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Practice Quiz
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1
As described in "Digital natives, Digital Immigrants," the rapid dissemination of digital technology in the closing decades of the twentieth century is historically significant enough to be called:
A)an incremental discontinuity.
B)a singularity.
C)a fundamental shift.
D)ubiquitous.
2
As revealed in "Digital natives, Digital Immigrants," the author's preferred approach in teaching today's students is to:
A)invent computer games, even for the most serious content.
B)let the students teach him.
C)judiciously restrict the use of digital technology in the classroom.
D)approach each semester without a planned curriculum.
3
As suggested in "Digital natives, Digital Immigrants," in the digital age, certain "legacy" content will continue to be important, but some (like Euclidean geometry, perhaps) will lose its importance.
A)True
B)False
4
As presented in "The Myth about Online Course Development," the legacy of the early era of online-course development is:
A)a cohesive network of tried-and-true course development programs.
B)an assortment of different applications and instructional designs scattered across campus.
C)the stigma of ample funds squandered on the whims of a few zealous faculty members.
D)a definitive model of good instructional design.
5
As described in "The Myth about Online Course Development," "good pedagogy" implies that:
A)the instructor can develop targeted learning objectives.
B)the institution provides adequate technology training for its faculty.
C)the student is technologically mature enough to cope with Web-based tools of learning.
D)students and teachers possess relatively similar Internet skills.
6
As stated in "The Myth about Online Course Development," most of today's faculty have been formally trained in the field of learning theory.
A)True
B)False
7
As cited in "Creating Flexible E-Learning Through the Use of Learning Objects," David Wiley's apt definition of "learning object" is any:
A)academic subject taught exclusively online.
B)course required in a degree program.
C)piece of information retrieved through online research.
D)digital resource that can be used to support learning.
8
As described in "Creating Flexible E-Learning Through the Use of Learning Objects," eCore, an electronically delivered curriculum for USG, contains courses that:
A)satisfy the entrance requirements for transfer students.
B)lead to the completion of a doctorate program.
C)are specifically designed for special-needs students.
D)fulfill the first two years of an undergraduate degree.
9
As disclosed in "Creating Flexible E-Learning Through the Use of Learning Objects," the original version of SCOUT was so well received by faculty that it has remained virtually unchanged.
A)True
B)False
10
As noted in "Meeting Generation NeXt: Today's Postmodern College Student," the concept used by sociologists and anthropologists to describe the typical personality characteristics of a given group or population is known as the concept of:
A)group dynamics.
B)generational disciplines.
C)modal personality.
D)social convention.
11
As described in "Meeting Generation NeXt: Today's Postmodern College Student," the group of Americans born between 1925 and 1944 are known as the:
A)Postmodernists.
B)Silent Generation.
C)G.I. Generation.
D)Lost Generation.
12
As suggested in "Meeting Generation NeXt: Today's Postmodern College Student," many of the social changes attributed to Baby Boomers were actually brought about by those of previous generations.
A)True
B)False
13
The case study presented in "General Education Issues, Distance Education Practices: Building Community and Classroom Interaction Through the In" involves the redesign of a Pennsylvania State University course called:
A)Innovations in Distance Education.
B)Literature of Journalism.
C)Communications.
D)Principles and Practices.
14
As described in "General Education Issues, Distance Education Practices: Building Community and Classroom Interaction Through the In," the objective of integrating education and experience was furthered by creating for the students' computer desktops a multiple-media resource unit known as:
A)a virtual toolbox.
B)virtual scaffolding.
C)a framework of facts.
D)library learners.
15
As related in "General Education Issues, Distance Education Practices: Building Community and Classroom Interaction Through the In," the learner-centered approach of creating active learning experiences was eagerly embraced by all of the students in the case study.
A)True
B)False
16
According to "Designing for Learning: The Pursuit of Well-Structured Content," a student who only took a course rather than studied a subject:
A)did not participate in a course with appropriate content.
B)focused on structure rather than content.
C)did not integrate new facts into other knowledge structures.
D)did not have needed preexistent knowledge structure.
17
As discussed in "Designing for Learning: The Pursuit of Well-Structured Content," all of the following are true of eXtensible Markup Language (XML) except that it:
A)is text-based.
B)is a metalanguage.
C)allows users to structure information in their documents.
D)displays documents exclusively in MS Word.
18
As pointed out in "Designing for Learning: The Pursuit of Well-Structured Content," designing for learning is made more difficult in the current environment by the scarcity of multimedia resources.
A)True
B)False
19
As set forth in "Integrating Technology into the Instructional Process: Good Practice Guides the Way," when selecting software for teaching purposes, the key questions to consider include all of the following, except:
A)What strategy is being introduced?
B)Have students had prior experience with this strategy?
C)What opportunities are planned for students to practice this skill elsewhere?
D)Which students should be excluded from using this software?
20
As discussed in "Integrating Technology into the Instructional Process: Good Practice Guides the Way," R. J. Marzano, author of Dimensions in Learning, presents a model in which students can develop what he refers to as:
A)productive habits of mind.
B)remedial skills.
C)exploratory experiences.
D)technology integrators.
21
As prescribed in "Integrating Technology into the Instructional Process: Good Practice Guides the Way," if teachers want to make technology work for them, it is essential that they focus on the software, not on the curriculum.
A)True
B)False
22
As asserted in "On the Right Track: Technology for Organizing and Presenting Digital Information," relatively few teachers routinely use technology in their teaching:
A)even though parents are pressuring schools to spend more on technology.
B)even though there is much evidence of the educational benefits of technology.
C)because students are generally unresponsive to technology in the classroom.
D)because schools are unwilling to invest in hardware and software.
23
As suggested in "On the Right Track: Technology for Organizing and Presenting Digital Information," the online resource TrackStar is especially popular with educators because:
A)of its ease of use.
B)it provides on-site support.
C)it eliminates the need for classroom exams.
D)of its aggressive promotional campaign.
24
As claimed in "On the Right Track: Technology for Organizing and Presenting Digital Information," the majority of teachers in more than 60 percent of U.S. schools use the Internet for instructional purposes.
A)True
B)False
25
As profiled in "A Brief History of Instructional Design," noted instructional theorists of the twentieth century include all of the following, except:
A)B. F. Skinner.
B)John Locke.
C)Benjamin Bloom.
D)Robert Gagne.
26
As noted in "A Brief History of Instructional Design," the "space race" began in 1957 when:
A)the United States established NASA.
B)the Soviet Union launched the first Sputnik satellite.
C)the U.S. military developed computer-operated telescopes.
D)aeronautical engineering became the most popular degree program in American universities.
27
As stated in "A Brief History of Instructional Design," philosophical thought regarding the cognitive basis of learning began in the thirteenth century with the works of St. Thomas Aquinas.
A)True
B)False
28
As recounted in "Designing Statistics Instruction for Middle School Students," the researchers learned that most middle-school students thought of "data analysis" as:
A)something they had never heard of.
B)something that people who fix computers do.
C)doing something with numbers.
D)some kind of a computer job you can get without a college degree.
29
As noted in "Designing Statistics Instruction for Middle School Students," the researchers decided that the overarching idea around which the instruction of statistics would be organized would be the notion of:
A)absolute frequency.
B)instructional sequence.
C)data distribution.
D)covariation.
30
As set forth in "Designing Statistics Instruction for Middle School Students," students' interest in and regard for mathematics varies as a consequence of family and/or ethnic history.
A)True
B)False
31
As concluded in "Changes in Brain Function in Children with Dyslexia after Training," after training, the children with dyslexia showed:
A)little change in reading ability and comprehension.
B)improved reading and language ability.
C)no changes in brain function.
D)unchanged reading ability but improved language ability.
32
As maintained in "Changes in Brain Function in Children with Dyslexia after Training," the Fast ForWord Language program emphasizes all of the following except:
A)pronunciation.
B)discriminating rapid auditory signals.
C)auditory attention.
D)listening comprehension.
33
As noted in "Changes in Brain Function in Children with Dyslexia after Training," developmental dyslexia occurs as a result of a simple developmental lag.
A)True
B)False
34
As discussed in "Implementing PDAs in a College Course: One Professor's Perspective," a study of PDA implementation at the University of South Dakota was conducted by applying the principles of:
A)use-centered design.
B)good image handling.
C)graphical interface.
D)document capability.
35
As claimed in "Implementing PDAs in a College Course: One Professor's Perspective," the most difficult part of PDA implementation for a course is:
A)creating a datebook archive.
B)editing text.
C)converting existing text-based course material.
D)deciding which of the various text formats to use.
36
As noted in "Implementing PDAs in a College Course: One Professor's Perspective," current technology does not allow Adobe Acrobat files to be converted for use on a PDA.
A)True
B)False
37
As claimed in "Digital Game-Based Learning," analyses on gaming over the past 40 years have consistently shown that games used in teaching:
A)do not significantly promote learning.
B)reduce instructional times across many disciplines and ages.
C)were more effective in the classroom prior to the digital age.
D)detract from valuable textbook time.
38
According to "Digital Game-Based Learning," institutions of learning should assume responsibility for providing all of the following, except:
A)off-campus DGBL labs to train outside support teams.
B)documentation for what DGBL can look like.
C)training for faculty to design and develop DGBL.
D)trained staff to support faculty during the training process.
39
As asserted in "Digital Game-Based Learning," a COTS game with missing or inaccurate content cannot be used responsibly for DGBL.
A)True
B)False
40
As set forth in "Podcasting and Vodcasting: A White Paper," all of the following may be said about audio-photo-video recording capabilities, except that:
A)they will create a flood of multimedia content.
B)they will be immediately adopted by the current class of students.
C)their supporting technologies are relatively inexpensive.
D)they will be enthusiastically embraced by much of the current faculty.
41
According to "Podcasting and Vodcasting: A White Paper," the most-used CMS for podcasting is:
A)Adobe Album.
B)Sony MusicMatch.
C)Apple iTunes.
D)MacTunes.
42
As stated in "Podcasting and Vodcasting: A White Paper," VODcasts are far less complex than podcasts.
A)True
B)False
43
Among the major outcomes of the research reported in "Student Teachers' Perceptions of Instructional Technology; Developing Materials Based on a Constructivist Approach" were all of the following except that:
A)constructivist learning activities foster active learning.
B)instructors should be co-learners and guides for students.
C)interview and writing data came to different conclusions regarding the impact of constructivist methods.
D)a comprehensive technology must be available in teacher-education facilities.
44
As observed in "Student Teachers' Perceptions of Instructional Technology; Developing Materials Based on a Constructivist Approach," in a constructivist classroom:
A)students learn and work independently of one another.
B)learning is based on abstract problems.
C)teachers are responsible for learning.
D)student autonomy and initiative are accepted and encouraged.
45
As stated in "Student Teachers' Perceptions of Instructional Technology; Developing Materials Based on a Constructivist Approach," data from the study suggest that prior knowledge has little impact on students' subsequent achievement.
A)True
B)False
46
In their review of present conditions, the authors of "Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment" report that:
A)content-based programs are not being supported by funding agencies.
B)improvement in e-learning instructional designs has been the focus of much research.
C)traditional approaches to personnel preparation are being replaced with e-learning.
D)new designs and applications in personnel preparation are being driven solely by technology.
47
As noted in "Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment," as compared to other types of learning, e-learning:
A)relies heavily on interpersonal skills to compensate for structural disadvantages.
B)requires that courses be designed in advance of teaching.
C)has inherent disconnections between course structures and assessment.
D)requires fewer instructional skills.
48
As suggested in "Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment," underlying principles of assessing the performance of adult learners change when applied to e-learning.
A)True
B)False
49
As discussed in "Assessing the Technology Training Needs of Elementary School Teachers," high levels of anxiety in elementary-school teachers due to limited computer knowledge:
A)are not uncommon and can be reduced through proper training and education.
B)are today fairly rare, although the oldest teachers may have some feelings of computer unease.
C)have never been examined as a legitimate concern.
D)are perceived as very real by many alarmists, but research does not support the perception.
50
As mentioned in "Assessing the Technology Training Needs of Elementary School Teachers," in the 1990s the number of computers bought for schools in Georgia:
A)was about half the number purchased for those schools in the 1970s.
B)was above the national average by about 200 percent.
C)increased greatly because of an influx of state lottery funds.
D)was among the lowest in the country.
51
As addressed in "Assessing the Technology Training Needs of Elementary School Teachers," those who educate future teachers have made great strides in integrating computer expertise into the teacher-education curriculum.
A)True
B)False
52
According to "An Investment in Tomorrow's University Students: Enhancing the Multimedia Skills of Today's K-12 Teachers," the often-overlooked key to using the potential of multimedia effectively is:
A)community networking.
B)administrative support.
C)student orientation.
D)teacher training.
53
As suggested in "An Investment in Tomorrow's University Students: Enhancing the Multimedia Skills of Today's K-12 Teachers," perhaps the biggest problem with successfully using multimedia technologies in the classroom is:
A)finding and testing suitable software.
B)getting the funding to maintain up-to-date hardware.
C)asking teachers to try new methods.
D)the expectation that technology itself will improve learning.
54
As explained in "An Investment in Tomorrow's University Students: Enhancing the Multimedia Skills of Today's K-12 Teachers," the graduate students who participated in the three-credit multimedia course in the summer of 1998 became experts in PowerPoint presentations in just three months.
A)True
B)False
55
As interpreted in "The Value of Teaching and Learning Technology: Beyond ROI," VOI differs from ROI in its focus on:
A)hardware investments rather than software applications.
B)intermediate rather than final outcomes.
C)accountability rather than bottom lines.
D)methodologies rather than capabilities.
56
In "The Value of Teaching and Learning Technology: Beyond ROI," the authors use the initials TLT as a term for:
A)true love of teaching.
B)teaching and learning technology.
C)technological literacy and tutoring.
D)totally literate technologists.
57
As asserted in "The Value of Teaching and Learning Technology: Beyond ROI," the implementation of a CMS at Brigham Young University has improved student access to learning materials and opportunities.
A)True
B)False
58
As expressed in "Boomers and Gen-Xers Millenials: Understanding the New Students," the students now entering higher education belong to the group known as:
A)Baby Boomers.
B)Millennials.
C)Generation X.
D)the Silent Generation.
59
As stated in "Boomers and Gen-Xers Millenials: Understanding the New Students," among the defining experiences of Generation X students was the:
A)civil rights movement.
B)Watergate scandal.
C)Exxon Valdez oil spill.
D)onset of the Cold War.
60
As asserted in "Boomers and Gen-Xers Millenials: Understanding the New Students," for today's learners, customer service is an exception, not an expectation.
A)True
B)False
61
As profiled in "Science & Technology: It's A Perfect Match," Katie Long is among many teachers who:
A)recognize the value of using technology in teaching, but lack the skills to do so.
B)are using technology to motivate and excite students.
C)belong to a generation of educators who are never going to fully appreciate the benefits of classroom technology.
D)teach in schools with little or no up-to-date technological equipment.
62
As reported in "Science & Technology: It's A Perfect Match," teachers recommend that:
A)all students be required to own laptops and bring them to school every day.
B)the use of technology in science classes be limited to two or three days a week in grades K-8.
C)teachers collaborate with each other and share great Web sites.
D)teacher-friendly programs be developed, since incorporating technology in science lessons is difficult and often unrewarding.
63
As suggested in "Science & Technology: It's A Perfect Match," a good way for teachers to make the most of technology is to limit their focus to computers and Web sites.
A)True
B)False
64
As set forth in "Technologies for Teaching Science and Mathematics in K-12 Schools: Reviews, Observations and Directions for Practice," the gap between technology-rich K-12 schools and technology-poor K-12 schools in the South is growing wider:
A)even though the teachers are among the nation's best-trained technologically.
B)because of a lack of available funding.
C)despite attempts to bring the schools to national standards.
D)because no one is trying to help the schools meet national standards.
65
As discussed in "Technologies for Teaching Science and Mathematics in K-12 Schools: Reviews, Observations and Directions for Practice," among the tangle of entities that govern American schools are non-governmental funding agencies, such as:
A)the National Council for the Accreditation of Teacher Education.
B)Science for All Americans.
C)the Bill and Melinda Gates Foundation.
D)the American Red Cross.
66
According to "Technologies for Teaching Science and Mathematics in K-12 Schools: Reviews, Observations and Directions for Practice," U.S. accrediting agencies include a variety of technical skills in their standards and benchmarks.
A)True
B)False
67
As described in "Smarttutor: Combining Smartbooks and Peer Tutors for Multi-Media On-Line Instruction," SmartTutor facilitates a multimedia, Web-based peer-tutoring service geared to:
A)college-bound high-school upperclassmen.
B)state university undergraduates.
C)urban community-college students.
D)special-needs English-language learners.
68
As expressed in "Smarttutor: Combining Smartbooks and Peer Tutors for Multi-Media On-Line Instruction," the driving force of the SmartBooks approach is the use of:
A)the Internet.
B)linear navigation.
C)pop-up windows.
D)concept mapping.
69
As explained in "Smarttutor: Combining Smartbooks and Peer Tutors for Multi-Media On-Line Instruction," SmartTutor was never intended to mimic the knowledge and intuition of the effective teacher.
A)True
B)False
70
As explained in "Changing Course Management Systems: Lessons Learned," the source that provided information on how accurately a course in one CMS could be converted to another CMS was:
A)HTMLeZ.
B)EduTools.
C)e-College.
D)apparently nonexistent.
71
As given in "Changing Course Management Systems: Lessons Learned," the percentage of faculty whose participation in the study caused them to believe that changing to a new, unified CMS would be too much effort for too little gain was:
A)8 percent.
B)30 percent.
C)65 percent.
D)90 percent.
72
As noted in "Changing Course Management Systems: Lessons Learned," the CMS-conversion study conducted at the University of North Dakota was modeled after a number of similar studies by several universities in the Northeast.
A)True
B)False
73
As postulated in "Classroom Assessment in Web-Based Instructional Environment: Instructor's Experience," Web-based classroom assessment should be designed and practiced to impact:
A)virtual interaction.
B)pedagogical content.
C)learner autonomy.
D)a shared environment.
74
As cited in "Classroom Assessment in Web-Based Instructional Environment: Instructor's Experience," B. Collis and J. Moonen, in describing the change in online pedagogy from one that is teacher-centered to one that is focused on learner activity, used the term:
A)goal accomplishment.
B)shifted communication.
C)pedagogical reengineering.
D)triangulated truthfulness.
75
As reported in "Classroom Assessment in Web-Based Instructional Environment: Instructor's Experience," the primary coding procedure implemented in the author's case study was selective coding.
A)True
B)False
76
As noted in "MISESS: Web-Based Examination, Evaluation, and Guidance," the electronic support system known as MISESS was developed in the MIS Department at:
A)Sultan Qaboos University in Oman.
B)Bogazici University in Turkey.
C)the University of Coimbra in Portugal.
D)Tribhuvan University in Nepal.
77
As explained in "MISESS: Web-Based Examination, Evaluation, and Guidance," the functions needed to satisfy MIS students' requirements include all of the following, except:
A)chat with classmates.
B)see exam results.
C)take exams.
D)log out.
78
As stated in "MISESS: Web-Based Examination, Evaluation, and Guidance," one of the drawbacks of MISESS is that instructors cannot update exam questions they have created and entered into the system.
A)True
B)False
79
As defined in "The Myth about Student Competency 'Our Students Are Technologically Competent'," "information literacy" can be described by all of the following, except:
A)a grasp of the level of competition in a high-tech world.
B)the ability to locate, evaluate, and use needed information.
C)a skill that carries legal and ethical implications.
D)an understanding of the bias in information.
80
As explained in "The Myth about Student Competency 'Our Students Are Technologically Competent'," more than 90 percent of today's college and university students:
A)are reluctant to learn new computer skills.
B)prefer Macs to PCs.
C)first used a computer between the ages of five and eight.
D)own a computer.
81
As reported in "The Myth about Student Competency 'Our Students Are Technologically Competent'," virtually 100 percent of college and university students use word-processing programs and the Internet for their coursework, yet only 25 percent know how to create a Web page.
A)True
B)False
82
As set forth in "Promoting Academic Literacy with Technology: Successful Laptop Programs in K-12 Schools," great disparities between language-minority students and native-English-speaking students exists in all of the following, except:
A)intelligence.
B)high-school graduation rates.
C)college admission.
D)adult wages.
83
As described in "Promoting Academic Literacy with Technology: Successful Laptop Programs in K-12 Schools," the school identified as Adelante Elementary is located in a:
A)middle-class gated community near Miami, Florida.
B)rural hamlet of northern Maine.
C)linguistically diverse district of New York City.
D)low-income Latino community of California.
84
As reported in "Promoting Academic Literacy with Technology: Successful Laptop Programs in K-12 Schools," the students at Adelante Elementary check out an average of one book per day from the school library.
A)True
B)False
85
As set forth in "Probing for Plagiarism in the Virtual Classroom," in a study of 2,100 college students, the proportion who admitted to cheating or plagiarism was:
A)less than one quarter.
B)one third.
C)half.
D)more than two thirds.
86
As described in "Probing for Plagiarism in the Virtual Classroom," one of the features of threaded discussions that helps to combat plagiarism is that they:
A)take place in real time.
B)foster a sense of anonymity in students, which tends to make them more honest.
C)do not allow students time to research issues before they have to respond to questions.
D)provide many examples of each student's writing style, which in turn can help teachers determine if a student plagiarized a paper.
87
As brought out in "Probing for Plagiarism in the Virtual Classroom," the quality of online discussions tends to be much higher than traditional classroom-based discussions.
A)True
B)False
88
As reported in "The Web's Impact on Student Learning," the most successful students in Web-based learning environments:
A)have highly visual or independent learning styles.
B)are aural or dependent learners.
C)have interests in mathematics, statistics, and computers.
D)typically are only average students in more traditional learning environments.
89
As described in "The Web's Impact on Student Learning," a useful way to analyze online exchanges is to:
A)ignore the content of the exchanges and to focus on just the number of exchanges.
B)focus on the number of different people with whom each individual interacts.
C)look for indications of critical thinking in conferences.
D)examine the average time interval between the posting of a message and the first response to it.
90
As brought out in "The Web's Impact on Student Learning," online work tends to degrade writing skills.
A)True
B)False
91
As set forth in "Software Agents to Assist in Distance Learning Environments," the authors' proposed option for efficient management of distance-course activities involves:
A)reducing the number of distance courses in the university curricula.
B)giving course coordinators unassisted management responsibilities.
C)employing a human teaching assistant to interact with the CMS.
D)using a "software robot" to assist the teaching staff.
92
As noted in "Software Agents to Assist in Distance Learning Environments," the face-to-face sessions provided in the OUHK system include all of the following, except:
A)day-school sessions.
B)laboratory sessions.
C)tutorial sessions.
D)home-visit sessions.
93
As observed in "Software Agents to Assist in Distance Learning Environments," during the piloted use of the authors' software agent, several of the agent's operations failed to function properly.
A)True
B)False
94
As suggested in "The Virtual Revolution: Understanding Online Schools," perhaps the best way to think about a virtual school is to think of a regular school without:
A)health services.
B)school board meetings.
C)the building.
D)the teachers.
95
As reported in "The Virtual Revolution: Understanding Online Schools," in November 2005, NACOL's listing of unique online-learning programs totaled:
A)26 in 8 states.
B)38 in 15 states.
C)84 in 22 states.
D)157 in 46 states.
96
As analyzed in "The Virtual Revolution: Understanding Online Schools," the social opportunities provided through virtual schools are limited and rarely present logistical challenges.
A)True
B)False
97
As reported in "Learner Support Services for Online Students: Scaffolding for Success," the main causes of online student attrition are related to the:
A)cost and availability of technology.
B)levels of interaction and support provided by the teacher.
C)academic experiences that students had before starting the online program.
D)unavoidable lack of face-to-face contact with other students and instructors.
98
As described in "Learner Support Services for Online Students: Scaffolding for Success," promoting student access to a community of learners is important because it:
A)exposes them to other experts who may be more critical of their work than their instructor would be.
B)gives them a sense of belonging that encourages participation and discourages dropping out of the program.
C)provides them with valuable networking experience.
D)spreads teaching responsibilities over more faculty members.
99
As brought out in "Learner Support Services for Online Students: Scaffolding for Success," learner support services start with insuring that there is a good fit between the student's goals and the offerings of the online service.
A)True
B)False





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