CBE 2 – Professional Education (EDUCATIONAL TECHNOLOGY)

Question Competency Domain Pag Answer/Explanation

e
1 Behaviorism is a 3.1 Employ Analysis 35 C. I and III
perspective that teaching The major idea of
focuses almost strategies, behaviorism
exclusively on methods, includes the
directly observable instructional following:
things to explain materials and 1. The learning
learning among technology, process is
different students. classroom gradual
How are we going management attempt and
to observe techniques error until
behaviorism in our appropriate to consistent
students? subject areas success is
and inclusive attained.
I. Attempt and of learners 2. The key to
error from learning
II. Providing indigenous success
feedback groups. depends on
III. Reinforcem reinforcemen
ent and t
stimulus- 3. Learning
response involves a
sequence stimulus-
a. I only response
b. I and II sequence.
c. I and III
d. I, II, III
2 Social and cultural 3.1 Employ Creating 42 C. Group the
interactions play a teaching students and ask
very important role strategies, them to
in learning process. methods, experiment on a
How will Teacher instructional specimen
Ely plan an activity materials and
to support technology, Collaborative
collaborative classroom learning involves
learning? management working together as
a. Ask the techniques a group to
students to appropriate to accomplish shared
participate subject areas goals to maximize
in the and inclusive the learning of each
discussion of learners individual.
to support from
learning and indigenous
teaching groups.
process.
b. Make
necessary
tools to be
 used by the
students in
the different
subject
areas
c. Group the
students
and ask
them to
experiment
on a
specimen
d. Using a
paper and
pencil test,
assess the
students’
prior
knowledge
on the
subject
matter
3 As an Educational 3.1 Employ Analysis 18 b. What to
technologist or teaching teach?
instructional strategies, The big three issues
designer, teacher methods, for those planning
Ely found out that instructional and implementing
the curriculum isn’t materials and courses are:
aligned to the technology,
learners’ needs classroom (a) What to teach
based on their age management which is about
brackets. Teacher techniques content to be
Ely encountered appropriate to learned. (b) how to
which of the subject areas teach and (c) how to
following issues? and inclusive identify things to do
a. How to of learners differently.
teach? from
b. What to indigenous
teach? groups.
c. How to
identify
things to do
differently?
d. All of the
above
4 Ms. Gomez is 3.1 Employ Evaluation 50 b. II, I, III, IV
planning to teaching g In the phase of
integrate strategies, planning planning
technology in her methods, instruction, it is
Mathematics class. instructional reasonable for a
Which of the materials and designer to consider
 following would be technology, the kinds of things
the logical steps in classroom to be learned.
doing this? management (Anderson and
I. Set the objectives techniques Krathwohl, 2001)
II. Analyze the appropriate to
learners subject areas
III. Utilize the and inclusive
materials with of learners
showmanship from
IV. Evaluate the indigenous
performance of the groups.
students
a. I, II, III, IV
b. II, I, III, IV
c. I, II, IV, III
d. II, I, IV, III
5 Ms. Hernandez 3.1 Employ Analysis 83 d. Construction of
employs student- teaching knowledge and
centered instruction strategies, information
as the learners methods, exchange
create their digital instructional
portfolios in her materials and
computer class. technology,
What could be classroom
developed among management
them through this techniques
approach? appropriate to
a. Repetition subject areas
and active learning and inclusive
b. Mastery of of learners
skills and from
information delivery indigenous
c. Information groups.
processing and
passive learning
d. Construction
of knowledge and
information
exchange
6 Under which 3.2 Analysis 166 b. Can it be easily
condition is NOT a Demonstrate dismantled?
basic consideration skills in
in selecting and developing
evaluating the and using a
content of an variety o
educational conventional
technology tool? and non-
a. Does it match conventional
the content? resources
b. Can it be including
easily dismantled? information
 c. Will it motivate and
and maintain communicatio
interest? n Technology
d. Is there to address
evidence of its learning goals
effectiveness? and needs of
various
learners
7 Ms. Vinluan, a 3.2 Applying 232 C. She promotes
computer teacher Demonstrate and models digital
demonstrates skills in citizenship and
understanding of developing responsibility.
local and global and using a
issues and exhibits variety o
ethical and legal conventional
use of information and non-
and conventional
communications resources
technology tools. including
Which is true about information
her? and
a. She models communicatio
digital-age work n Technology
and learning to address
b. She facilitates learning goals
and inspires and needs of
student learning various
and creativity. learners
c. She promotes
and models digital
citizenship and
responsibility.
d. She designs and
develops digital-age
learning
experiences and
assessments
8 Morville (2004) 3.2 Applying 80 D. Attainable
created a frequently Demonstrate The content should
reproduced skills in be original and fulfill
honeycomb model developing some users’ needs
to design for and using a (useful). The site
user experience variety o must be easy to use
that illustrated the conventional (usable). The design
facets of user and non- elements (like the
experience. If conventional brand) are used to
applied in resources evoke emotion and
educational including appreciation
technology, the information (desirable).
essential items and The content needs
could be explained communicatio to be navigable
 with the following n Technology (findable), and they
EXCEPT: to address should be available
a. Useful learning goals even to
b. Usable and needs of people with
c. Desirable various disabilities
d. Attainable learners (accessible). Users
must trust the
content and the
brand
(credible).
9 In understanding 3.2 Analysis 92 a. Interactions
the concept of Demonstrate with new
“Experience”, there skills in products,
are three domains developing interactions
which we are going and using a with
to consider, the variety of confusing
cognitive conventional or
experience, the and non- unfamiliar
experience, and the conventional environmen
experience as a resources ts, or tasks
story. Analyze the including that require
following scenarios information attention,
and tell which of the and cognitive
following falls under communicatio effort, or
cognitive n Technology problem-
experience. to address solving
a. Interactions learning goals skills
with new and needs of
products, various Cogniive
interactions learners Experience is the
with experience that
confusing or required us to think
unfamiliar about
environment
s, or tasks
that require
attention,
cognitive
effort, or
problem-
solving skills
b. Witness a
story that
allows us to
feel
powerful
emotions,
assess our
system of
values, and
possibly
 make
changes in
our
behavior.
c. A powerful
selection of
stories
leading us
through an
experience
as we read
them
d. Relevance
for sharing
user
findings with
a design
team of
various
disciplines
10 How are we going 3.2 Evaluating 127 e. There should
to minimize the Demonstrate not be too
extraneous skills in many
cognitive burden developing learning
placed on the and using a activities in a
diverse learners? variety of unit of
a. Learning conventional instruction
tasks should and non-
require a conventional
clear resources
description including
of the information
learning and
outcomes communicatio
so that the n Technology
learners can to address
explicitly learning goals
understand and needs of
what they various
should do in learners
the
associated
activity.
b. There
should not
be too many
learning
activities in
a unit of
instruction
c. Evaluation
 methods
should
adequately
examine the
completion
of learning
activities
without
focusing on
the
assessment
of learners’
memorizatio
n of the
learning
contents.
d. Learning
support
services are
extremely
important,
so the
instructors
or tutors
have to
understand
the learning
difficulties
and learning
environment
of the
learners so
as to
facilitate
effective
communicati
on with
them.

Prepared by:

_________________

Checked by:

_________________
Submitted to:

JUN S. CAMARA, PhD