Educational Technology Questions and Answers

Answer: D

The option that is not a teacher-prepared ICT resource is Classroom interactions.

An ICT resource is a material in digital form that a teacher can create and use for teaching. Educational video clips, PowerPoint presentations and blogs written for educational purposes are all things a teacher can prepare in advance with technology.

Classroom interactions are the exchanges between teacher and students, and among students, during a lesson. They are part of the teaching process, happen live, and are not a prepared digital resource, even though ICT may support them.

Answer: C

Teacher's behaviour is not assumed to be Impartial.

Behavioural technology, the approach behind microteaching, interaction analysis (Flanders) and teacher behaviour modification, rests on a few assumptions: teaching behaviour is observable, so it can be recorded; measurable, so it can be quantified; and modifiable, so it can be improved through feedback and practice.

Impartiality is a moral quality expected of a teacher, but it is not one of the assumptions of behavioural technology. The other three options are exactly those assumptions.

Answer: A

Programmed learning is based on Operant Conditioning.

B. F. Skinner developed programmed instruction and teaching machines in the 1950s directly from his operant conditioning experiments. The material is broken into small steps (frames); the learner makes an active response at each step and is told at once whether it is right, which acts as reinforcement; and each learner works at his or her own pace.

'Conditioning' alone does not name the theory, since classical (Pavlovian) conditioning plays no part. Gestalt and cognitive theories stress insight and mental structures, not step-by-step reinforcement.

Answer: A

Synchronous communication allows for Quicker problem solving.

Synchronous communication happens in real time: live chat, video conferencing, a virtual classroom. Participants can ask, answer and clarify immediately, so questions are settled and decisions made quickly, with spontaneous discussion.

Time for reflection, slower problem solving and a lack of spontaneity are features of asynchronous communication, such as discussion forums and e-mail, where people respond when they choose and can think before replying.

Answer: C

The goal setting stage of ADDIE is Analysis.

ADDIE has five phases: Analysis, Design, Development, Implementation and Evaluation. In the analysis phase the designer identifies the instructional problem, the learners and their existing knowledge, the constraints, and the goals the instruction must achieve. Everything that follows is built on those goals.

Design turns the goals into specific objectives, assessments and strategies, which is the nearest trap. Development produces the materials, and implementation delivers the instruction to learners.

Answer: B

The engage activity connects Past and Present learning experiences.

The 5E model (Engage, Explore, Explain, Elaborate, Evaluate) was developed by the Biological Sciences Curriculum Study under Rodger Bybee. The engage phase opens a lesson by capturing interest and drawing out what students already know, so that their prior (past) experience is connected to the present learning task and misconceptions come to light.

Looking ahead to future learning is not the purpose of the engage phase. Extending ideas to new situations is the job of the elaborate phase, later in the sequence.

Answer: B

Objectives are discovered mainly from the Analysis of student needs.

In the systems approach, instruction is designed as a system with inputs, process and outputs. The starting point is needs assessment: the gap between what the learners can do now (entry behaviour) and what they need to be able to do. The objectives of instruction are derived from that gap.

Analysis of content follows once objectives are known, to select and sequence material that will achieve them. Teaching needs and teaching aids are decided still later, as means of delivery, so they cannot be where objectives come from.

Answer: D

Assistive technology cannot help Antisocial students.

Assistive technology (the paper writes 'assistant technology') means devices and software that help students with disabilities to learn and take part: wheelchairs, switches and adapted keyboards for physical impairments; text-to-speech, audiobooks and spell checkers for dyslexia; visual organisers, reminders and simplified interfaces for cognitive difficulties.

Antisocial behaviour is a behavioural and emotional problem. It is addressed through counselling, behaviour management and social skills training, not through an assistive device.

Answer: B

The website frequently used is surveymonkey.

SurveyMonkey is a widely used online survey platform: users design questionnaires, share a link, and collect and analyse responses. Schools, teachers and researchers in India use it, along with similar tools such as Google Forms, for educational surveys.

'Quara' appears to be Quora, a question-and-answer website, not a survey tool. The other two names are far less known and are not the platforms commonly used for educational surveys in India.

Answer: B

The limitation is the Language of research report.

Plagiarism software such as Turnitin or Ouriginal (Urkund) compares a document against its database of published and web text. These databases are richest in English, so a report written in an Indian language such as Marathi or Hindi, or in a non-standard script encoding, is checked far less reliably and copied matter can go undetected.

The type, level or nature of the research does not change how the matching works: a PhD thesis and a project report in English are checked the same way. The language of the text is what restricts the software.