Technology for Teaching and Learning 1 Prelim Reviewer

1. Big Picture. Answer must be in chronological order.

I. Key Terminology

II. Reflecting on the Past

III. Educational technology as communications media.

IV. Educational technology as instructional systems and instructional design.

V.  Processes

VI. Tools

VII. Educational technology

VIII. Integrating educational technology

IX. Instructional technology

X. Considering the present.

XI. Educational technology as vocational training.

XII. Educational technology as computer systems (a.k.a., educational and instructional computing).

XIII. Looking ahead to the future.

• a. XIII, II, I, and XII

• b. I, II, X, and XIII

• c. I, V, VI, and IX

• d. X, XIII, VII, and I

• e. II, III, I, X, and XII

2. Showing where the field began helps us understand where it is headed and why. Reflecting on changes in goals and methods in the field over time casts new light on the challenges and opportunities of today’s technologies.

• a. Key Terminology

• b. Reflecting on the Past

• c. Considering the Present

• d. Looking Ahead to the Future

• e. Educational technology as communications media

3. Technology resources and societal conditions change so rapidly that today’s choices are always influenced as much by emerging trends as by current conditions. To be informed citizens of an information society, teachers must be futurists.

• a. Key Terminology

• b. Reflecting on the Past

• c. Considering the Present

• d. Looking Ahead to the Future

• e. Educational technology as communications media

4. The current role of educational technology is shaped primarily by two factors: available technology resources and our perspectives on how to use them. Available technologies dictate what is possible; a combination of social, instructional, cultural, and legal issues influence the directions we choose to take.

• a. Key Terminology

• b. Reflecting on the Past

• c. Considering the Present

• d. Looking Ahead to the Future

• e. Educational technology as communications media

5. Talking about a topic requires knowing the vocabulary relevant to that topic. Educators who want to study the field must recognize that language used to describe technology reflects differing perspectives on the appropriate uses of educational technology

• a. Key Terminology

• b. Reflecting on the Past

• c. Considering the Present

• d. Looking Ahead to the Future

• e. Educational technology as communications media

6. Why do we need the Big Picture?

• a. Prepare students for the world of work in which they will use technology, and (2) that vocational training can be a practical means of teaching all content areas, such as math, science, and language

• b. It helps new learners develop physical pictures of the field, what Ausubel (1968) might call metacognitive frameworks, through which to view all applications and consider best courses of action

• c. It helps new learners develop mental pictures of the field, what Ausubel (1968) might call cognitive frameworks, through which to view all applications and consider best courses of action

• d. It helps new learners develop physical pictures of the field, what Ausubel (1968) might call cognitive and metacognitive frameworks, through which to view all applications and consider best courses of action

• e. It helps new learners develop mental and physical pictures of the field, what Ausubel (1968) might call cognitive and metacognitive frameworks, through which to view all applications and consider best courses of action

7. Who said the Big Picture helps new learners develop mental pictures of the field, what might call cognitive frameworks, through which to view all applications and consider the best courses of action?

• a. Ausubel (1965)

• b. Ausubel (1966)

• c. Ausubel (1967)

• d. Ausubel (1968)

• e. Ausubel (1969)

8. Perspectives That Define Educational Technology. The answer must be in chronological order.

I. Key Terminology

II. Reflecting on the Past

III. Educational technology as communications media.

IV. Educational technology as instructional systems and instructional design.

V.  Processes

VI. Tools

VII. Educational technology

VIII. Integrating educational technology

IX. Instructional technology

X. Considering the present.

XI. Educational technology as vocational training.

XII. Educational technology as computer systems (a.k.a., educational and instructional computing).

XIII. Looking ahead to the future.

• a. XII, XI, IV, and III

• b. III, IV, XI, and XII

• c. IV, III, XII, and XI

• d. XI, XII, III, and IV

• e. IV, XII, III, and XI

9. This perspective grew out of the audiovisual (AV) movement in the 1930s, when higher education instructors proposed that media such as slides and films delivered information in more concrete, and, therefore, more effective, ways than did lectures and books.

• a. Educational technology as computer systems (a.k.a., educational and instructional computing).

• b. Educational technology as vocational training

• c. Educational technology as instructional systems and instructional design.

• d. Educational technology as communications media

• e. A Framework for Viewing Educational Technology

10. This movement produced audiovisual communications, or the “branch of educational theory and practice concerned primarily with the design and use of messages that control the learning process” (Saettler, 1990, p. 9). The view of educational technology as delivery media has dominated areas of education and the communications industry.

• a. Educational technology as computer systems (a.k.a., educational and instructional computing).

• b. Educational technology as vocational training

• c. Educational technology as instructional systems and instructional design.

• d. Educational technology as communications media

• e. A Framework for Viewing Educational Technology