Integration of Technology in Education
Quiz
•
Instructional Technology, Education
•
University
•
Hard
Huma Azam
Used 6+ times
FREE Resource
12 questions
Show all answers
1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What does the S in the SAMR model stand for?
Substitution
Modification
Augmentation
Redefinition
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What does technology need to be in the classroom?
appropriate for the learner
fun
a way to waste time
cool
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
The use of technology in the classroom can
Help students to find the answers to their questions
Provide collaborative experiences for students
Start conversations ( hook)
All of the above
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which question does the SAMR Model inspire? (Common Sense Education, 2016)
What will my students learn from this?
How can I make this activity more exciting?
Where is learning taking place?
How can I do this better?
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What area of SAMR would you categorize an assignment where a teacher had students read an article on the computer rather than on printed paper?
Augmentation
Modification
Redefinition
Substitution
6.
MULTIPLE SELECT QUESTION
30 sec • 1 pt
How do you think technology can assist you in helping students meet learning objectives?
I am not sure how it fits into what I teach.
It engages students. They are so wrapped up in using computers to learn.
It helps students see things in a different way
Students can learn and create with tech things they could not before
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which best describes "gamification"
The use of game design and mechanics to enhance non-game contexts.
Allowing Students to play video games in class
The study of mathematical models of conflict and cooperation between intelligent rational decision-makers
A teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge.
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