WorksheetsTechnology for Teaching and Learning 1 Prelim Reviewer
Total questions: 116
Worksheet time: 2hrs 56mins
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
11. This view originated with post–World War II military and indus - trial trainers who were faced with preparing large numbers of personnel quickly. Based on efficiency studies and learning theories from educational psychology, they advocated using more planned, systematic approaches to developing uniform, effective materials and training procedures.
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
12. Their view was based on the belief that both human (teachers) and nonhuman (media) resources could be part of an efficient system for addressing any instructional need. Therefore, they equated “educational technology” with “educational problem solutions.”
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
13. This perspective has evolved into human performance technology or a systematic approach to improving human productivity and competence by using strategies for solving problems.
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
14. Also known as technology education.
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
15. this perspective originated with industry trainers and vocational educators in the 1980s.
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
16. They believed (1) that an important function of school learningis to 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.
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
17. This view brought about a major paradigm shift in vocational training in K–12 schools away from industrial arts curricula centered in woodworking/metals and graphics/ printing shops and toward technology education courses taught in labs equipped with technology stations, such as graphics production, robotics systems, and computer-aided design (CAD) software, a program used by architects and others to aid in the design of structures such as houses and cars
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
18. This view began in the 1950s with the advent of computers and gained momentum when they began to be used instructionally in the 1960s.
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
19. As computers began to transform business and industry practices, both trainers and teachers began to see that computers also had the potential to aid instruction.
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
20. From the time computers came into classrooms in the 1960s until about 1990, this perspective was known as educational computing and encompassed both instructional and administrative support applications.
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
21. At first, programmers and systems analysts created all applications. But by the 1970s, many of the same educators involved with media, AV communications, and instructional systems also were researching and developing computer applications.
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
22. By the 1990s, educators began to see computers as part of a combination of technology resources, including media, instructional systems, and computer- based support systems. At that point, educational computing became known as educational technology.
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
23. A Framework for Viewing Educational Technology
a. Instructional technology to Educational technology to Integrating educational technology
b. Integrating educational technology to Educational technology to Instructional technology
c. Instructional technology to Integrating educational technology to Educational technology
d. Educational technology to Integrating educational to Instructional technology
e. Integrating educational technology, to Instructional technology to Educational technology
24. or instructional procedures for applying tools, we look to (1) learning theories based on the sciences of human behavior, and (2) applications of technology that help prepare students for future jobs by teaching them skills in using current tools, as well as skills in “learning to learn” about tools of the future that have not yet been invented—or even imagined.
a. Tools
b. Integrating educational technology
c. Instructional technology
d. Processes
e. Educational technology
25. This textbook looks at the roles technology tools play as delivery media, instructional systems, and technology support, and focuses primarily on those tools that play a current, high-profile role in furthering teaching and learning.
a. Tools
b. Integrating educational technology
c. Instructional technology
d. Processes
e. Educational technology
26. It is a combination of the processes and tools involved in addressing educational needs and problems, with an emphasis on applying the most current digital and information tools.
a. Tools
b. Integrating educational technology
c. Instructional technology
d. Processes
e. Educational technology
27. Refers to the process of matching digital tools and methods to given educational needs and problems.
a. Tools
b. Integrating educational technology
c. Instructional technology
d. Processes
e. Educational technology
28. It is the subset of educational technology that deals directly with teaching and learning applications (rather than educational administrative ones).
a. Tools
b. Integrating educational technology
c. Instructional technology
d. Processes
e. Educational technology
29. What Perspective That Defines Educational Technology: Educational technology as instructional systems and instructional design?
a. Perspective 1
b. Perspective 2
c. Perspective 3
d. Perspective 4
e. Perspective 5
30. What Perspective That Defines Educational Technology: Educational technology as communications media?
a. Perspective 1
b. Perspective 2
c. Perspective 3
d. Perspective 4
e. Perspective 5
31. What Perspective That Defines Educational Technology: Educational technology as computer systems?
a. Perspective 1
b. Perspective 2
c. Perspective 3
d. Perspective 4
e. Perspective 5
32. What Perspective That Defines Educational Technology: educational and instructional computing?
a. Perspective 1
b. Perspective 2
c. Perspective 3
d. Perspective 4
e. Perspective 5
33. What Perspective That Defines Educational Technology: Educational technology as vocational training?
a. Perspective 1
b. Perspective 2
c. Perspective 3
d. Perspective 4
e. Perspective 5
34. AECT. All lowercase.
(a)
35. ITEEA. All lowercase.
(a)
36. ISPI. All lowercase.
(a)
37. ISTE. All lowercase.
(a)
38. Initial focus of AECT?
a. Audio-visual (AV) devices and media
b. Manufacturing and materials skills
c. Information concerned with programmed instruction
d. Computer systems
39. Initial focus of ITEEA?
a. Audio-visual (AV) devices and media
b. Manufacturing and materials skills
c. Information concerned with programmed instruction
d. Computer systems
40. Initial focus of ISPI?
a. Audio-visual (AV) devices and media
b. Manufacturing and materials skills
c. Information concerned with programmed instruction
d. Computer systems
41. Initial focus of ISTE?
a. Audio-visual (AV) devices and media
b. Manufacturing and materials skills
c. Information concerned with programmed instruction
d. Computer systems
42. Current focus of AECT?
a. Improving human performance
b. Using any resources to improve teaching and learning
c. Digital devices and systems
d. STEM education and careers
43. Current focus of ITEEA?
a. Improving human performance
b. Using any resources to improve teaching and learning
c. Digital devices and systems
d. STEM education and careers
44. Current focus of ISPI?
a. Improving human performance
b. Using any resources to improve teaching and learning
c. Digital devices and systems
d. STEM education and careers
45. Current focus of ISTE?
a. Improving human performance
b. Using any resources to improve teaching and learning
c. Digital devices and systems
d. STEM education and careers
46. Current Definitions for Technology in Education/Training of AECT?
a. Educational technology is the full range of digital hardware used to support teaching and learning
b. Technology education is problem-based learning using STEM principles.
c. Human performance technology is a systematic approach to improving productivity and competence
d. Educational technology is facilitating learning and improving performance by creating and using technological processes and resources.
47. Current Definitions for Technology in Education/Training of ITEEA?
a. Educational technology is the full range of digital hardware used to support teaching and learning
b. Technology education is problem-based learning using STEM principles.
c. Human performance technology is a systematic approach to improving productivity and competence
d. Educational technology is facilitating learning and improving performance by creating and using technological processes and resources.
48. Current Definitions for Technology in Education/Training of ISPI?
a. Educational technology is the full range of digital hardware used to support teaching and learning
b. Technology education is problem-based learning using STEM principles.
c. Human performance technology is a systematic approach to improving productivity and competence
d. Educational technology is facilitating learning and improving performance by creating and using technological processes and resources.
49. Current Definitions for Technology in Education/Training of ISTE?
a. Educational technology is the full range of digital hardware used to support teaching and learning
b. Technology education is problem-based learning using STEM principles.
c. Human performance technology is a systematic approach to improving productivity and competence
d. Educational technology is facilitating learning and improving performance by creating and using technological processes and resources.
50. Digital Technologies in Education: A Timeline of Events That Shaped the Field. All lowercase.
(a)
51. Pre-microcomputer Era
a. 2001-2020
b. 1950-late 1970s
c. 1977-early 1990s
d. 1993-1995
52. Microcomputer Era
a. 2001-2020
b. 1950-late 1970s
c. 1977-early 1990s
d. 1993-1995
53. Internet Era
a. 2001-2020
b. 1950-late 1970s
c. 1977-early 1990s
d. 1993-1995
54. Mobile Technologies, Social Media, and Open Access Era
a. 2001-2020
b. 1950-late 1970s
c. 1977-early 1990s
d. 1993-1995
55. First computers used for instruction: Computer-driven fight simulator trains MIT pilots
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
56. First computers used for instruction: Computer-driven flight simulator trains MIT pilots
a. 1950
b. 1960s
c. Early 1970s
d. Mid-to-Late 1970s
e. late 1970s
57. First computer used with school children: IBM 650 teaches binary arithmetic in NYC
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
58. First computer used with school children: IBM 650 teaches binary arithmetic in NYC
a. 1950
b. 1960s
c. Early 1970s
d. Mid-to-Late 1970s
e. late 1970s
59. University timesharing movement: Mainframes used for programming and shared utilities
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
60. University timesharing movement: Mainframes used for programming and shared utilities
a. 1950
b. 1960s
c. Early 1970s
d. Mid-to-Late 1970s
e. late 1970s
61. Computer-assisted instruction (CAI) movement: Schools use university-based mainframes/minicomputers
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
62. Computer-assisted instruction (CAI) movement: Schools use university-based mainframes/minicomputers
a. 1950
b. 1960s
c. Early 1970s
d. Mid-to-Late 1970s
e. late 1970s
63. Schools begin using computers for instruction and administration: CDC’s announces PLATO system
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
64. Schools begin using computers for instruction and administration: CDC’s announces PLATO system
a. 1950
b. 1960s
c. Early 1970s
d. Mid-to-Late 1970s
e. late 1970s
65. Arthur Luehrmann coins the term computer literacy; Andrew Molnar warns: non-computer-literate students are at risk
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
65. Arthur Luehrmann coins term computer literacy; Andrew Molnar warns: noncomputer-literate students are at risk
a. 1950
b. 1960s
c. Early 1970s
d. Mid-to-Late 1970s
e. late 1970s
67. Who coins the term computer literacy;
a. Arthur Luehrmann
b. Andrew Molnar
68. The person who warns: non-computer-literate students are at risk
a. Arthur Luehrmann
b. Andrew Molnar
69. Microcomputers enter schools. Teachers begin to control instructional applications.
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
70. Microcomputers enter schools. Teachers begin to control instructional applications.
a. 1977
b. 1980s
c. 1980s-early 1990s
d. Mid-to-Late 1990s
e. late 1990s
71. Microcomputer movements: software publishing, teacher authoring, Logo problem solving.
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
72. Microcomputer movements: software publishing, teacher authoring, Logo problem solving
a. 1977
b. 1980s
c. 1980s-early 1990s
d. Mid-to-Late 1990s
e. late 1990s
73. LS marks movement to networks, away from desktop systems
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
74. LS marks movement to networks, away from desktop systems
a. 1977
b. 1980s
c. 1980s-early 1990s
d. Mid-to-Late 1990s
e. late 1990s
75. World Wide Web born: First browser (Mosaic) transforms Internet. Teachers enter Information Superhighway
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
76. World Wide Web born: First browser (Mosaic) transforms Internet. Teachers enter Information Superhighway
a. 1993
b. 1994
c. 1995
d. Mid-to-Late 2000s
e. late 2000s
77. Internet use explodes; distance learning increases in higher education
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
78. Internet use explodes; distance learning increases in higher education
a. 1993
b. 1994
c. 1995
d. Mid-to-Late 2000s
e. late 2000s
79. Virtual schooling (online courses in high school) begins
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
80. Virtual schooling (online courses in high school) begins
a. 1993
b. 1994
c. 1995
d. Mid-to-Late 2000s
e. late 2000s
81. Wikipedia begins; crowdsourcing movement gains momentum
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
82. Wikipedia begins; crowdsourcing movement gains momentum
a. 2001
b. 2005
c. 2006
d. 2007
e. 2010
83. Social networking sites such as Facebook are established
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
84. Social networking sites such as Facebook are established
a. 2001
b. 2005
c. 2006
d. 2007
e. 2010
85. Social networking sites such as Facebook are established
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
86. Social networking sites such as Facebook are established
a. 2001
b. 2005
c. 2006
d. 2007
e. 2010
87. Amazon releases first Kindle ebook reader
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
88. Amazon releases first Kindle ebook reader)
a. 2001
b. 2005
c. 2006
d. 2007
e. 2010
89. Apple releases first iPad (handheld computer)
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
90. Apple releases first iPad (handheld computer)
a. 2001
b. 2005
c. 2006
d. 2007
e. 2010
91. Mobile technologies spawn BYOD/BYOT movements; MOOCs offer schools new access possibilities
a. Microcomputer Era
b. Pre-microcomputer Era
c. Mobile Technologies, Social Media, and Open Access Era
d. Internet Era
92. Mobile technologies spawn BYOD/BYOT movements; MOOCs offer schools new access possibilities
a. 2005
b. 2006
c. 2007
d. 2010
e. 2010-2020
93. No technology is a panacea for education.
a. True
b. False
94. Technology is a panacea for education.
a. True
b. False
95. Teachers usually do not develop technology materials or curriculum
a. True
b. False
96. Teachers usually the one who develop technology materials or curriculum
a. True
b. False
97. “Technically possible” does not equal “desirable, feasible, or inevitable.”
a. True
b. False
98. “Technically possible” does equal “desirable, feasible, or inevitable.”
a. True
b. False
99. Technologies change faster than teachers can keep up
a. True
b. False
100. Teachers can keep up faster than the evolution of Technologies
a. True
b. False
101. Older technologies can be useful
a. True
b. False
102. Older technologies cannot be useful in this 21st Century
a. True
b. False
103. Teachers always will be more important than technology
a. True
b. False
104. Technology always will be more important than Teachers
a. True
b. False
105. Though technologies are becoming increasingly smaller and more mobile, microcomputers, sometimes referred to as desktop or laptop computers, remain a mainstay of classroom computing.
a. Display technologies
b. Microcomputers
c. Handheld technologies
d. Imaging technologies
e. Peripherals
106. —Even smaller, multipurpose devices, such as cell phones, tablets (e.g., iPads), e-books or e-texts, and “smart” pens, make it easier for teachers and students to view, communicate, and share information, regardless of location.
a. Display technologies
b. Microcomputers
c. Handheld technologies
d. Imaging technologies
e. Peripherals
107. These devices support whole-class or largegroup demonstrations of information from a computer. They are sometimes used in combination with devices such as clickers (a.k.a., studenresponse systems), which are wireless devices used for interactive polling of student answers to teacher questions in face-to-face classes.
a. Display technologies
b. Microcomputers
c. Handheld technologies
d. Imaging technologies
e. Peripherals
108. To make teaching and learning more visual, these devices allow the development and use of images ranging from still photos to full-motion videos.
a. Display technologies
b. Microcomputers
c. Handheld technologies
d. Imaging technologies
e. Peripherals
109. These are the input devices, such as keyboards and mice (to get information and requests into the computer for processing), and output devices, such as printers and synthesizers (to see or hear the results of the processing), that make microcomputers more functional.
a. Display technologies
b. Microcomputers
c. Handheld technologies
d. Imaging technologies
e. Peripherals
110. While most storage is either inside the computer itself or on storage media, sometimes a device is needed to hold large files that won’t fit easily on storage media or to allow a backup copy of all files inside the computer
a. External Storage
b. Microcomputers
c. Handheld technologies
d. Laboratories of networked computers.
e. Peripherals
111. As centralized resources, these are easier to maintain and secure; networking software can monitor individual performance in groups. However, students must leave their classrooms to use them.
a. External Storage
b. Microcomputers
c. Handheld technologies
d. Laboratories of networked computers.
e. Peripherals
112. These are more convenient and accessible to both teachers and students, but teachers may have to use strategies to stretch available units when there are not enough for each student to have one. BYOD and one-to-one initiatives have tried to address this problem
a. External Storage
b. Computer arrangements in classrooms
c. Handheld technologies
d. Laboratories of networked computers.
e. Peripherals
113. Instructional, Productivity, Administrative
a. Types of Hardware Applications in Schools integrated with Software tools
b. Types of Software Applications in Schools
c. Types of Hardware Applications in Schools
d. Types of Software and Hardware Applications in Schools
e. Types of Software Applications in Schools integrated with hardware tools
114. Programs designed to teach skills or information through demonstrations, examples, explanations, or problem solving. Examples are tutorials, drill-and-practice programs, and simulations.
a. Technological
b. Instructional
c. Productivity
d. Administrative
115. Programs designed to help teachers and students plan, develop materials, communicate, and keep records. These include word processing, spreadsheet, database, and email programs, as well as a variety of other materials generators and data collection/ analysis, graphics, and research and reference tools
a. Technological
b. Instructional
c. Productivity
d. Administrative
116. Programs that administrators at school, state, and district levels use to support record keeping and exchanges of information among various agencies. These include student records and payroll systems.
a. Technological
b. Instructional
c. Productivity
d. Administrative
