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Final Exam Questions - Instructional Design and the Use of Technology | ELED 3110, Exams of School management&administration

Material Type: Exam; Professor: Polly; Class: Inst Des & Tech w/Eled Lrnrs; Subject: Elementary Education; University: University of North Carolina - Charlotte; Term: Spring 2007;

Typology: Exams

Pre 2010

Uploaded on 07/29/2009

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3110 Spring ’07 Final Exam Questions
1) An enduring change in a person's knowledge or behavior due
to experience is one definition of:
A) learning
B) constructivism
C) a fixated behavior
D) learning and a fixated behavior
E) learning and constructivism
2) Which of the following is not an example of learning?
A) discriminating by taste between different brands of cola soft
drinks
B) using a new keyboard shortcut to execute a type of data
manipulation in a spreadsheet program
C) saying "thank you" after being given formative feedback on a
performance
D) growing longer fingernails
E) both C and D
3) A critical question that should be posed by a teacher during
the evaluation phase of learning is:
A) In what ways can instructional technology effectively impact
how my students address a learning task?
B) How can I determine if my students have learned the material?
C) How will my motivation in this task be maintained?
D) What is the goal of this task I will teach?
4) When planning technology-rich lessons teachers should:
A) Start with the technology they want to use and then find
content that is applicable
B) State with the NCSCOS and see how technology can make
learning more efficient
C) Either
5) The planning chart represents:
A) A unit of instruction that is either all direct or indirect
instruction lesson plans.
B) A unit of instruction that is a combination of direct and
instruction lesson plans.
C) A day of instruction
6) An outcome of the planning phase of instruction is:
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  1. An enduring change in a person's knowledge or behavior due to experience is one definition of: A) learning B) constructivism C) a fixated behavior D) learning and a fixated behavior E) learning and constructivism
  2. Which of the following is not an example of learning? A) discriminating by taste between different brands of cola soft drinks B) using a new keyboard shortcut to execute a type of data manipulation in a spreadsheet program C) saying "thank you" after being given formative feedback on a performance D) growing longer fingernails E) both C and D
  3. A critical question that should be posed by a teacher during the evaluation phase of learning is: A) In what ways can instructional technology effectively impact how my students address a learning task? B) How can I determine if my students have learned the material? C) How will my motivation in this task be maintained? D) What is the goal of this task I will teach?
  4. When planning technology-rich lessons teachers should: A) Start with the technology they want to use and then find content that is applicable B) State with the NCSCOS and see how technology can make learning more efficient C) Either
  5. The planning chart represents: A) A unit of instruction that is either all direct or indirect instruction lesson plans. B) A unit of instruction that is a combination of direct and instruction lesson plans. C) A day of instruction
  6. An outcome of the planning phase of instruction is:

A) student work samples B) a computer-based learning experience that incorporates hypermedia C) a lesson plan of the learning experience D) Both B and C E) all of the above

  1. Which of the following comes from the planning phase of instruction? A) A teacher designs an Inspiration template for students to use during class B) A teacher observes students while completing Inspiration diagrams for issues and problems C) A teacher determines the procedure students will go through to complete the activity
  2. Instructional technology's primary role in the learning process is to: A) supply computer software to facilitate the learning process B) produce methods and tools that teachers and students can use to increase learning effectiveness C) systematically translate principles of learning and instruction into plans for instructional materials and activities. D) develop hardware that effectively and efficiently delivers instructional materials to the learners E) All of the above
  3. When using the computer as an assistant in the learning process, teachers should make certain that: A) students are practicing with content from the computer B) they facilitate tasks by modeling, answering questions, and helping students that are struggling C) the main focus is on the content and not the computer application D) Both B and C E) All of the above
  4. Which of these is an example of drill and practice software?
  1. In a direct instruction lesson plan: A) Behaviorist learning theory drives instruction B) constructivist learning theory drives instruction C) information processing learning theory drives instruction D) Both A and B
  2. In an indirect instruction lesson plan: A) Behaviorist learning theory drives instruction B) constructivist learning theory drives instruction C) information processing learning theory drives instruction D) Both B and C
  3. Direct instruction features: A) the teacher as a guide while students work on exploring content and completing hands-on tasks B) the teacher as a guide while students practice skills that they learned previously C) the teacher as the fount of information giving students content that they repeat D) the teacher as the fount of information giving students information and effective experiences practicing their newly acquired knowledge and skills.
  4. Rubrics are used: A) only in indirect instruction lesson plans B) only in direct instruction lesson plans C) in either type of lesson plan, but primarily in indirect lesson plans
  5. Practice is a component of: A) direct instruction. First it's guided by the teacher, then students work independently. B) direct instruction. Students work independently and are guided by the teacher if needed. c) indirect instruction. During the Elaborate and Explain phases students complete worksheets.

d) indirect instruction. Students work independently and are guided by the teacher if needed.

  1. Constructivists advocate: A) practicing new knowledge and skills repeatedly until they improve B) hands-on learning that lets students personalize their own understanding C) hands-on learning followed by a lot of practice about what they learned
  2. Levels of thinking provide: A) teachers with specific lessons that address higher-order thinking needs B) teachers with a hierarchy that they can use during lesson planning C) teachers with ideas about how to use technology in effective ways.
  3. NETS-S provide: A) national standards about teachers' use of technology B) national standards about students' use of technology C) a framework about how students can use technology in effective ways
  4. Formative assessment: A) is a unit test B) is a homework assignment c) is an observation of students during a lesson D) is a discussion about something students just learned E) both C and D
  5. Summative assessment in a learner-centered activity involves: A) using a unit test to make sure students learned what they were supposed to

B) integrated to help students meet specific NCSCOS standards.