EDU 534 CFE 4.

Kidblog: Safe space for students to create

Technology journal-like entries, making writing fun and
 Sum of techniques, skills, methods, and processes engaging.
 Used for production of goods/services and Information and Communications Technology (ICT)
achieving objectives – is an extensional term for information technology
 Types of Technology: that stresses the role of unified communications and the
o Technology of Teaching integration of telecommunications and computers.
o Instructional Technology Roles of ICT in 21st Century Teacher Education
o Information Technology  Supports pre-service and in-service teacher
o Technology Productivity Tools training
o Assistive Technology  Enhances interaction between teachers and
Information and Communications Technology (ICT) students
 Encompasses communication devices:  Aids in lesson preparation and providing
o Radio feedback
o Television  Facilitates access to institutions and universities
o Cell phones  Promotes effective use of ICT software and
o Computer and network hardware hardware in teaching
o Satellite systems  Improves teaching skills and encourages
 Includes various services and applications: innovative teaching methods
o Video conferencing  Increases classroom effectiveness
o Distance learning  Enhances professional development and
Educational Technology educational management
 Combines computer hardware, software,  Fosters active learning among teacher trainees
educational theory, and practice  Replaces traditional technology, aligning with
 Facilitates learning and improves academic competitive student mindset
performance  Prepares teachers for real classroom situations
 Involves creation, use, and management of and equips students for future careers and
technological processes and educational social life
resources Different Types of ICT Used in Teaching
Media  Audio/Video Cassettes
 Communication outlets/tools for storing and  Radio Broadcasts
delivering information/data  TV Broadcasts
Types of Media  Computers and the Internet
 Print Media Internet, Broadcast Media, Internet ICT Policy
Instructional Technology  Roadmap for ICT implementation strategies
 Systematic design, implementation, and  Addresses access and civil liberties critical to
evaluation of the learning process civil society
 Focused on specific educational objectives  Involves actions adopted by various
 Branch of education studying instructional design governments
and development National and International Policies of ICT
Technology Tools Vision and Planning
 Software used to develop/support online course  Outlines technology needs and initiatives to
content achieve school objectives
1. Classcraft: Engages students using gaming  Incorporates a vision with options for meeting
principles for a harmonious learning objectives
environment ICT Infrastructure
2. Adobe Spark Video: Allows students to create  Promotes accessible, universal, affordable,
instructional videos, promoting engagement reliable, and high-quality ICT facilities and
through teaching services
3. Google Classroom: Learning management tool Legal and Regulatory Framework
for organizing tasks from a single digital location  Establishes an enabling environment for the
growth and development of the ICT sector
Human Resource Development
  Encourages the use of ICT to enhance education  Flipped Classroom:
and skills development o Lectures and practice conducted at home via
 Aims to build a nation with a growing ICT-savvy computer
population o Interactive learning activities during class time
Industry allow for expanded curriculum
 Utilizes ICT to foster an enabling environment Effective Implementation of ICT Policies
for investment  Professional Development:
 Supports the development of a vibrant and o Teachers need specific training to enhance ICT
sustainable economy use for formative assessments, individualized
Government instruction, and fostering student
 Acts as a user, purchaser, and regulator of ICT collaboration.
 Supports innovative, effective, and efficient  Positive Impact:
delivery of information and services to citizens o ICT should improve teachers' general attitudes
and within the public sector toward technology in the classroom.
Safety Issues in ICT o Provide guidance on ICT teaching and learning
 Limited accessibility and network connection specific to each discipline.
 Limited technical support  Support for Teachers:
 Lack of effective training o Education managers, supervisors, teacher
 Lack of teacher’s competency educators, and decision-makers must also
ICT Safety Rules Implementation receive training in ICT use to support teachers
1. Any use of online tools involving personal information in their transition.
must be approved by the school principal or leadership  Incremental Pathway:
team. o Implement policies gradually, establishing
2. Assess privacy and security based on risk level, infrastructure and ensuring sustainable, easily
including: upgradable ICT solutions.
 Type of personal information involved Integration of ICT in Teaching-Learning Interaction
 Purpose of the online tool  Use of diverse ICT tools for:
 Age of students using the tool o Communication, creation, dissemination,
3. Inform parents about the online tools being used, storage, and management of information
including:  Replacing traditional tools:
 Purpose and benefits of the tool o Interactive digital whiteboards instead of
 Personal information involved chalkboards
 Who has access to the information o Students' smartphones or devices for learning
 Location of information storage during class
4. Seek advice from the Digital Learning Unit for  Flipped classroom model:
departmentally brokered tools. o Students watch lectures at home and engage in
Uses of ICT Policies in the Teaching and Learning interactive exercises during class time
Environment
Educational Applications of ICT Dale’s Cone of Experience Overview
 One Laptop per Child:  Model integrating various theories of
o Affordable laptops designed for 1:1 student instructional design and learning processes
use  Developed by Edgar Dale in the 1960s
 Emphasizes that learners retain more
o Features include lower power consumption,
information through active participation ("doing")
low-cost operating system, and special compared to passive methods ("hearing,"
reprogramming and mesh network functions "reading," or "observing")
 Interactive Whiteboards (Smart Boards):  Foundations of “experiential learning” or “action
o Project computer images for manipulation learning”
(dragging, clicking, copying)
 E-Readers:
o Electronic devices that store hundreds of
digital books
o Increasingly used for delivering reading
materials
 o Knowledge of traditional and new technologies
that can be integrated into the curriculum.
Interaction Components of TPACK
1. Technological Content Knowledge (TCK):
o Understanding the reciprocal relationship
between technology and content.
o Disciplinary knowledge defined and constrained
by technology capabilities.
2. Pedagogical Content Knowledge (PCK):
o Understanding how specific topics are
organized, represented, and adapted for
diverse learners (Shulman, 1986).
3. Technological Pedagogical Knowledge (TPK):
o Understanding how technology can influence
specific pedagogical practices.
4. Technological Pedagogical Content Knowledge
(TPACK):
o Knowledge about the complex relationships
among technology, pedagogy, and content to
Instructor Questions to Consider develop context-specific teaching strategies.
 Where does the student’s experience with this
instructional resource fit on the cone? How far is
it from real-life experiences?
 What type of learning experience do you want to
provide in the classroom?
 How does this instructional resource enhance
the information provided by the textbook?
 What senses can students engage to learn the
instructional material?
 Does the instructional material effectively
enhance learning?
Structure of Dale’s Cone of Experience
 Visual Model: Comprised of stages from
concrete experiences at the bottom to abstract
concepts at the top.
 Arrangement: Based on abstraction and
sensory involvement, not difficulty.
 Interrelated Experiences: Stages can be mixed
and connected, fostering meaningful learning.
Key Principle
 More senses involved in the learning process
led to deeper and more effective learning. Shulman’s (1986) model of Pedagogical Content
 Concrete experiences are valuable, but not the Knowledge Similar frameworks:
only effective method for knowledge transfer in  ICT-Related PCK:
education. o Conceptualizes technology integration within
Technological Pedagogical Content Knowledge
PCK and requires additional knowledge types.
(TPACK)
 Technological Content Knowledge:
 Framework describing knowledge needed for
o Focuses on the total intersection between
effective technology integration in teaching.
technology and content.
 Emphasizes interactions among content,
 Knowledge of Educational Technology:
pedagogy, and technology for effective teaching.
o Emphasizes the interactions among content,
Key Components of TPACK
1. Content Knowledge (CK): pedagogy, and technology, treating technology
o Subject-matter knowledge a teacher is knowledge as a distinct yet interacting form.
 Electronic Pedagogical Content Knowledge
responsible for teaching.
(ePCK):
2. Pedagogical Knowledge (PK):
o Knowledge required for successfully integrating
o Knowledge about instructional practices,
technology into classrooms.
strategies, and methods to promote student
 Technological Pedagogical Content Knowledge -
learning.
Web (TPCK-W):
3. Technology Knowledge (TK):
 o Knowledge of TPACK components with a focus o Plan how to use selected technology, media, and
on the World Wide Web instead of general materials effectively.
technology. o Ensure plans contribute to achieving the stated
objectives.
ASSURE Model o Follow the Five P’s:
Instructional design model aimed at producing more  Preview the technology, media, and
effective teaching and learning. materials.
 Acronym: ASSURE stands for a series of steps in  Prepare the technology, media, and
the instructional design process. materials.
 Prepare the environment.
 Prepare the learners.
 Provide the learning experience.
5. Require Learner Participation:
o Plan for active engagement of students in the
learning material.
o Consider engagement strategies at both the class
and individual levels.
6. Evaluate and Revise:
o Evaluate the impact of teaching on student
learning.
o Assess the effectiveness of teaching strategies
and the technology, media, and materials used.

Digital Literacy
 Ability to make sense of digital media through
meaningful consumption and curation patterns.
 Enhances individual potential to contribute to
Steps of the ASSURE Model authentic communities.
1. Analyze Your Learners:  Involves skills for living, learning, and working in a
o Analyze learner characteristics related to desired digital society where communication occurs via
learning outcomes. internet platforms, social media, and mobile
o Consider general attributes: devices.
 Age  Key aspects include clear communication in virtual
 Academic abilities environments, expressing ideas, asking relevant
 Gender questions, maintaining respect, and building trust.
 Interests Four Principles of Digital Literacy
o Assess prior competencies and learning styles 1. Comprehension:
(auditory, visual, tactile). o Ability to extract implicit and explicit ideas
2. State Standards and Objectives: from media.
o Define standards and objectives for the learning 2. Interdependence:
module. o Media forms connect in various ways;
o Specify what learners will be able to do as a result collaboration among media is essential due
of instruction. to abundance.
o Follow the ABCDs of well-stated learning 3. Social Factors:
objectives: o Sharing transcends personal identity and
 Audience: Identify the target learners. distribution, creating its own messages.
 Behavior: Specify the behavior or 4. Curation:
performance to be demonstrated. o Understanding the value of information and
 Conditions: Outline the conditions for organizing it for long-term accessibility and
observing behavior/performance. usefulness.
 Degree: Define the level of mastery Media Literacy
expected.  Essential for engaging in a digital society.
3. Select Strategies, Technology, Media, and  Involves understanding, inquiry, creation,
Materials: communication, and critical thinking.
o Choose instructional strategies, technology, and Media Literacy: Five Core Concepts
media aligned with learning objectives.  All media messages are constructed.
o Determine the balance between instructor-  Media messages use creative language with
centered and student-centered instruction (e.g., distinct rules.
lecture, demonstration, video).  Different individuals experience the same media
4. Utilize Technology, Media, and Materials: message in diverse ways.
  Media contain embedded values and
perspectives.

Information Literacy
 Set of abilities enabling individuals to acquire,
evaluate, and use information.
 Components include:
o Identifying sources
o Finding information
o Evaluating the quality and relevance of
information
o Applying information appropriately
o Acknowledging sources of information.

2. ADDIE Model:
o Generic instructional design process
with five phases:
 Analysis
 Design
 Development
 Implementation
 Evaluation
o Represents a dynamic, flexible guideline
for building effective training and
performance support tools.
o Considered outdated due to its
hierarchical structure but still widely
used, especially for new development.

Instructional Design
 Provides guidelines to organize pedagogical
scenarios for achieving instructional goals.
 Involves creating instructional experiences to
facilitate effective learning.
Characteristics of Instructional Design
 Learner-Centered: Focus on the needs and
performance of learners.
 Goal-Oriented: Well-defined goals are essential
for direction.
 Real-World Performance: Prepares learners to
perform expected behaviors in real-life
situations.
 Outcome-Focused: Emphasizes measurable 3. Merrill’s Principles of Instruction:
and reliable outcomes. o Draws from various instructional design
 Empirical: Data-driven process that relies on theories to articulate common design
evidence and feedback. principles.
 Team Effort: Typically involves collaboration o Emphasizes principles necessary for
among educators and instructional designers. effective and efficient instruction across
different theories.
Instructional Design Models

1. Gagne’s Nine Events of Instruction:

o Systematic process for structuring
training sessions.
o Focuses on developing strategies and
activities to support intellectual skills
and learning.
 o PowerPoint and Prezi allow students to present
information in engaging formats.
5. Grades
o Online portals provide immediate access to
grades for students and parents.
o Eliminates the need for paper report cards.
6. Teacher Websites
o Message boards for student-teacher interactions
and topic discussions.
o Teachers can post supplementary materials for
4. Bloom’s Taxonomy: deeper learning.
o Originally published by Bloom (1956) to
7. Digital Textbooks
categorize educational objectives in the
cognitive domain. o Interactive readings with games and quizzes
o Revised by Anderson and Krathwohl engage students actively.
(2001) to better align with modern 8. Video Conferencing
curriculum needs, offering an updated o Helps students enhance public speaking and
framework for curriculum designers, presentation skills.
teachers, and students. o Enables virtual field trips or guest speakers from
industry professionals.
9. Podcasts
o Students can create audio clips to tackle difficult
topics collaboratively.
o Teachers can share unique podcasts on personal
websites.
10. Wikis and Blogs
o Platforms for students to publish ideas and
stories, fostering interactive learning.
o Make learning feel fun and less traditional.

Digital Learning Resources

Digital learning resources enhance education by
transitioning from closed classrooms to collaborative,
Enhancing Lessons with Technology open environments, supporting learners in achieving
1. Computer Games their goals.
o Enable decision-making with instant feedback to Four Types of Digital Learning Resources
evaluate progress. 1. Simulations and Models
o Encourage interaction with material for o Interactive tools where learners can adjust
subconscious learning. parameters to see real-time outcomes.
o Examples: Classcraft, Sheppard Software, Fun 2. Graphics and Animations
Brain, PBS Kids Games, National Geographic Kids o Highly shareable visual content that can reach
Games. a broader audience.
2. Videos 3. Quizzes and Games
o Short, engaging instructional videos spark o Innovative methods to assess knowledge,
student interest. adaptable to different situations and
o Examples: BrainPOP, National Geographic Kids, audiences.
National Geographic on YouTube. 4. E-books and E-notes
3. Research o Easily shareable resources accessible
o Internet simplifies research, providing easy anywhere, allowing for flexible learning.
access to credible resources. Common Examples of Digital Learning Resources
o Students can gather information quickly without 1. Edmodo
library visits. o Educational tool for teacher-student
4. Presentations connection; includes collaborative groups,
o Computers offer creative presentation options.
 performance measurement, and parent o Requires students to log on during a
communication. scheduled time, typically once a week.
2. Projeqt o Utilizes multimedia components such
o Tool for creating multimedia presentations as:
with interactive elements like maps and  Group chats
quizzes.  Web seminars
3. TED-Ed  Video conferencing
o Platform for collaborative educational  Phone call-ins
lesson creation involving teachers, students, o Best for students who can commit to
and animators. specific days and times.
4. Edu Clipper o Examples: Instant messaging, video
o Platform for sharing and exploring conferencing, webcams, MUDs (Multi-
educational references and materials. User Dungeons), MOOs (MUD, Object
5. Kahoot Oriented), and chat rooms.
o Game-based educational platform for 2. Asynchronous Distance Learning
creating questionnaires and discussions that o Teacher and students interact at
enhance lessons. different times and locations.
6. Google Docs o Relies on technology like:
o Powerful real-time collaboration tool for  Email
document creation and editing.  E-courses
7. SurveyMonkey  Online forums
o Online survey tool for creating and running  Audio and video recordings
professional surveys.  Traditional mail (snail mail)
Conventional Learning (C-Learning) o Examples: Email, texting, newsgroups,
 Refers to traditional teaching in brick-and- blogs, and social media.
mortar classrooms. Flexible Learning
 Emphasizes lecture methods, focusing on Flexible learning is a multi-layered approach that
memorization and reproduction of facts, encompasses a continuum of learning strategies
principles, and theories. regarding time, place, pace, content, and mode. Its
Distance Learning primary aim is to enhance opportunities for learners,
Distance learning, also known as distance education, e- providing them with more control over their educational
learning, and online learning, involves the physical experiences.
separation of teachers and students during instruction, Key Features
utilizing various technologies for communication.  Guided Choice: Learners are offered a range of
Four Characteristics of Distance Learning options in various domains, influenced by
1. Institutional Structure teaching techniques, technologies, and policies.
o Conducted through educational institutions;  Learner-Centered Approach: Shifts decision-
not simply self-study or non-academic making from instructors to learners, allowing
environments. them to select from multiple options concerning
2. Geographic and Temporal Separation key learning dimensions.
o Inherent geographic separation; students and Modes of Flexible Learning
teachers may also be separated by time. 1. On-Campus Classroom Learning
3. Interactive Telecommunications 2. Distance Education
o Connects individuals within a learning group 3. Open Learning
and facilitates communication with teachers. 4. Independent Learning
4. Learning Community 5. Resource-Based Learning
o Establishes a learning group (community) that 6. Blended Learning
includes students, a teacher, and instructional 7. Virtual Learning
resources. 8. Computer-Managed Learning
Types of Distance Learning 9. Computer-Assisted Learning
1. Synchronous Distance Learning 10. Online Learning
o Teacher and students interact at the 11. Mobile Learning
same time but in different locations. 12. Multimedia Learning
Advantages o Advantages: Economical, easy to implement.
 Allows learners to make their decisions about how o Disadvantages: Lack of immediate feedback,
quickly to learn may prioritize winning over learning.
 Assuming control and responsibility of the  HIGH Technology Tools: e-Games for matching
learning pace can be motivating for some learners items.
Disadvantages o Advantages: Immediate feedback, engaging
 Learners may lack the experience to pace learning experiences.
themselves appropriately o Disadvantages: Licensing costs and potential
 Control and responsibility can be uncomfortable distractions.
to inexperienced learners
 Poor time management could lead to 3. Concrete Concepts (Identify & Classify)
procrastination and the whole learning experience  Examples: Identify birds, classify democratic
ineffective governments.
 Managing students could be resource intensive  LOW Technology Tools: Manipulatives and
visual displays.
Relevance and Appropriateness in the Use of o Advantages: Tangible, easy to understand.
Technology in Teaching and Learning o Disadvantages: Limited access for some
Education and technology have a strong connection, students.
with various technologies enhancing classroom  HIGH Technology Tools: Virtual manipulatives
experiences. The appropriateness of technology in and apps.
education should be evaluated based on its ability to o Advantages: Visual representation of
meet educational goals, foster creativity, and encourage abstract concepts, cost-effective.
critical thinking. o Disadvantages: Access may not be equal for
Evaluating Technology in Education all students.
1. Educational Aims: Identify the learning objectives
to determine how technology can support them. 4. Rule-Using (Application of Knowledge)
2. Educational Technology: Understand the tools  Examples: Apply formulas to solve algebra
available and how they align with the identified problems.
aims.  LOW Technology Tools: Paper/pencil tasks, class
3. Defining Appropriateness: Assess whether the discussions.
technology is suitable for the specific educational o Advantages: Low-cost, easy access.
context. o Disadvantages: Lack of quantitative data
Learning Outcomes and Instructional Strategies from discussions.
1. Verbal Information (Declarative Knowledge)  HIGH Technology Tools: Interactive response
 Examples: State all letters in the alphabet, name systems (Clickers).
the 50 U.S. state capitals. o Advantages: Immediate feedback,
 LOW Technology Tools: Chalk/whiteboards, paper engaging.
worksheets. o Disadvantages: Potential high costs,
o Advantages: Easy to use, affordable, readily training required for faculty.
available.
o Disadvantages: Can become boring if 5. Higher-Order Skills (Problem-Solving)
overused, initial costs may be high.  Examples: Generate environmentally sound
 HIGH Technology Tools: Presentation software solutions for runoff.
(SMART Notebook, Prezi).  LOW Technology Tools: Case studies, in-class
o Advantages: Engaging, supports creativity. assignments.
o Disadvantages: Requires training, can be o Advantages: Available and straightforward.
expensive. o Disadvantages: May lack engagement or
be too simplistic.
2. Intellectual Skills (Procedural Knowledge)  HIGH Technology Tools: Web-based case studies
 Examples: Recognize different sounds, classify and eGames.
birds by characteristics. o Advantages: Interactive, dynamic.
 LOW Technology Tools: Worksheets, match o Disadvantages: Possible time limitations
games. and expenses.
 Current Trends in Assessment
6. Cognitive Strategies (Metacognition)  Technology enhances assessment reliability and
 Examples: Monitor and control cognitive efficiency, often at a lower cost and time
processes. commitment.
 LOW Technology Tools: Basic paper/pencil  Some major features of assessment are:
tools, traditional lectures. o Integral to classroom culture.
o Advantages: Familiar and low-cost. o Oriented towards clear learning goals.
o Disadvantages: Limited engagement and o Incremental and interactive.
adaptability. o Timely and specific feedback.
 HIGH Technology Tools: Mind mapping software o Focus on the learning process as well as
(Inspiration, Mindomo). outcomes.
o Advantages: Supports digital literacy, o Varied methods to accommodate diverse
helps in developing cognitive strategies. learning needs.
o Disadvantages: Requires training, Role of ICT in Assessment
availability issues.  Modern technology provides a range of tools for
assessing student performance and learning in
the classroom.
 Digital devices facilitate the creation, delivery,
storage, and reporting of assessment tasks,
responses, grades, and feedback.
 ICT-based assessments can utilize various
formats, including text documents, multimedia
(sound, video, images), and interactive
elements.
 Computers can assist in designing assessment
tasks, delivering them to students, and
recording grades and feedback.
Types of Assessment  Analysis of student responses helps in providing
1. Formative Assessment quality feedback and informs teachers about
o provides feedback and information during the effectiveness of tasks for differentiating
the instructional process, while learning is abilities.
taking place, and while learning is Computer-Assisted Assessment
occurring.  Involves using computers to evaluate student
2. Summative Assessment learning and performance, applicable to both
o It takes place after the learning has been formative and summative assessments.
completed and provides information and  Typically formative, it guides students in
feedback that sums up the teaching and understanding their learning progress and offers
learning. timely feedback for improvement.
3. Diagnostic Assessment Computer Adaptive Testing
o identify your students’ current knowledge  A recent advancement that increases efficiency
of a subject, their skill sets and capabilities, in testing by adjusting the difficulty of questions
and to clarify misconceptions before based on student responses.
teaching takes place. Components of Computer Adaptive Testing
4. Authentic Assessment 1. Calibrated Item Pool
o describes the multiple forms of assessment 2. Starting Point.
that reflect student learning, achievement, 3. Item Selection Algorithm
motivation and attitudes on instructionally 4. Scoring Procedure
relevant classroom activities. 5. Termination Criterion
5. Performance Assessment
o Requires students to demonstrate mastery ASSURE Model
of specific skills and competencies by  Essential for effective lesson planning in
creating or performing a task. education, particularly when integrating
technology into the curriculum.
  Helps create effective learning opportunities for
students.
6 Tips for Using the ASSURE Model in Technology-
Enhanced Lessons
1. Conduct Surveys and Online Assessments
o surveys, focus groups, interviews, and
eLearning assessments to understand
audience traits, experience levels, and
learning styles.
o Helps tailor exercises and materials to
Seven Key Concepts of Digital Citizenship
better suit student needs.
2. Create Custom-Tailored Objectives 1. Empathy
o Aside from organization-wide objectives o Teaching empathy is fundamental for
and goals that you’ve created, you should good digital citizenship.
also develop goals that are learner-specific. o Understanding how people
3. Choose Tech Tools that Align with Common communicate and behave online is
Goals essential.
o One of the most common blended 2. How the Internet Works
o The Internet is a vast network of
learning strategy mistakes is using interconnected servers and computers.
technology just for the sake of technology, o It directs web browser requests through
rather than finding the tools that are ideal both wired and wireless connections.
for the particular audience and training 3. Understanding User Data
goals. o User data is a complex concept in the
4. Give the Tech Tools and Materials a Test-Run digital age, involving the collection of
o To verify that all of your tech tools are in various types of data by websites.
o Data collection can range from simple
working order and that your learners can page views to sensitive information like
use them effectively, it’s always a good home addresses.
idea to give your technology a test-run 4. Practicing Digital Literacy
before you offer them to your learners. o Digital literacy involves reading and
5. Get Learners Involved comprehending information online.
o Engage students by starting discussions o Important to assess the origin and
accuracy of the information
with thought-provoking questions that
encountered.
encourage them to seek answers online. 5. Acknowledging the Digital Divide
o Fosters excitement and active participation o The digital divide highlights the gap
in the learning process. between those with access to modern
6. Understand that Your ASSURE Strategy is a digital tools and those without.
Work in Progress o Recognizing this disparity is crucial for
o Acknowledge that the ASSURE plan should fostering inclusivity.
6. Practicing Digital Wellness
evolve with the changing needs of learners
o Digital wellness emphasizes the
and advancements in technology. importance of limiting time spent on the
o Continuous adaptation ensures that Internet and digital media.
educational resources remain relevant and o Encourages a balanced approach to
effective. technology use.
7. Securing Digital Devices
Digital Citizenship o Securing devices is vital for protecting
personal information and ensuring safe
Refers to the responsible use of technology by
online interactions.
individuals engaging with society through computers, o This concept applies practical lessons
the Internet, and digital devices. learned in digital citizenship to real-life
scenarios.
Intellectual Property Rights The use of the internet and related technologies to
Protect creations of the mind, such as inventions, literary deliberately harm others in a repeated and hostile
and artistic works, images, and symbols. These rights manner.
ensure that creators benefit from their work and
safeguard against unfair use by others. Types of Cyberbullying
Types of Intellectual Property Rights 1. Flaming: Online fights using angry and vulgar
1. Trademark language.
o A name, symbol, figure, letter, word, or mark 2. Harassment: Sending nasty, mean, and
used by a manufacturer or merchant to identify insulting messages repeatedly.
their goods. 3. Denigration: "Dissing" someone online; sharing
o Distinguishes products from those of other gossip or rumors to damage their reputation.
manufacturers (e.g., Adidas, Nike, Converse). 4. Impersonation: Pretending to be someone else
2. Trade Secrets to cause trouble or harm their reputation.
o Characteristics: 5. Outing: Sharing someone’s secrets or
 Not public information. embarrassing information online.
 Secrecy provides economic 6. Trickery: Convincing someone to reveal secrets
benefits to the holder. or embarrassing information, then sharing it
 Actively protected from disclosure. online.
o Example: The secret formula for Coca-Cola, 7. Exclusion: Cruelly excluding someone from an
which remains undisclosed and securely online group.
stored. 8. Cyberstalking: Intense harassment that
3. Copyright includes threats, creating significant fear.
o Grants the owner exclusive rights to publish,
reproduce, or sell artistic works. Digital Safety Rules
o Covers a wide range of original creations, 1. Keep Personal Information Professional and
Limited: Share only relevant professional
including:
details; avoid disclosing personal information
1. Literary works.
like relationship status or home address.
2. Musical works (with accompanying
2. Keep Privacy Settings On: Utilize privacy
words).
settings on browsers and social media to protect
3. Dramatic works (with
personal information from marketers and
accompanying music).
hackers.
4. Pantomimes and choreographic
3. Practice Safe Browsing: Avoid clicking on
works.
dubious content that may expose you to
5. Pictorial, graphic, and sculptural
cybercriminals.
works.
4. Ensure a Secure Internet Connection: Use a
6. Motion pictures and audiovisual
secure VPN and be cautious when providing
works.
sensitive information over public networks.
7. Sound recordings.
5. Be Careful What You Download: Avoid
8. Architectural works.
downloading malware disguised as legitimate
4. Patent
apps or programs.
o A right granted by the federal government that
6. Choose Strong Passwords: Use complex
allows inventors to exclude others from
passwords; avoid easy-to-guess ones like
making, selling, or using their invention for a
"123456."
specified time.
7. Be Careful What You Post: Remember that
o Encourages unique and useful inventions.
anything posted online can remain accessible
o Patent Categories: forever, even if deleted.
1. Utility Patents: Most common, for 8. Be Careful Who You Meet Online: Verify the
new machines, chemicals, and identity of people you interact with online; be
processes. wary of fake profiles used by hackers.
2. Design Patents: Protects the
unique appearance or design of Cyberspace
manufactured objects.  Refers to the "location" where people interact
3. Plant Patents: For the invention online, encompassing online games, chat
and asexual reproduction of new rooms, and instant messaging.
plant varieties.  Has evolved into a significant venue for social
5. Industrial Design Right and political discussions, particularly through
o Protects the visual design of objects. web-based discussion boards.
o Focuses on the shape, configuration, pattern,
or color with aesthetic value. Ways to Be a Better Netizen
Cyberbullying 1. Be Aware of What You Post Online:
 o Consider the tone, truthfulness, potential o User-friendly platform with numerous
harm, and overall value of your posts courses from leading universities and an
before sharing. option to earn shareable electronic
2. Be Careful of What You Say: certificates.
o Avoid comments that may come across as 6. Brightstorm (brightstorm.com):
rude or insensitive; remember that online o Focused on high school students, offering
remarks can have lasting consequences. simplified explanations of complex
3. Be Mindful of Privacy: subjects, covering areas like math, science,
o Understand the risks of sharing private and history.
messages, as they can easily be 7. CosmoLearning (cosmolearning.com):
screenshot and disseminated. o Offers both academic and skill-based
4. Avoid Sharing Fake News: learning with options for educational
o Verify information before sharing; fake material, courses, and documentaries.
news can lead to poor decision-making and 8. Futures Channel (thefutureschannel.com):
public panic. o An educational channel providing
5. Be Truthful: significant data addressing common
o Share only accurate information and avoid student challenges.
plagiarism or unauthorized sharing of 9. Howcast (howcast.com):
content. Understand the distinction o A comprehensive platform covering a wide
between free and copyrighted material. array of subjects, centered around the
6. Credit the Source When Reposting: theme of “how-to” content.
o Acknowledge the original creator to show 10. Khan Academy (khanacademy.com):
respect and integrity.  Online coaching resource providing free
7. Do Not Engage in Cyberbullying and Other educational content across various traditional
Internet Crimes: subjects, allowing students to learn at their own
o Refrain from criticizing individuals without pace with personalized progress tracking.
understanding the full context.
8. Share Expert Knowledge: Collaborative Technology
o Utilize the internet to share useful and  Tools and systems designed to facilitate group
positive information rather than harmful work, whether in-person or remote.
content.  Also referred to as groupware, these
9. Recognize and Respect Diversity: technologies help streamline costs and time in
o Acknowledge that online interactions managing group tasks, enabling intuitive
involve people from various cultures and problem-solving across teams.
perspectives; respect differing opinions and
backgrounds. Types of Collaboration Technology
Educational Portals 1. Teamwork:
 Websites designed to support various o Successful group work relies on three
educational sectors by providing access to fundamental elements:
relevant information and tools.  Proximity: Physical closeness
 Help instructors find valuable resources for can enhance collaboration.
teaching, enhancing student-centered learning.  Permissiveness: An open
Examples of Educational Portals environment encourages
1. EdX (edx.org): participation.
o Online learning platform and MOOC  Familiarity: Prior relationships
provider offering high-quality courses from or experiences foster effective
top universities worldwide. teamwork.
2. Academic Earth (academicearth.org): 2. Two-Way Telecommunications:
o Provides a wide range of academic options, o Enables collaboration over distances using
from traditional to contemporary studies, voice, video, and data technologies.
including online degrees in diverse fields. o Facilitates coordination and activities that
3. Internet Archive (archive.org): would be challenging without proximity.
o A vast repository of originals from various 3. Proprietary or Premise-Based Software:
sources, offering free and accessible o Installed on individual desktops within a
knowledge. company’s network.
4. Big Think (bigthink.com): o Expands shared project management
o Features contributions from over 2,000 functions, allowing team members to track
experts, providing refined articles and tasks, locate files, and communicate
tutorials that encourage students to effectively.
develop their own ideas. 4. Software-as-a-Service (SaaS):
5. Coursera (coursera.org): o The evolution of on-premise software.
 o Organizations purchase subscriptions for A. Performance Assessment
B. Summative Assessment
software accessible from any location, C. Diagnostic Assessment
provided users have the appropriate D. Formative Assessment
permissions. E. Authentic Assessment
4. At the end of the science unit, the teacher administers an online final exam through
a learning management system, automatically generating a detailed report of each
Types of Collaborative Software Tools student's performance for review. Which type of assessment is used?
 Communication Technology: A. Performance Assessment
o Facilitates messaging, chat groups, and B. Summative Assessment
C. Diagnostic Assessment
conversations via the internet, regardless of D. Formative Assessment
location. E. Authentic Assessment
o Examples: 5. The teacher assigns students to record and upload videos of themselves conducting
a science experiment, where they must demonstrate proper lab techniques and
 Email explain their findings using a video editing app. Which type of assessment is used?
 Instant messaging apps A. Performance Assessment
 Digital voicemail applications B. Summative Assessment
 Voice-over-Internet Protocol (VoIP) calls C. Diagnostic Assessment
D. Formative Assessment
 Conferencing Technology: E. Authentic Assessment
o Allows real-time communication among 6. Which refers to the use of computers to assess students learning and performance?
multiple individuals, using internet or cloud- A. Computer Managed Assessment
B. Computer Assisted Assessment
based platforms. C. Computer Adaptive Testing
o Key features include: D. Computer Linear Testing
 Real-time interaction through 7. Which refers to a computer assisted assessment that has calibrated item pool,
starting point or entry level, item selection algorithm, scoring procedure, & termination
conferencing software. criterion?
 Unified screen viewing for all A. Computer Managed Assessment
participants. B. Computer Assisted Assessment
o Types of Conferencing Tools for the C. Computer Adaptive Testing
D. Computer Linear Testing
workplace are: 8. The teacher uses an online survey platform to gather data on students' learning
 Video conferencing with screen-sharing preferences and prior experiences, helping to tailor upcoming lessons to match their
capabilities interests and preferred learning styles. Which guideline in the use of ASSURE model
in technology-enhanced lesson is described?
 Document sharing software A. Conduct surveys and online assessments to research audience
 Shared applications for simultaneous B. Choose tech tools that align with common goals
access to tools C. Give the tech tools and materials a test-run
 Coordination Technology: D. Create custom-tailored objectives
E. Get learners involved
o Integrates teamwork and task management 9. The teacher uses a data analytics tool from the learning management system to
functions. track individual student progress, allowing them to set personalized learning objectives
o Enhances interpersonal connections and for each student based on their strengths and areas for improvement. Which guideline
in the use of ASSURE model in technology-enhanced lesson is described?
simplifies workflow management. A. Conduct surveys and online assessments to research audience
o Examples: B. Choose tech tools that align with common goals
 E-calendars C. Give the tech tools and materials a test-run
D. Create custom-tailored objectives
 Employee time trackers or scheduling E. Get learners involved
systems 10. The teacher selects an interactive simulation tool that aligns with the course's goal
 Project management systems of improving critical thinking in science, ensuring that the technology supports
 Enterprise resource planning (ERP) students' problem-solving skills rather than simply adding digital content. Which
guideline in the use of ASSURE model in technology-enhanced lesson is described?
software A. Conduct surveys and online assessments to research audience
 Internal employee and client portals B. Choose tech tools that align with common goals
C. Give the tech tools and materials a test-run
D. Create custom-tailored objectives
P3 SUMMATIVE E. Get learners involved
1. Before starting a new history unit, the teacher uses an online pre-assessment tool to
11. Which refers to the responsible use of technology by anyone who uses computers,
gauge students' prior knowledge and identify misconceptions about key historical
the Internet, and digital devices to engage with society on any level?
events, allowing for targeted instruction. Which type of assessment is used?
A. Digital Citizenship
A. Performance Assessment
B. Digital Nomad
B. Summative Assessment
C. Global Citizen
C. Diagnostic Assessment
D. Digital Native
D. Formative Assessment
12. The teacher ensures all students have access to digital devices and the internet by
E. Authentic Assessment
organizing a technology lending program for those who need it. Which element of
2. The teacher asks students to create a multimedia presentation using digital
digital citizenship is described?
storytelling tools, showcasing their understanding of environmental sustainability by
A. Digital Communication
connecting class concepts to real-world community challenges. Which type of
B. Digital Commerce
assessment is used?
C. Digital Etiquette
A. Performance Assessment
D. Digital Literacy
B. Summative Assessment
E. Digital Access
C. Diagnostic Assessment
13. During a lesson on online shopping, the teacher guides students through safe
D. Formative Assessment
purchasing practices and discusses how to identify secure websites. Which element of
E. Authentic Assessment
digital citizenship is described?
3. During a math lesson, the teacher uses an interactive quiz app to provide real-time
A. Digital Communication
feedback to students on their problem-solving skills, helping them adjust their
B. Digital Commerce
strategies as they progress through the lesson. Which type of assessment is used?
 C. Digital Etiquette B. Digital Health and Wellness
D. Digital Literacy C. Digital Security
E. Digital Access D. Digital Access
14. Before the online writing workshop begins, the teacher runs a trial session with the E. Digital Law
digital collaboration platform to ensure all features, like real-time editing and peer 24. The teacher encourages students to create a digital citizenship contract outlining
feedback, work smoothly and that students can navigate the tool effectively. Which their rights and responsibilities while using technology in the classroom. Which
guideline in the use of ASSURE model in technology-enhanced lesson is described? element of digital citizenship is described?
A. Conduct surveys and online assessments to research audience A. Digital Rights and Responsibilities
B. Choose tech tools that align with common goals B. Digital Health and Wellness
C. Give the tech tools and materials a test-run C. Digital Security
D. Create custom-tailored objectives D. Digital Access
E. Get learners involved E. Digital Law
15. The teacher sparks a class discussion with a thought-provoking question about the 25. The teacher incorporates lessons on managing screen time and encourages
future of renewable energy, encouraging students to research the topic online and students to take regular breaks during extended periods of computer use. Which
share their findings through a collaborative digital forum. Which guideline in the use of element of digital citizenship is described?
ASSURE model in technology-enhanced lesson is described? A. Digital Rights and Responsibilities
A. Conduct surveys and online assessments to research audience B. Digital Health and Wellness
B. Choose tech tools that align with common goals C. Digital Security
C. Give the tech tools and materials a test-run D. Digital Access
D. Create custom-tailored objectives E. Digital Law
E. Get learners involved 26. The teacher assigns a research project where students must evaluate the
16. The teacher introduces a class blog where students can post their thoughts and credibility of different online sources, teaching them how to discern factual information
respond to peers, fostering respectful online dialogue. Which element of digital from misinformation. Which concept of digital citizenship is depicted?
citizenship is described? A. Understanding User Data
A. Digital Communication B. Practicing Digital Literacy
B. Digital Commerce C. How the Internet Works
C. Digital Etiquette D. Empathy
D. Digital Literacy 27. Which type of intellectual property is a symbol, word, or phrase legally registered
E. Digital Access to represent a company or product?
17. To enhance digital literacy, the teacher conducts a workshop on evaluating the A. Industrial Design
credibility of online sources before students start their research projects. Which B. Trade secrets
element of digital citizenship is described? C. Trademark
A. Digital Communication D. Copyright
B. Digital Commerce E. Patent
C. Digital Etiquette 28. Which type of intellectual property is a confidential business information that gives
D. Digital Literacy a company a competitive edge?
E. Digital Access A. Industrial Design
18. The teacher models appropriate online behavior by discussing the importance of B. Trade secrets
respectful comments in class forums and leading by example during discussions. C. Trademark
Which element of digital citizenship is described? D. Copyright
A. Digital Communication E. Patent
B. Digital Commerce 29. The teacher facilitates a class discussion on the digital divide, encouraging
C. Digital Etiquette students to reflect on how unequal access to technology affects learning opportunities
D. Digital Literacy in their communities. Which concept of digital citizenship is depicted?
E. Digital Access A. Acknowledging the Digital Divide
19. The teacher conducts a cybersecurity workshop where students learn to create B. Practicing Digital Wellness
strong passwords and recognize phishing attempts to protect their personal C. Practicing Digital Literacy
information. Which element of digital citizenship is described? D. Securing Digital Devices
A. Digital Rights and Responsibilities 30. The teacher introduces a "digital detox" challenge, encouraging students to spend
B. Digital Health and Wellness a weekend away from screens and share their experiences and feelings about the
C. Digital Security time spent offline. Which concept of digital citizenship is depicted?
D. Digital Access A. Acknowledging the Digital Divide
E. Digital Law B. Practicing Digital Wellness
20. The teacher initiates a role-playing activity where students must respond to various C. Practicing Digital Literacy
online scenarios, helping them understand different perspectives and the impact of D. Securing Digital Devices
their words. Which concept of digital citizenship is depicted? 31. The teacher conducts a workshop on the importance of password security and
A. Understanding User Data regularly updating software, helping students implement best practices to protect their
B. Practicing Digital Literacy digital devices. Which concept of digital citizenship is depicted?
C. How the Internet Works A. Acknowledging the Digital Divide
D. Empathy B. Practicing Digital Wellness
C. Practicing Digital Literacy
21. The teacher uses a visual diagram to explain how data travels across the internet, D. Securing Digital Devices
guiding students through a hands-on activity that simulates sending information over a 32. Which type of intellectual property is a legal right given to creators to control the
network. Which concept of digital citizenship is depicted? use of their original work, such as books, music, and art?
A. Understanding User Data A. Industrial Design
B. Practicing Digital Literacy B. Trade secrets
C. How the Internet Works C. Trademark
D. Empathy D. Copyright
22. During a lesson on online privacy, the teacher shows students how websites track E. Patent
user behavior and discusses the implications of data collection and sharing personal 33. Which type of intellectual property is a right granted to an inventor, allowing them
information. Which concept of digital citizenship is depicted? to exclude others from making, using, or selling their invention?
A. Understanding User Data A. Industrial Design
B. Practicing Digital Literacy B. Trade secrets
C. How the Internet Works C. Trademark
D. Empathy D. Copyright
23. The teacher educates students about copyright laws by having them create E. Patent
original digital art and explaining the importance of respecting intellectual property. 34. Which type of intellectual property is an aesthetic or ornamental aspect of a
Which element of digital citizenship is described? product, including its shape, pattern, or color?
A. Digital Rights and Responsibilities A. Industrial Design
 B. Trade secrets arrogant in front of their entire professional network. Which guideline to be a better
C. Trademark netizen is described?
D. Copyright A. Be aware of what you post online
E. Patent B. Be careful of what you say
35. Which category of patent is granted for the invention of new machines, chemicals, C. Avoid sharing fake news
or processes? D. Be mindful of privacy
A. Design Patents 48. Which educational portal is a website that provided a vast collection of instructional
B. Proper Patents videos and tutorials covering various topics, ranging from cooking and DIY projects to
C. Utility Patents personal finance and health tips?
D. Plant Patents A. Khan Academy
36. Which category of patent protects the unique appearance or design of a B. Coursera
manufactured object, including surface ornamentation? C. Howcast
A. Design Patents D. EdX
B. Proper Patents 49. Which educational portal is an online learning platform that offers a wide range of
C. Utility Patents courses, specializations, and degrees from top universities and organizations around
D. Plant Patents the world?
37. Which category of patent is granted for the invention and asexual reproduction of A. Khan Academy
new, distinct plant varieties? B. Coursera
A. Design Patents C. Howcast
B. Proper Patents D. EdX
C. Utility Patents 50. Which type of collaborative software encompasses software tools that facilitate
D. Plant Patents messaging, chat groups, and conversations over the internet, enabling interaction
38. Which type of cyberbullying refers to online fights using angry, vulgar language in between individuals and parties regardless of their geographical location, with
electronic messages? examples including email, instant messaging apps, digital voicemail, and VoIP calls?
A. Flaming A. Communication Technology
B. Harassment B. Conferencing technology
C. Denigration C. Coordination Technology
D. Impersonation D. Cooperating Technology
39. Which type of cyberbullying refers to repeatedly sending nasty, mean, or insulting 51. Which type of collaborative software enables real-time communication and screen
messages? sharing among two or more individuals using internet-based or cloud-based platforms,
A. Flaming making it a key component of collaborative software?
B. Harassment A. Communication Technology
C. Denigration B. Conferencing technology
D. Impersonation C. Coordination Technology
40. Which type of cyberbullying refers to convincing someone to reveal secrets or D. Cooperating Technology
embarrassing information, then sharing it online? 52. After her friend shared a personal message in a group chat without consent, Sarah
A. Cyberstalking felt betrayed, realizing that her private thoughts were now exposed to everyone,
B. Exclusion highlighting the importance of respecting privacy. Which guideline to be a better
C. Trickery netizen is described?
D. Outing A. Be aware of what you post online
41. Which type of cyberbullying refers to intentionally excluding someone from an B. Be careful of what you say
online group? C. Avoid sharing fake news
A. Cyberstalking D. Be mindful of privacy
B. Exclusion 53. When Mark impulsively shared a sensational article claiming a local health crisis,
C. Trickery he quickly realized the misinformation had caused unnecessary panic among his
D. Outing friends, reinforcing the need to fact-check before spreading news. Which guideline to
42. Which type of cyberbullying refers to intense harassment involving threats or be a better netizen is described?
actions that cause fear? A. Be aware of what you post online
A. Cyberstalking B. Be careful of what you say
B. Exclusion C. Avoid sharing fake news
C. Trickery D. Be mindful of privacy
D. Outing 54. Which type of collaborative software encompasses collaborative software
43. Which type of cyberbullying refers to spreading gossip or rumors online to damage designed to integrate interpersonal connections with task coordination, streamlining
someone’s reputation? end-to-end workflow management through tools like e-calendars, time trackers, project
A. Flaming management systems, and internal portals?
B. Harassment A. Communication Technology
C. Denigration B. Conferencing technology
D. Impersonation C. Coordination Technology
44. Which type of cyberbullying refers to pretending to be someone else online to D. Cooperating Technology
harm them? 55. The teacher sparks a class discussion with a thought-provoking question about the
A. Flaming future of renewable energy, encouraging students to research the topic online and
B. Harassment share their findings through a collaborative digital forum. Which guideline in the use of
C. Denigration ASSURE model in technology-enhanced lesson is described?
D. Impersonation A. Conduct surveys and online assessments to research audience
45. Which type of cyberbullying refers to sharing someone’s secrets or embarrassing B. Choose tech tools that align with common goals
information online? C. Give the tech tools and materials a test-run
A. Cyberstalking D. Create custom-tailored objectives
B. Exclusion E. Get learners involved
C. Trickery 56. The teacher introduces a class blog where students can post their thoughts and
D. Outing respond to peers, fostering respectful online dialogue. Which element of digital
46. Before hitting "send," consider if your post reflects a positive tone, is truthful, and citizenship is described?
won't unintentionally hurt someone else, as every online message carries the potential A. Digital Communication
for lasting consequences. Which guideline to be a better netizen is described? B. Digital Commerce
A. Be aware of what you post online C. Digital Etiquette
B. Be careful of what you say D. Digital Literacy
C. Avoid sharing fake news E. Digital Access
D. Be mindful of privacy 57. To enhance digital literacy, the teacher conducts a workshop on evaluating the
47. In a moment of frustration, John quickly typed a sarcastic comment on a credibility of online sources before students start their research projects. Which
colleague's post, only to regret it later when he realized it made him seem rude and element of digital citizenship is described?
 A. Digital Communication
B. Digital Commerce Which aspect of digital literacy involves the
C. Digital Etiquette
D. Digital Literacy ability to clearly express ideas and build trust in
E. Digital Access
58. The teacher models appropriate online behavior by discussing the importance of virtual environments?
respectful comments in class forums and leading by example during discussions.
Which element of digital citizenship is described? *
A. Digital Communication
B. Digital Commerce 1/1
C. Digital Etiquette
D. Digital Literacy A. Technical Skills
E. Digital Access
59. The teacher conducts a cybersecurity workshop where students learn to create B. Digital Communication
strong passwords and recognize phishing attempts to protect their personal
information. Which element of digital citizenship is described?
A. Digital Rights and Responsibilities C. Social Media Usage
B. Digital Health and Wellness D. Internet Navigation
C. Digital Security
D. Digital Access
E. Digital Law
60. The teacher initiates a role-playing activity where students must respond to various
online scenarios, helping them understand different perspectives and the impact of Your team is developing a digital resource
their words. Which concept of digital citizenship is depicted?
A. Understanding User Data library. To make it sustainable and accessible,
B. Practicing Digital Literacy
C. How the Internet Works which digital literacy principle should guide
D. Empathy
your strategy?
*
P2 SUMMATIVE
0/1
Which principle of digital literacy involves the A. Comprehension
ability to extract implicit and explicit ideas from B. Social Factors
C. Interdependence
media?
* D. Curation
1/1 Correct answer
A. Curation D. Curation
B. Comprehension

C. Interdependence How can instructional design be best

D. Social Factors
described?
*
Why is communication considered a key 1/1
aspect of digital literacy?
A. The practice of creating instructional
* experiences
1/1
B. The practice of organizing pedagogical
A. It is the only way to access information scenarios
B. Digital communication requires the same C. The practice of achieving instructional
skills as in-person communication goals
D. The practice of facilitating learning
C. It replaces all traditional forms of effectively
communication
D. Digital communication is less important
than face-to-face interactions What is the primary focus of learner-centered
instructional design?
*
0/1
C. They focus on the theoretical aspects of
A. The teacher's preferences and teaching instructional design without practical
style application
D. They prioritize individual learning
B. The technology used in the classroom preferences over established principles
C. The learner and their performance
D. The content to be covered
What was the main goal of Anderson and
Correct answer
Krathwohl's revision of Bloom's Taxonomy?
C. The learner and their performance
*
1/1
Which aspect of learning does Gagné’s
A. To make the taxonomy more applicable to
theoretical framework primarily focus on? modern educational needs
*
B. To eliminate the cognitive domain from
1/1
the taxonomy
A. Emotional skills C. To create a completely new taxonomy
B. Social skills unrelated to Bloom's work
C. Intellectual skills D. To focus solely on physical education

D. Physical skills
As an instructional designer, you need to
ensure that the training you develop is practical
Which of the following statements is true about and directly applicable. Which instructional
Merrill’s Principles of Instruction? design principle aligns most with this goal?
* *
1/1 1/1
A. They are only applicable to corporate A. Bloom’s cognitive domain
training environments B. Merrill’s focus on real-world tasks
B. They are based on principles that are
largely rejected by contemporary theorists
C. They are applicable across a wide range of C. Gagné’s focus on intellectual skills
instructional theories and models D. Anderson and Krathwohl’s revised
taxonomy
D. They focus exclusively on assessment and
evaluation methods
Which presentation tool allows students to
have more freedom and creativity in their
Which of the following best summarizes the presentations?
role of Merrill’s Principles in instructional *
design? 1/1
*
A. PowerPoint
1/1 B. Prezi
A. They introduce entirely new concepts that
are not found in other theories C. Google Slides
B. They help unify different instructional D. Keynote
theories by identifying common principles
 A. PowerPoint
B. Prezi
How can grades be communicated to students
and parents? C. Teacher Websites
* D. Brainpop

1/1
A. Through individual papers and a grade In an effort to reduce paper use and improve
book. accessibility, a school decides to switch from
B. Through paper report cards sent at the
end of each term. physical textbooks to digital textbooks. What
C. Through online portals accessible to both additional benefit can students gain from this
students and parents.
switch?
D. Through verbal communication during *
parent-teacher conferences. 1/1
A. Reduced screen time
Teacher Marius is thinking about buying a B. Interactive reading experiences
supplemented by games and quizzes
touch-screen or smart board for his classroom,
since he believes that it will be very useful for C. Increased need for note-taking
his classes. What question should teacher D. Limited access to content

Marius first ask himself before selecting the

materials he has in mind? During a virtual field trip, students can ask
* questions to a guest speaker from an industry
0/1 related to their current studies. What skills are
A. Is the material appropriate for the age, students primarily developing through this
intelligence, and experience of the learners? activity?
*
B. Can the materials help to make students
develop critical thinking? 1/1
C. Is the material worth the time, expense,
A. Research and data analysis
and effort involved?
B. Public speaking and digital communication
D. Is the physical condition of the material
satisfactory?
C. Creative writing and storytelling
Correct answer D. Time management and organization
C. Is the material worth the time, expense,
and effort involved?
Teacher Lito presented a picture or a visual
instructional material for his topic; however, the
Students in a science class are required to instructional material he presented only caused
present their findings on a recent experiment. confusion because it does not present the
They want to create an engaging and dynamic topic, the idea of the topic is not present.
presentation that allows for creative transitions Which of the following questions when
between ideas. Which tool should they use? selecting materials does teacher Lito fail to
* ask?
1/1 *
0/1 learning. It also refers to the traditional way of
A. Do the materials give a true picture of the teaching wherein most of the lecture method is
ideas they present? used.
B. Do the materials contribute meaningful
*
content to the topic?
1/1
C. Is the physical condition of the material A. C-learning
satisfactory?
D. Is there a teacher’s guide for effective
use? B. Digital learning resources
C. Distance learning resources
Correct answer D. E-learning
A. Do the materials give a true picture of the
ideas they present?
Teacher Colen makes sure that the materials
she brings will be related and connected to the
A class is using video conferencing to connect topic that she will be teaching so that it can be
with a marine biologist for a live discussion used to its full potential due to its
about ocean ecosystems. Which advantage appropriateness to the topic. Teacher Colen
does this technology offer that traditional successfully asked which question when
classroom learning might not? selecting materials?
* *
1/1 1/1
A. Direct access to expert knowledge in real- A. Do the materials give a true picture of the
time ideas they present?
B. Do the materials contribute meaningful
B. More reliable information than textbooks content to the topic?
C. Better grades for students
D. Easier communication between students C. Is the physical condition of the material
satisfactory?
D. Is there a teacher’s guide for effective
A student uses a teacher’s website to access use?
additional materials on a subject they find
particularly interesting. Which educational Teacher Maria is a Grade 9 teacher and she
benefit is this student taking advantage of? wants her learners to think deeply, analyze the
* intricacies of the information or lesson;
1/1 however, she does not know what materials
A. Passive learning she should use. Which of the following
B. Independent exploration and in-depth
questions should teacher Maria ask to help her
learning
choose what materials she should use?
C. Avoiding traditional homework *
D. Learning without a teacher’s guidance
1/1
A. Is the material appropriate for the age,
It emphasizes mainly the remembering and intelligence, and experience of the learners?
reproducing of facts, principles and theories of
B. Can the materials help to make students A. When teaching a diverse group of
develop critical thinking? students in different locations.
B. When teaching a highly visual topic that
C. Is the material worth the time, expense, requires dynamic animations.
and effort involved? C. When the primary goal is to encourage in-
D. Is the physical condition of the material depth discussion and debate among
satisfactory? students.
D. When you have limited access to
technology and need a reliable, simple
approach.
Teacher Gina makes sure that before she
presents the materials she will be using for her
classes they are ready to be used; not harmful
to the child; and is not broken. Teacher Gina When comparing digital and conventional
always asks which question when selecting learning resources, which aspect is most likely
materials? a disadvantage of conventional methods?
* *
1/1 1/1

A. Is the material appropriate for the age, A. Difficulty in assessing student

intelligence, and experience of the learners? performance
B. Can the materials help to make students B. Limited interactivity and engagement
develop critical thinking?
C. Is the material worth the time, expense, C. Over-reliance on multimedia
and effort involved? D. Requires constant internet access
D. Is the physical condition of the material
satisfactory?
Which of the following scenarios represents an
ideal use of a Venn diagram in analyzing
Which digital learning resource is specifically learning resources?
designed for creating educational lessons *
through collaborative efforts? 1/1

* A. Categorizing learning resources based on

their cost
1/1 B. Determining the best digital platform for
A. Edmodo different grade levels
B. Projeqt C. Identifying the differences and similarities
C. SurveyMonkey between digital and conventional learning
D. TED-Ed resources

D. Ranking the most popular learning

resources among students
In which scenario would using conventional
learning resources be more beneficial than You are teaching a math class and want
digital resources? students to practice problem-solving through a
* game-based approach. Which tool would be
1/1 best?
*
 B. Conducting live quizzes and interactive
1/1
Q&A sessions
A. Chalkboard quiz
B. Flashcards C. Requiring students to submit essays after
C. Kahoot the session
D. Assigning a final project at the end of the
D. Traditional worksheet course

Which of the following is a primary advantage Which of the following is a key characteristic of
of synchronous learning in online education? asynchronous learning?
* *
1/1 1/1

A. Real-time interaction between students A. Flexibility for students to access course

and instructors materials at their own pace

B. The ability to access course material at B. Real-time interaction between students

any time and instructors
C. Lower costs associated with course C. Scheduled live lectures and discussions
delivery D. Immediate feedback on assessments
D. Flexibility in scheduling for students

In an asynchronous learning environment,

In a synchronous learning environment, which which method is most effective for fostering a
strategy is most effective in ensuring active sense of community among students?
participation from all students? *
* 0/1
1/1
A. Active participation in discussion boards
A. Pre-recorded lectures with optional live and peer feedback
Q&A sessions B. Daily quizzes and assessments
B. Real-time polling and breakout room C. Pre-recorded video lectures
discussions
D. Weekly live webinars
C. Asynchronous group projects with set
deadlines Correct answer
D. Discussion boards that are monitored A. Active participation in discussion boards
weekly and peer feedback

In synchronous learning, what is the most Which instructional strategy is best suited for
effective method for assessing student promoting critical thinking in an asynchronous
understanding during a live session? learning setting?
* *
1/1 0/1
A. Using automated grading tools for A. Open-ended discussion prompts with peer
multiple-choice questions responses
B. Multiple-choice quizzes with automated A. Open learning
grading B. Virtual learning
C. Blended learning
C. Timed, proctored exams
D. Regular live Q&A sessions D. Independent learning

Correct answer
A. Open-ended discussion prompts with peer To help students from various time zones
responses collaborate effectively on a group assignment,
which tool would be most suitable?
What is a major benefit of asynchronous *
learning for educators? 1/1
* A. Asynchronous discussion boards
1/1
B. Real-time chat rooms
A. Easier to address individual student needs C. In-person meetings
during live sessions D. Fixed lecture times
B. Ability to monitor student participation in
real-time
C. Flexibility in scheduling and content
delivery Which pedagogical approach allows students
to choose how they want to interact with
D. Simplified management of student learning materials and peers, thereby
attendance
enhancing flexibility in their learning
experience?
A teacher wants to create a flexible learning *
environment for a group project. Which 1/1
technology tool would best facilitate
A. Tutor-led instruction only
collaboration among students who are working B. Self-directed learning
at different paces and locations?
C. Prescribed weekly quizzes
*
D. Lecture-based teaching
1/1
A. Learning Management System (LMS)

B. Digital Whiteboard
C. Email
D. Traditional textbook

A course is using a mix of online and in-person

instruction to accommodate different learning
preferences. What type of flexible learning
does this approach represent?
*
1/1