TTL2 Flashcards
1
Q
it focuses on the application, design, production, utilization, and evaluation of Information and Communications Technology (ICT) materials for teaching and learning in basic education
A
Technology for Teaching and Learning
2
Q
what is The major requirement in this course?
A
ICT-integrated and Project-based Learning plan which is aligned to K to 12 curriculum.
3
Q
these are the two significant issues for teachers and learners who reside in the far-flung areas.
A
Slow connectivity and zero internet connection
4
Q
is one of the teaching strategies to adapt the ability of the learning through pace, place and mode of education.
A
Flexible learning
5
Q
– students may take augmented lesson or engage in a designed learning activity to meet the required time which adjacent to their learning.
A
Pace
6
Q
learning can be learned anywhere provided that the Internet and communication is delivered as part of a work-study program.
A
Place
7
Q
refers to the way that content is delivered by technology. (blended learning, fully online courses, or technology-enhanced experiences.)
A
Mode
8
Q
involves teachers and students having limited access or no internet connection.
A
Off-line technology
9
Q
: printed modules, audiotapes, videotapes, VCDs, storage devise (SD, flash drive, external HDD/SSD) drives, and learning packets. are examples of what?
A
Educational technologies
10
Q
having digital accessibility but unstable connection.
A
Blended technology
11
Q
it can be employed if a virtual or collaborative way or learning.
A
Learning Management System (LMS
12
Q
is controlled by or connected to a network.
A
On-line technology
13
Q
any computer software that exists online and serves an educational purpose
A
Educational Platform
14
Q
Blackboard canva, schoology, and Brightspace are example of what?
A
learning platforms
15
Q
these are the educational platforms that are free and open-source to use
A
Google Classroom, Moodle, Sakai, LearnDash, and Edmodo
16
Q
- is developed by Carrington (2020).
- designs to help educators think systematically, coherently, and how they can use mobile apps in their teaching for long term outcomes of education.
- It is all about an outlook about digital-age education that interconnects the features of mobile applications, learning objectives and processes, motivations, and cognitive development.
A
The Pedagogy Wheel ENG V5.0 Android
17
Q
what are the 5 gear of the pedagogy wheel:
A
- The Attributes Gear
- The Motivation Gear
- The Blooms Gear
- The Technology Gear
- The SAMR Model Gear
18
Q
what type of gear it is…
- The core of learning design that involve ethics, responsibility, and citizenship
A
The Attributes Gear
19
Q
what type of gear it is…
This is how you build and teach autonomy, mastery, and purpose to the learners.
A
The Motivation Gear
20
Q
what type of gear it is…
This gear helps you craft learning objectives to attain the domains with HOTS or Higher Order Thinking Skills.
A
The Blooms Gear
21
Q
what type of gear it is…
This serves as your technological strategies where you may use the appropriate app or a combination of more applications to attain the learning flexibility.
A
The Technology Gear
22
Q
what type of gear it is…
This gear guides you on how to substitute, augment, modify, and redefine to its context of learning Technological Pedagogical Content Knowledge (TPCK).
A
The SAMR Model Gear
23
Q
- ## stage improve the user’s ability to define terms, identify facts, and recall and locate information
A
Remembering Criteria
24
Q
These mobile apps give opportunities for students to explain ideas or concepts.
A
Understanding Criteria
25
provides opportunities for students to demonstrate their ability to implement learned procedures and methods. They also highlight the ability to execute ideas in an unfamiliar context of situations.
Applying Criteria
26
improve the students’ ability to differentiate between the relevant and irrelevant, determine relationships, and recognize the organization of content.
Analyzing Criteria
27
increase the students’ ability to critic facts and procedures based on the criteria they have set or outside sources. They help students on how to weigh decisions, check the content quality through validity and reliability, as well as the accuracy and effectiveness of claims.
Evaluating Criteria
28
This app provide opportunities for students to generate new ideas, design plans, and innovate and produce products.
Creating Criteria
29
it is the core skills applied by learners to everyday tasks such as literacy, numeracy, scientific literacy, ICT literacy, financial literacy, and cultural and civic literacy.
Foundational literacies
30
is the ability to read, understand and use written language;
Literacy
31
ability to use numbers and other symbols to understand and express quantitative relationships
Numeracy
32
is the ability to use scientific knowledge and principles to understand one's environment and test hypotheses;
Scientific literacy
33
is the ability to use and create technology-based content, including finding and sharing information, answering questions, interacting with other people and computer programming;
ICT literacy
34
is the ability to understand and apply conceptual and numerical aspects of finance in practice; and,
Financial literacy
35
is the ability to understand, appreciate, analyze, and apply knowledge of the humanities
Cultural and civic literacy
36
are a binary set of skills on how learner approaches complex challenges. These are critical thinking/problem-solving, creativity, communication, and collaboration.
Competencies
37
what are The 4Cs of 21st-century skills?
1. Critical thinking/problem-solving
2. Creativity
3. Communication
4. Collaboration
38
is ability to identify, analyze and evaluate situations, ideas, and information to formulate responses and solutions;
Critical thinking/problem-solving
39
is the ability to imagine and devise new, innovative ways of addressing problems, answering questions or expressing meaning through the application, synthesis or repurposing of knowledge;
Creativity
40
is the ability to listen to, understand, convey and contextualize information through verbal, nonverbal, visual and written means; and,
Communication
41
is the ability to work in a team towards a common goal, including the ability to prevent and manage conflict
Collaboration
42
- are another set of social and emotional learning skills in which learners approach their changing environment
- These skills include curiosity, initiative, persistence or grit, adaptability, leadership, and social and cultural awareness
Character Qualities
43
Ability and desire to ask questions and to demonstrate open-mindedness and inquisitiveness
Curiosity
44
Ability and desire to proactively undertake a new task or goal
Initiative.
45
Ability to sustain interest and effort and to persevere to accomplish a task or goal
Persistence/Grit
46
Ability to change plans, methods, opinions or goals considering new information
Adaptability
47
Ability to effectively direct, guide and inspire others to accomplish a common goal
Leadership.
48
Ability to interact with other people in a socially, culturally, and ethically appropriate way
Social and cultural awareness.
49
Kivunja (2015) viewed 4Cs as?
‘super skills’
50
The 4Cs also known as? - it placed at the apex of the Rainbow or Framework for 21st Century Learning in order to provide learners the skills and attributes they each need to meet their own goals.
learning and innovation skill
51
what does IMT means?
Information, Media, and Technology
52
- are positioned at the left portion to develop thinking skills, content knowledge, and social and emotional competencies.
- As such, learners must learn the intangible elements of life to exist and survive based on the recent competitive phenomenon and necessary requirement to achieve the desired job.
Life and career skills
53
three “Rs”?
Reading, wRiting, and aRithmetic.
54
is the norms of appropriate and responsible use of technology
Digital citizenship
55
as an active member of the digital world. It is also known as cybercitizen, cybernaut, or cybersurfer.
netizen
56
what does REP means?
Respect, Educate, and Protect.
57
advocating for equal digital rights and access is where digital citizenship starts
Digital Access
58
rules and policies aren’t enough; we need to teach everyone about appropriate conduct online
Digital Etiquette
59
users understand it’s a crime to steal or damage another’s digital work, identity or property
Digital Law
60
with so many communication options available, users need to learn how to make appropriate decisions
Digital Communication
61
need to teach students how to learn in a digital society
Digital Literacy
62
as more purchases are made online, students must understand how to be effective consumers in a digital economy
Digital Commerce
63
inform students of their basic digital rights to privacy, freedom of speech, etc.
Digital Rights and Responsibilities
64
know how to protect your information from outside forces that might cause harm; students must guard their tools and data
Digital Safety and Security:
65
from physical issues, such as repetitive stress syndrome, to psychological issues, such as technology addiction, students should understand the health risks of technology; about achieving a balance between the online world and the real world.
Digital Health and Wellness:
66
simply known as repetitions, mark the current model and facilitates to develop and strengthen digital citizenship skills in proper time and place of context.
REP/s
67
is a complete, convertible, short-term plan for instruction and assessment.
Learning Plan
68
Three steps to consider when writing a good Lesson Plan?
students, content, and learning materials
69
is the blueprint of the teaching and learning process where a class is scientifically and artfully given
Lesson Plan
70
help educators and instructional designers craft their learning plans. This model provides a framework as a systematic teaching and learning process. Each step addresses a form of communication and when the learning information or skills are acquired, learners are more essentially engage in the learning process and retain the learned topics
Gagne’s Nine Events of Instruction
71
no matter what the teacher’s style, grade level, subject matter, or economic background of the students a properly taught lesson contained eight elements: Anticipatory Set; Objective and Purpose; Input; Modeling; Checking for Understanding; Guided Practice; Independent Practice; and, Closure that enhanced and maximized learning
The Madeline Hunter Model of Mastery Learning
72
This model was developed by the Biological Sciences Curriculum Study (1987) that promotes collaborative and active learning in which students work together to solve problems and investigate new concepts by asking questions, observing, analyzing, and drawing conclusions.
5Es Model
73
4 Types of Lesson Plan
1.Detailed Lesson Plan (DLP)
2. Semi-detailed Lesson Plan
3. Brief
4. Understanding by Design (UbD™ framework)
74
is a teacher’s “roadmap” for a lesson. It contains a detailed description of the steps a teacher will take to teach a topic (Llego, 2015).
Detailed Lesson Plan (DLP)
75
is less intricate than the detailed lesson plan. It is having a general game plan of what you wanted to cover for that subject on that day (Piñera, 2013).
Semi-detailed Lesson Plan
76
offers a planning process and structure to guide curriculum, assessment, and instruction
Understanding by Design (UbD™ framework)
76
This lesson plan covers only the outline of the subject.
Brief
77
it has three learning domains as Cognitive, Affective, and Psychomotor. In creating these domain objectives, a teacher must consider employing the SMARTEST (Specific, Measurable, Attainable, Reliable, Time-bounded, Evaluative, Reflective, Transformative) indicators in order to determine your target lesson.
Objectives
78
or the subject matters include the topic/lesson, references like textbooks from library and internet websites, and learning materials such as technology, equipment, manipulatives, and other instructional aids.
Contents
79
is the body of the lesson plan in which the method and learning activities are inscribed.
Procedure
80
This provides you the formative test like taking a 10-item quiz, group presentations with rubrics, practical activities, and many others.
Evaluation
81
This part of the lesson plan is given as reinforcement learning activity at home due to the shortchange of attaining the learning objectives.
Assignment
82
is a newly added part of the DLP in which teachers shall document specific instances that result in a continuation of lessons to the following day in case of reteaching, insufficient time, and transfer of lessons to the following day due to class suspension
Remarks
83
is another newly added part of the DLP in which teachers are encouraged to write briefly the parts that are weak and share the strengths which are successfully implemented
Reflection
84
Basically, the students are teaching
themselves” – the teacher carefully plans and facilitates learning by preparing learner-centered
and integrative activities which will allow the learner to seek out skills in working with problems
independently.
“Experiential learning gives faculty a break”.
85
Experience without critical reflection
does not integrate knowledge or facilitate new understanding. Students must be allowed to
determine what they could apply to new situations from their experience.
“Experiential learning involves only experiences”.
86
Role-playing, games, and
simulations are some examples of opportunities for students to integrate knowledge, develop
new skills, and learn more about themselves which can happen inside the classroom.
“Experiential learning must happen outside the classroom”.
87
is a blend of both actual experiences and directed learning to allow
the student to attain new concepts and values.
Experiential learning
88
use real-world problems to promote student learning of
concepts and principles instead of direct presentation of facts and concepts
Problem-Based Learning
89
is a comprehensive instructional approach to
engage students in investigation.
Project-Based Learning
90
Both problem-based learning and project-based learning are forms of?
experiential learning.
91
students have control of
the work or project which may or may not address a specific problem.
Project-Based Learning,
92
Problem-Based
Learning,
a selected problem is specified by the teacher. Students work individually or in teams
overtime to develop solutions to this problem.
93
two examples of Problem-based Learning Activities
1) Show a video clip
2) Use simple objects
94
two Examples of Project-based Learning Activities
1) Shrinking potato chip bags in the microwave.
2) Design app.
95
aims to describe how an individual absorbs, retains, and process
information during learning.
Learning theory
96
in this learning theory, learning is viewed as a response to external
stimuli.
Behaviorism
97
in this learning theory, the learners are seen as the one responsible for
their learning. They use what they previously learned from their past experiences and use
them to construct their meaning.
Constructivism
98
in this learning theory there are an emphasis on facts and recall of
knowledge. If you are going to ask your students to create a project or to solve a
problem, you need to give time and allow them to gather knowledge and facts that they
need.
Cognitivism
99
is an American psychologist and educational theorist who earned his Ph.D. in
Social Psychology from Harvard University. He is best known for his contributions to
Experiential learning theory,
David Kolb
100
emphasizes that concrete experience provides information
that serves as a basis for reflection. From these reflections, we assimilate knowledge and form
abstract concepts.
Experiential Learning theory
101
Kolb identifies two different ways of grasping experience:
1) Concrete Experience;
2) Abstract Conceptualization.
102
Kolb also identified two ways of transforming experience:
1) Reflective Observation;
2) Active Experimentation.
103
it plays a significant role in supporting learning in PBL.
Technology
104
the abilities and processes of the learner are the utmost priority of
PBL. Educators must put in mind that the knowledge, skills, and attitude of the learners
should always be considered.
Learner-centered
105
a well-selected technology tool should promote a community of learners
that encourages productivity.
Collaborative
106
Authentic learning environments are created when students are capable of making
connections between new material and the real-world. With communication tools like
Facebook messenger are used to connect via video chat across the world and other tools
such as virtual reality, online forums, blogs, and discussions learners should apply new
skills and build a sense of community.
Real-life applications
107
Students are encouraged to explore a subject beyond limits
of a given material in Virtual Environments and with these students become self-reliant.
There is an influx of information available thus questions that allow students to
investigate rather than completing a simple search are required.
Engages critical thinking
108
is the coherence between assessment, teaching strategies, and intended learning outcomes in an educational program.
Constructive Alignment
109
is an Australian educational psychologist and novelist who obtained his Ph.D.
from the University of London. He held Chairs and has been employed in various positions
across different countries. He developed the model of constructive alignment for designing
teaching and assessment.
John Biggs
110
who emphasized that “students tend to learn what they think they will be tested on”,
John Biggs
111
This phase aims to prevent students from jumping into conclusions by training them to
think and focus when faced with a problem.
Phase 1: Problem Restatement and Identification
112
elaborates on the essence of self-directed learning where students search and
acquire new knowledge driven by the need to use or apply the knowledge.
Phase 2: Peer Teaching, Synthesis, and Solution Formulation
113
at this phase, the learners are expected to critically determine the best solution for
the problem and use metacognitive skills to internalize and generalize the concepts and skills
learned.
114
T or F
Problem-based and Project-based learning (PBL) they are not both an approach and a teaching
method to the curriculum.
T. both
115
in these designs students are allowed to see directly the
relevance of what they are studying.
Life-Situations Design
116
The problems are based on common human activities and it
typically centers on general education.
Core Problem Design
117
it is the section provides icons for bullets, lists, justify, line
spacing, indents and borders.
The paragraph section/paragraph
118
it is the section provides to handle the basic text
formatting. Items such as bold, underline, strikethrough, highlight and
font type can be changed here
The font section/font
119
allows you to quickly change the formatting of a
section of text by choosing one of the predefined styles.
The styles section/styles
120
allows you to find, replace and select
items. The select option gives you the ability to select all, select objects
or select text with similar formatting.
The Editing section/editing
121
is where you can go to insert an cover page, blank page
or page break.
The pages section/pages
122
only has a drop down menu which offers a grid to create
a new table, insert table, draw table, convert text to table for selected text,
Excel spreadsheet, and some predefined “Quick Tables” that have
formatting already setup for you.
TABLE
The table section
123
allows you to insert pictures, clipart, shapes,
SmartArt and charts
ILLUSTRATIONS
The Illustrations section
124
section provides options for inserting hyperlinks, bookmarks
and cross-references.
LINKS
The links section
125
allows you to edit the header, footer and
page numbering for your document.
HEADER AND FOOTER
The header & footer section
126
provides a quick way to format your document. By
choosing a theme you will have a set color scheme, font combinations, and
effects.
THEMES
The themes section
127
provides you with the tools to change margins, size,
orientation, columns, breaks, line numbers and hyphenation in the
document.
PAGE SETUP
Page setup provides
128
allows you to change the background color
of the document, watermark and draft or confidential document or add
borders to your document.
PAGE BACKGROUND
The page background
129
in the page layout tab allows changes to a
paragraphs spacing and indentation.
PARAGRAPH
The paragraph section
130
also found in the image toolbar when an image is
selected. Here you can change an images position, how text moves
around the image, the alignment, grouping and rotation of the image
ARRANGE
The arrange section
131
it is an elements within electronic documents that link to another section in
the document, to another document or more commonly, to an internet resource.
Hyperlinks
132
convey information and provide
an attractive appearance to documents.
Graphics
133
are useful for displaying large amounts of data in an organized
manner. Relationships and changes between data can easily be shown in this.
Tables and charts
134
is a desktop publishing application from Microsoft. At first
glance, it looks similar to Microsoft Word but there are important differences.
Microsoft publisher
135
what you can
use to make the
publication larger. Now,
type the text in the box.
F9
136
it works best for documents where every page follows a standard pattern
Microsoft
Word
137
Cloud-based video communications app that allows you to set up
virtual video and audio conferencing, webinars, live chats, screen-
sharing, and other collaborative capabilities.
ZOOM
138
If you are the
one who sets
the meeting,
click??
“New
Meeting”.
139
Click (?)
meeting if you are
just invited then
input the meeting id
and password
“join”
140
An option for everyone to choose whether they can be heard or
not
MUTE OPTION
141
the participant may opt to not be virtually seen
VIDEO OPTION
142
Under this option, you may check who among your students
are present. You can also identify in this section who among your students are
making unnecessary noise.
PARTICIPANTS
143
the discussion need not be interrupted audibly because questions may be
raised through (?)
CHAT
144
If you wish to share some notes or a website,
SHARE SCREEN
145
it is an application
designed for virtual meetings.
GOOGLE MEET Also known as Google Hangout Meets,
146
is software application serving as an online
repository of students’ information. It also aids in the administration, documentation,
tracking and delivery of educational courses, training programs or learning and
development program.
Learning Management System or LMS
147
A social networking service and virtual learning
environment for K-12 school and higher education
institutions that allows users to create, manage,
SCHOOLOGY
148
An educational technology website offering a
communication, collaboration, and coaching
platform to K-12 schools and teachers.
EDMODO
149
A digital audio file made available on the Internet for downloading to a computer or mobile
device, typically available as a series, new installments of which can be received by
subscribers automatically.
PODCASTS
