet access. As an English
teacher, what do you suggest?
I. CDs with English listening drills
II. Tapes with English listening drills
III. Internet website such as Go4English, English Language Listening Lab or Randall's
listening Lab
a. I and II b. II and III
c. I or III d. I, II and III

14. Which of the following statements is incorrect about the contributions of technology
to student learning?
a. The quality of learning can be improved.
b. The delivery of instruction can be more interesting.
c. The method of teaching and learning becomes more interactive.
d. The role of the teacher can be changed into knowledge dispenser.

15. Mr. Tarnate, an ICT teacher takes into account technology standards to address the
needs of the students and help them adapt with the changing society and technology
Which of the following standards is an exception?
a. Creativity and innovation b. Research and information literacy
c. Model digital-age work and learning d. Technology operations and concepts

16. Ms. Vinluan, a computer teacher demonstrates understanding of local and global
issues and exhibits ethical and legal use of information and communications technology
tools. Which is true about her?
a. She models digital-age work and learning
b. She facilitates and inspires student learning and creativity.
c. She promotes and models digital citizenship and responsibility.
d. She designs and develops digital-age learning experiences and assessments

17. With the fast-paced evolution of technologies nowadays, why are teachers
encouraged to shift gradually from a teacher-centered instruction to a learner-centered
instruction?

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I. A learner-centered instruction focuses on transformation of facts.
a. II and IV only b. I, II and IV only
c. I, III and IV only d. II, III and IV only

18. Ms. Hernandez employs student-centered instruction as the learners create their
digital portfolios in her computer class. What could be developed among them through
this approach?
a. Repetition and active learning
b. Mastery of skills and information delivery
c. Information processing and passive learning
d. Construction of knowledge and information exchange

19. Mr. Torres will have a multimedia presentation in his Science class. Which of the
following should he avoid?
a. Consider technical quality.
b. Apply different computer effects per slid.
c. Present information through graphic organizers
d. Use contrasting colors for text and background.

20. Mrs. Sison would like to integrate technology in writing a friendly letter. Which of
the following is the most effective way of doing it?
a. Let the pupils surf a friendly letter from the internet
b. Have the pupils write a friendly letter and send it through an email.
c. have the pupils forward a downloaded friendly letter to others via email.
d. Let the pupils write a friendly letter using word processing and have it
critiqued by their
peers.

21. Which of the following computer-based instructional materials can be used to learn
new concepts?
a. Games b. Tutorial
c. Simulation d. Drill and practice

22. Professor dela Cruz would like to create a presentation material for her lesson on the
types of computer-assisted instruction. To make her presentation effective, which?
a. Situating tool b. Informative tool
c. Productivity tool d. Communicative tool

23. Professor Reyes is thinking of an online learning approach by which content

provides links to information at other locations and serves as a focal point for a distance

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education experience. Which of the following should she use?
a. Teleconferencing b. Self-paced program
c. Web-based instruction d. Computer-aided instruction

24. Which is NOT a basic consideration in selecting and evaluating the content of an
educational technology tool?
a. Does it match the content?
b. Can it be easily dismantled?
c. Will it motivate and maintain interest?
d. Is there evidence of its effectiveness?

25. Your father wanted to finish his long-dreamed course but he wanted to do it at
home during his free time. Would you recommend an online learning?
a. Yes, because online learning is the "in" thing
b. No, because online learning inhibits student-teacher interaction.
c. No, because hiring a helper would enable him to attend regularly in his class.
d. Yes, because he could learn at his own pace using a wide spectrum of
technologies.

26. Ms. Delos Santos is a fresh graduate teacher who was hired to teach in an
elementary school where there are enough resources for instruction. She wanted to start
preparing her instructional materials. Which is the most systematic process in doing
this?
a. Design, utilization, evaluation, development
b. Design, development, utilization, evaluation
c. Development, design, utilization, evaluation
d. Development, utilization, evaluation, design

27. Which is the most important reason why teachers need to preview their instructional
materials that will be used in the class?
a. To gain confidence in using them
b. To encourage viewers to be more focused
c. To avoid potential problems that might occur while materials are in use
d. To ensure appropriateness of the materials with the objectives and target
audience

28. After Ms. Rivas planned her lesson in English, she found out that the materials at
hand do not match her objectives. Which is the best thing that she can do?
a. Modify the available materials
b. Teach the lesson the following day.

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 c. Change the objectives to match with available materials.
d. Carry out the lesson as planned and use the materials at hand.

29. Prof. Balagtas used worksheets, manipulative, and models in teaching math to help
her students understand the lessons and love the subject. What did she bear in mind
when she used these materials?
a. Appropriateness b. Balance
c. Breadth d. Variety

30. With increasing use of educational technology inside the classroom, what role is
expected of the teacher?
a. Facilitator b. Researcher
c. Knowledge giver d. Source of information

31. It is impractical to bring real objects to the classroom so Aaron constructed a three-
dimensional visual instead. Which of the following did he construct?
a. Chart b. Cartoon
c. Model d. Graphic organizer

32. You asked your students to show a two-dimensional illustration of what they have
understood from what they have read. Which of the following non-projected visuals are
you referring to?
a. Graphic organizer b. Print materials
c. Model d. Realia

33.There are several reasons why teachers are reluctant in using electronic media in the
teaching-learning process. Which is the most common reason?
a. The limited exposure of teachers to new equipment
b. Their incompatibility to diverse needs of the learners
c. The difficulty in integrating technology in the curriculum
d. The excessive availability of local technology in the community

34. Prof. Mandanas would like to use an audio compact disc in teaching a lesson in
Filipino. In which activity in the teaching-learning process is it very effective?
a. In developing listening skills
b. In teaching creating thinking
c. In composing poems
d. In building concepts

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35. Plants, pebbles, and blocks are just some of the effective instructional materials
readily found in the environment if they are utilized properly. Which of the following is
INCORRECT about their classroom use?
a. Pass a single object around the class.
b. Familiarize yourself with the object or model before its actual utilization.
c. Use the objects as springboard in encouraging students' active participation.
d. Make sure that the realia and model are large enough to be seen by the whole
class.

36. Prof. Ruiz uses projected visuals such as Digital Liquid Projector (DLP) in
presenting her lesson. What could be her main reason for using it?
a. The projected materials are readily available.
b. They are more abstract than any other visuals.
c. Most projected visuals can be obtained at no cost.
d. She can easily prepare for own transparencies in advance.

37. Ms. Samonte used a film clip in teaching Social Studies concepts to her First Year
High School class. However, she found out that it was ineffectively used in the
classroom. When technology is considered INEFFECTIVE?
` a. When it promotes mastery of the lesson
b. When it makes viewing more interesting
c. When it helps attain the objectives of the lesson
d. When it induces alienation on the part of the learners

38. Your principal purchased new computer units for your Learning Resource Center.
Which of the following should be your last consideration in using the technology?
a. Computers can be used for entertainment.
b. Computers can be used for research activity.
c. Computers can be used for interactive presentation.
d. Computers can be used to reinforce discussion of difficult concepts in class.

39. Computers can be classified according to the roles they play namely communicative
tool, informative tool, and constructive tool. What is the other role of computers not
mentioned in this item?
a. Instructional tool
b. Situating tool
c. Utility tool
d. Application tool

40. Which of the following categories of CAI will you use in your class if your objective
is to increase proficiency in a newly learned skill or refresh an existing one?

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 a. Tutorial
b. Simulation
c. Drill and practice
d. Instructional game

41. Which of the following is an ineffective use of Presentation software?

a. Darken the room.
b. Use appropriate pacing.
c. Read directly from the slides.
d. Allow interaction with the learner.

42. Which of the following is NOT an example of a communicative tool?

a. Chat
b. Electronic mail
c. Teleconferencing
d. Multimedia encyclopedia

43. Why is one-way delivery of information a misuse of communication tools?

a. Because the teacher expects the student to study more
b. Because it requires activities that focus on thinking than responding
c. Because it enables the users to focus more on higher level cognitive activities
d. Because this kind of practice lessens interaction capabilities of communication
tools

44. Internet consists of thousands of connected computer networks around the world.
Which term does not refer to internet?
a. NET
b. On-line
c. Cyberspace
d. Information Superhighway

45. Which technology tool can Prof. Soriano use to communicate asynchronously with
her students?
a. Chat and blog
b. Chat and instant messaging
c. Blog and video conferencing
d. Electronic bulletin board and email

46. In your computer subject, you allow your class to chat as part of your motivation
before discussing to them the roles of computer as a tool. How chat is used in this
context?

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 a. Information tool
b. Application tool
c. Communicative tool
d. Situating tool

47. Which statement is INCORRECT about computer conferencing?

a. It refers to live student interaction with an expert.
b. It is also known as discussion forum or bulletin board.
c. It also refers to online class discussions, forums or debates.
d. It permits two or more individuals

48. Which instructional application will you introduce to your class if your objective is
to help them find and use information resources available in the internet?
a. Webquests
b. Hybrid course
c. Scavenger Hunt
d. Distance education

49. In the delivery of distance education, what computer application is used to organize
instructions and track students records and progress?
a. Computer-based Multimedia
b. Computer-assisted Instruction
c. Computer-mediated Education
d. Computer-managed Instruction

50. When is distance education as effective as the traditional instruction?

a. When the method, technologist and assessment used are appropriate to the
required
competencies.
b. When the course requires more face-to-face communication between the
students and teachers.
c. When students depend more on their online mentor.
d. When there is student to student interaction.

God Bless!

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