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
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History of Educational Technology
The Need for technology in the Philippines
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Scope of Technology Education
The synergy of Technology with the basic learning theories, principles and practices
Theories in Educational Technology
Learning through design and technology
Teaching and learning framework for integrating technology in the curriculum
including best practices in maximizing learning through information and
communication technology
Design and develop of technology suggested instructional plans
Technology in the constructivist learning environment
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
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It is a theory about how problems in human learning are identified and solved. (David
Jonassen, Kyle Peck Brent Wilson)
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)
It is a field involved in applying a complex, integrated process to analyze and solve
problems in human learning. (Jonassen et. al 1999)
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)
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.
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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
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.
2.
3.
-
Supports Constructivist Learning
Technology integrates new learning from what is already known.
Supports Research Exploration of Information to Enhance Learning
It serves as a form of scaffold the learner’s quest of clarifying and enhancing knowledge.
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
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Objectives of Purpose
It must be aligned to the activities and evaluation of the chosen topic.

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.
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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
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As a teacher, you should familiarize yourself to the lesson objectives, content, strategies,
and methods of teaching to be used.
2.
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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.
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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
TABULA RASA: Teacher is the pitcher of
knowledge and students are the empty
glasses.
TEXT BOOK: based learning
Factual and Trivial Information (Divergent)
Product Oriented (strict with the results
conforming to standards)
Focused on Quantitative Assessment
MODERN
CONSTRUCTIVISM: Teacher facilitates the
students in building knowledge from what is
previously known
Various sources including the Internet
Discovery Method of Learning (Convergent)
Process Oriented (encourages the mastery of
the process with tolerance to errors in the
result, considering the improvement of the
same results through practice)
Uses both Quantitative and Qualitative
REMINDERS IN THE PREPARATION AND USE OF THE LEARNING MATERIALS
1.
2.
3.
4.
5.
Start with objectives
Write a clear outline of presentation or discussion
Use homogenous or same format and layout
Be simple and direct to the point.
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
we could not do then.
When technology is misused,
it could destroy relationships.
Cellphones and webcam:
makes us closer to someone
who is miles away from us.
We spend more time in
using cellphones than doing
more important and valuable
things in studies or works.
A teacher may misuse
educational televisions in a
class when he/she lets these
technologies replace
him/her just to kill time
Television: enables us to
watch and be updated with
worldwide events
In teaching, multimedia in the
classroom makes the teachinglearning process a novel,
simulating, exciting and
engaging one.
Technology becomes a
detriment to learning and
development when not used
properly.
LESSON 3:
ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING
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Traditional Role
Technology serves as source and
presenter of knowledge- “knowledge is
embedded in technology and
technology presents the knowledge to
the student.
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Technology is seen as productivity tool.
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Constructivist Way
Educational Technology serves as
learning tools that learners learn with“it engages learners as active,
constructive, intentional, authentic and
cooperative learning”.
Technology is not merely a delivery
vehicle for content, rather used as a
facilitator of thinking and knowledge
construction.
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LESSON 4:
SYSTEMATIC APPROACH TO TEACHING
Define
Objective
Choose
appropriate
methods
Refine the
process
Choose
appropriate
experiences
Evaluate
outecomes
Implement
the
Instruction
Assign
personnel
roles
Select
materials,
equipment and
facilities
LESSON 5:
THE CONE OF EXPERIENCE
Verbal
Symbol
Visual
Symbols
Recordings,
Radio, Still
Pictures
Motion Pictures
Educational Television
Exhibits
Study Trips
Demonstrations
Contrived Experience
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Direct Purposeful Experience
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LESSON 6:
USING AND EVALUATING INSTRUCTIONAL MATERIALS
PREPARATION OF SELF
PREPARATION OF STUDENTS
PRESENTATION OF MATERIALS
FOLLOW-UP
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Gain attention
Provide learner guidance
Inform learner of objectives
Stimulate recall of prior learning
Present stimulus materials
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
Puppets- can present
ideas with extreme
simplicity without
elaborate scenery or
costume yet effective.
Plays- depict life,
character or culture
or a combination of
all three.
Shadow Puppet- flat-back
silhouette made form lightweight cardboard and shown
behind a screen
Tableau- a
picture-like scene
composed of
people aainst a
background.
Pageants- usually
community dramas
that are based on
local history,
presented by local
actors.
Pantomimes- art
of conveying a
story through
bodily
movements only.
Rod Puppets- flat cut out figures
tacked to a stick, with one or
more movable parts and
opreated from below stage level
by wire rods or slender sticks.
Glove-and-finger
puppet- make use
of old gloves to
which small
costued figur are
attached
Hand Puppets- puppet's head is
operated by the orefinger of the
puppeteer, the little finger and
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
Establish Rapport
Avoid the COIK Fallacy (Clear
Only If Known)
Planning and Preparing
Knowing the objectives
Determine entry knowledge and
skills
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
Planning:
a. preliminary planning
by the teacher
b. preplanning with
others going on the trip
c. taking the field trip
itself
d. post-field tip follow
up activities
Educational
Benefits/Advantages:
a. opportunities for rich
and memorable
experiences
b. bring us to the world
beyond classroom
c. has a wide range of
application
d. can bring about a lot
of realizations
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Disadvantages:
a. costly
b. involves logistics
c. extravagant with time
d. contains an element of
uncertainty
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LESSON 12:
POWER OF FILM, VIDEO AND TV IN THE CLASSROOM
Benefits
Limitations

Transmit a wide range of audio-visual
materials including still pictures, film,
objects, specimens and drama.

Television and Film are one-way
communication device, consequently they
encourage passivity

Bring models of excellence to the viewer
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Bring the world of reality to the home and
to the classroom through a live broadcast
or as mediated through film or videotape
The small screen size puts television at a
disadvantage when compared with the
possible size of projected motion picture
for example

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Makes us see and hear for ourselves world
events as they happen
Excessive TV viewing works against the
development of child’s ability to visualize,
be creative, and imaginative, skills that are
needed in problem solving.

Be the most believable news source


Make some programs understandable and
appealing to a wide variety of age and
educational levels
There is much violence in TV. “Viewing
violence increases violence”

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
nothing
Strip Drawings- commonly known
as comics or comic strips
Cartoons- can bring novelty to
teaching
• sketching
cartoon
Diagrams- any line drawing that
shows arrangement and relations as
of parts tp the whole, relative
values, origins, development, etc.
• Affinity Diagram- clusters complex apparently related data into natural
and meaningful groups.
• Tree Diagram- charts out increasing detail, the various tasks that must be
accomplished to complete a project, achieve a specific objective.
• Fishbone Diagram- also called cause-and-effect diagram.
Charts- diagrammatic
representation of relationships
among individuals within an
organization.
• Flow Chart- visual way of charting or showing process from beginning
to end
• Tree or Stream Chart- depicts development, growth and change by
beginning with a single course (trunk) which spreads out into many
branches
• Organizational Chart- shows how one part of the organization relates to
other parts of the organization
• Compare and Contrast Chart
• Pareto Chart- a type of bar chart
• Gannt Chart- an activity time chart
Graphs
Maprepresentation of
the surface of the
earth or some part
of it.
• Pie/circle Graph- recommended for showing parts of a whole
• Bar Graph- used in comparing the magnitude of similar items at different
ties
• Pictorial Graph- makes use of picture symbols
• Graphic Organizers
• Physical Map- combines in a single projection data
• Relief Map- has three-dimensional representation
• Commercial or Economic Map- shows land areas in relation to economy
• Political Map- gives detailed information about countriy, provinces'
cities and towns, roads and highways. Oceans, rivers and lakes are its
main features.
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LESSON 14:
MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND CHALKBOARD
EFFECTIVE USE OF
CHALKBOARDS
EFFECTIVE USE OF
OVERHEAD
PROJECTOR
Write clearly and
legibly on the board.
Stand off to one while
facing to the students.
Don't crowd your notes
on the board.
Have the top of the
screen tilted forward
towards the OHP to
prevent the keystone
effect.
Make use of colored
chalk to highlight
keypoints.
Do not turn back on the
class while writing on
the board
Write"Please Save" if
you need to have a
board work in advance
for tomorrow's use and
cover with curtain.
Make full use of the
chalkboard.
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Do not talk to the
screen, face to the
students instead.
Place the OHP to a table
low enough so it won't
block your screen.
Avoid too much text and
including too much detail
on an image.
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
-value-added to teaching
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-it is a powerful motivation
-students can acquire new
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
Planning
Phases Of The
Project
Clarrifying goals and
objectives
Before the projects starts
Determining how much time
is needed and extent of
students' involvement in
decision-making
Introduction of the project
Setting up forms of
collaboration
Learning the technology
Identifying and determining
what resources are needed
Preliminary research and
planning
Deciding on the mode to
measure what students learn
Concept design and storyboarding
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
and the more complex skills of
applying concepts learned, analyzing,
integrating, creating, critiquing,
evaluating and the social skills of
working with others.
Assesment in
Congruent Thinking
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
cooperates with other
units or departmenits
vision by living up to the
scholl's philosophy and
aimst that helps the
school fulfill its mission
and realize
Module 6 │Educational
functions as a vital
instrument as well as
a basic requirement
for quality education
Educational
Media Center
facility designed for
the housing and
utilization of all
educational media
Technology
within the school
enriches all
parts of the
sholl's
educational
process
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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 threedimensional 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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