TTL 1 MIDTERM REVIEWER 1.

Access To Vast Information

a large amount or large quantity of information,
UNIT I: INTRODUCTION TO TECHNOLOGY FOR such as data, facts, or knowledge.
TEACHING AND LEARNING
2. Access to Quality Education
THE ROLES OF ICT IN TEACHING AND Electronic learning platforms and online courses
LEARNING enable students to learn at their own pace and
access resources from institutions.
Information and Communication Technology
(ICT) is crucial in modern education, using devices 3. Preparing For The Digital Future
like Chromebooks, tablets and learning apps to Digital technologies assist in developing abilities
enhance teaching and learning, both online and that will require students' professional
offline. performance, such as problem-solving, digital
It involves the implementation of various software literacy, and process comprehension.
applications and methodologies designed to
enhance the quality and effectiveness of education. THREE DOMAINS OF EDUCATIONAL
TECHNOLOGY (Stosic, 2015)
THE ROLES OF ICT IN TEACHING 1. Technology As A Tutor
2. Technology As A Teaching Tool
1. Enhanced Presentation Tools 3. technology as a learning tool
- ICT provides tools like PowerPoint, Prezi, and
interactive whiteboards, which help teachers create 1. TECHNOLOGY AS A TUTOR
engaging and visually appealing presentations. Technology acts as a teaching tool to facilitate and
- This can make complex topics easier to enhance the work of teachers through audiovisual
understand. aids, online resources, and smart classrooms.
Examples: Masao LMS, YouTube, & Google Drive
2. Access to Resources
- Teachers can access a wealth of digital resources, 2. TECHNOLOGY AS A TEACHING TOOL
including educational videos, online journals, and Teachers can give students interesting examples
interactive simulations, to enrich their lessons and of the topic they are trying to teach via videos,
provide varied perspectives on a topic. images, etc.
Examples: Canva, Microsoft Word, & Google Meet
3. Efficient Administration
- ICT facilitates the management of administrative 3. TECHNOLOGY AS A LEARNING TOOL
tasks, such as grading, attendance tracking, and Technology facilitates personalized learning,
lesson planning, through tools like Learning promoting a more efficient learning procedure.
Management Systems (LMS) and administrative Examples: Google Classroom, Google Chrome, &
software. Chat GPT

4. Professional Development
- Teachers can engage in online courses, webinars, UNIT II: POLICIES AND SAFETY ISSUES IN
and forums to continue their professional TEACHING AND LEARNING
development and stay updated with the latest
teaching methods and technologies. NATIONAL AND INTERNATIONAL ICT LAWS,
POLICIES AND REGULATIONS
5. Communication with Students and
Parents ICT LAWS & POLICIES
- ICT tools such as emails, messaging apps, and - rules and guidelines created by governments and
online platforms help teachers communicate more international organizations to regulate the use of
effectively with students and parents, keeping them information and communication technologies.
informed about academic progress and school
activities. ● Data Privacy Act of 2012 (RA 10173)
This law ensures the responsible collection,
THE ROLES OF ICT IN LEARNING processing, and storage of student data,
Information and communication technology safeguarding privacy and security. (National
(ICT) enhances learners' expertise in modern Privacy Commission, 2012).
technologies; it aids their development into more ● Cybercrime Prevention Act of 2012 (RA
informed individuals who are capable of using any 10175)
type of electronic device. This law addresses cyberbullying, online
harassment, and other cybercrimes in schools,
promoting a safe and respectful online learning
environment. (Cybercrime Prevention Act of 8. Equity, Inclusion, Safety
2012). Ensuring fair access to ICT for all students,
● E-commerce Act of 2000 (RA 8792) promoting ethical practices, protecting data privacy,
This law encourages the use of ICT in government and ensuring a safe digital learning environment.
operations and services, including education.
Importance: help create a secure and effective
● DepEd Order No. 40, S. 2012 digital learning environment, benefiting both
The policy aims to protect students from all forms students and educational institutions.
of abuse, neglect, and violence, including those
that occur online. SAFETY ISSUES IN THE ICT: POLICIES,
● Executive Order No. 810 S. 2009 GUIDELINES, AND PROCEDURES MINOR
It sets up official processes and sorts how digital MISUSE OF ICT
signatures should be used and recognized in
government services. Some Issues in the Use of ICT and
E-Networking
INTERNATIONAL ICT LAWS, POLICIES AND
REGULATIONS 1. Exposure to inappropriate content, including
● General Data Protection Regulation online pornography, and extremism (exposure to
(GDPR - European Union) violence associated with racist language).
It aims to protect individuals’ personal data and 2. Lifestyle websites including self-harms and
privacy across the EU and the European suicide sites and hate sites.
Economic Area (EEA). 3. Cyberbullying in all forms, receiving sexually
● UNESCO’s ICT Competency Framework explicit images or messages.
for Teachers 4. Privacy issues, including disclosure of personal
A guideline to help educators effectively information.
integrate Information and Communication 5. Health and well-being (amount of time spent
Technology (ICT) into teaching and learning. online, internet gaming, and many more);
6. Prolonged exposure to online technologies,
8 COMMON POLICY THEMES particularly at an early age.
7. Addiction to gambling and gaming.
1. Vision and Planning 8. Theft and fraud from activities such as phishing.
Establishing a clear vision for integrating ICT in 9. Viruses, Trojans and spyware, and other
education, aligning it with broader policies, securing malware;
funding, appointing leadership, and engaging the 10. Social pressure to maintain online networks
private sector. via texting and social networking
2. ICT Infrastructure
Ensuring reliable power supply and sufficient Minor Misuse of ICT
networking equipment to support ICT use in refers to less severe, often unintentional actions
schools. that can still have negative consequences.
3. Teachers
Essential to the learning process, and their roles In schools, some minor misuse made by learners
evolve as new technologies are introduced. include the following:
4. Skills and Competencies ● Copying information into assignments and
Defining ICT literacy standards, offering related failing to acknowledge the source.
training and certification, and supporting lifelong ● Downloading material not relevant to their
learning opportunities. studies.
5. Learning Resources ● Misconduct is associated with subject
Developing and making accessible high quality logins, such as using someone else's
digital learning resources to enhance the password.
educational experience. ● Leaving a mobile phone turned on during
6. Education Management Information the class period.
System (EMIS) ● Unauthorized taking of pictures or images
Collecting, processing, and analyzing educational with a mobile phone.
data to inform decision making and improve
educational outcomes. SOME ISSUES ON ICT AND INTERNET POLICY
7. Monitor and Evaluation AND REGULATIONS
Tracking ICT use, evaluating its impact, supporting
assessment activities, and exploring innovative Issue no. 1: Freedom of Expression and
technology uses in education. Censorship
Under international human rights conventions, all
people are guaranteed the rights for free
expression. However, with the shift from
communicating through letter, newspaper and 3. Overloaded Power Sockets
public meetings to electronic communications and This sometimes happens when the teacher and
on-line networking, a need to investigate how these learners forget to plug off the wires attached to the
new means modifies the understanding of freedom sockets when leaving the room.
of expressions and censorship. 4. Heavy Objects Falling
Digital projectors and speakers, for example,
Issue no. 2: Privacy and Security should be placed on strong tables and shelves to
Privacy policies are an issue. Most commercial prevent accidents whenever used in the class as
sites have privacy. When someone uses a site that the teacher is discussing the lesson.
clicks “I agree” button, it is as if you have turned
over private information to any authority that may POLICIES
access it. ● CHILDREN'S INTERNET PROTECTION
ACT (CIPA):
Issue no. 3: Surveillance and Data Retention This is a policy that the United States Congress
The use of electronic communications has approved to limit children's exposurE TO explicit
enhanced the development of indirect surveillance. content online.
The new and powerful form of indirect surveillance ● ACCEPTABLE USE POLICY (AUP):
is dataveillance. This POLICY help govern what students or
• DATAVEILLANCE TEACHERs can or cannot do on the SCHOOL
Dataveillance is the use of personal OWNED TECHNOLOGY OR NETWORK.
information to monitor a person’s activities. ● ICT SECURITY POLICIES
ex. A company keeping track of your online These ARE Policy guidelines that protect A
and browser history to target you with SCHOOL's ICT systems and data from
personalized advertising. unauthorized access, breaches, and other cyber
• DATA RETENTION threats.
Data retention is the storage and use of
information from the communication system. USES OF ICT POLICIES IN TEACHING AND
ex. A mobile phone company keeping track LEARNING IN BASIC EDUCATION
of your phone calls, text messages, and
location data for the last 5 years. ● Enhance Teaching and Learning
Methods
Issue no. 4: E-pollutants from E-waste ICT policies help integrate technology into
Large amount of e-waste is generated by ICT. If not classrooms, allowing teachers to use digital tools
controlled then, e-waste will tremendously affect such as interactive whiteboards, educational
climate change, damage human lives, and overload software, and online resources. This enhances
the capacity of the earth in carrying solid waste. traditional teaching methods by making lessons
Both the teachers and learners should be mindful of more engaging, interactive, and accessible.
the e waste that is being thrown away to the land ● Improving Access to Educational
and to the atmosphere. Resources
Through ICT policies, students and teachers can
FOR THE TEACHERS AND TEACHING access a vast range of digital resources, including
1. Guide the teachers on what they should teach e-books, educational videos, and online courses.
that relates to ICT, and how to teach it. This access broadens learning opportunities,
2. Technology should never replace any human especially in areas where physical resources are
teacher. limited.
3. There are rules and regulations that govern the ● Facilitating Distance Learning
use of technology. ICT policies enable the implementation of distance
4. All the issues and many more shall be part of the and online learning platforms. This is particularly
teaching content as each teacher will be useful in situations where students cannot attend
encouraged to use technology in teaching school physically, ensuring continuous education
through virtual classrooms and online
SAFETY AND POLICY ISSUE IN THE assessments.
CLASSROOM ● Supporting Personalized Learning
ICT policies encourage the use of adaptive learning
1. Trailing Cables technologies that cater to individuallearning needs.
To prevent accidents inside the classroom , the These technologies can track student progress and
cables should be placed inside a series of cable provide personalized learning paths, helping
ducts or under the carpet. students learn at their own pace.
2. Spilt Drinks Or Food ● Enhancing Communication and
It is better if the teacher and their learners should collaboration
place the foods and drinks away from computers. ICT policies promote the use of communication
tools like emails, messaging apps, and video
conferencing in education. These tools facilitate
better communication between teachers, students, The law covers several acts, including:
and parents, and support collaborative projects • Taking Photos or Videos
among students. • Copying or Reproducing Images
● Improving administrative efficiency • Distributing or Broadcasting
ICT policies support the automation of
administrative tasks such as attendance tracking, Examples to Illustrate the Law:
grading, and record-keeping. This reduces the ● Unauthorized Recording
administrative burden on teachers, allowing them to The law explicitly prohibits this act because it
focus more on teaching. invades the privacy of those individuals. Distributing
● Encouraging digital literacy this footage online or through any other means
ICT policies in basic education aim to equip would lead to criminal charges.
students with essential digital skills. This prepares ● Sharing Without Consent
them for future academic and professional This act is not only a betrayal of trust but also a
environments where digital literacy is increasingly crime under RA 9995. The person who took and
important. shared the photos would face legal consequences,
● Supporting inclusive education including imprisonment and fines.
ICT policies promote the use of assistive
technologies that help students with disabilities. RA 9239-OPTICAL MEDIA ACT
Tools such as screen readers, speech-to-text RA 9232, also known as THE OPTICAL MEDIA
software, and adaptive keyboards make education ACT OF 2003, Is a Philippine law that aims to
more accessible to all students. regulate the mastering, manufacturing, replication,
● Promoting Safe and Responsible Use of importance and exportation distribution and sale
Technology of optical and magnetic media, and other media
ICT policies include guidelines on the safe and storage devices. The act is enforced by the optical
responsible use of technology. This includes media board, a government agency responsible for
teaching students about online safety, digital monitoring and enforcing compliance with the law.
citizenship, and the ethical use of digital resources.
● PROTECT INTELLECTUAL RIGHTS
1. RA 8293 Intellectual Property Code in the ● REGULATE THE OPTICAL MEDIA
Philippines (Raul S. Rojo) INDUSTRY
• Protect and secure the exclusive rights of ● PROMOTE ECONOMIC GROWTH
scientists, inventors, artists and other gifted citizens
to their intellectual property and creations.
Intellectual property (IP) refers to creations of the UNIT III: THEORIES AND PRINCIPLES IN THE
mind, such as inventions; literary and artistic works; USE OF DESIGN AND TECHNOLOGY DRIVEN
designs; and symbols, names and images used in LEARNING LESSONS
commerce.
DALE'S CONE OF EXPERIENCE
• What is the Republic Act 8293 all about?
This law is about protecting the work of people who The Eight M's of Teaching
are good at creating things, like scientists, 1. Milieu- the learning environment
inventors, and artists. 2. Matter- the content of leaming
3. Method- teaching and learning activities
• Intellectual property protected in law by: 4. Material- the resources of learning
1. Patents - Invention (License) 5. Media- communication system
2. Copyright - Creative work (music) 6. Motivation- arousing and sustaining Interest in
3. Trademarks - Brand (packaging) learning
4. Industrial Designs - Appearance 7. Mastery- internalization of learning
5. Geographical Indications - Origin 8. Measurement- evidence that learning took place
6. Trade Secret - Secret information
Dale's Cone of Experience
• Purpose or Goal of Intellectual property • The Cone of Experience is a visual model that
enable people to earn recognition and financial shows a continuum of learning.
benefit from what they invented or create. • It is a pictorial device that presents bands of
experience. It does not strictly define the bands to
2. RA 9995- Anti Photo and Voyeurism Act be mutually exclusive but allows the fluid
Republic Act No. 9995, also known as the movement across the levels.
Anti-Photo and Video Voyeurism Act of 2009. This • In fact, the sensory aids may overlap and even
law was enacted to criminalize the act of capturing, blend into one another.
copying, or distributing photos or videos of Example:
individuals in private settings without their consent. Viewing a play is far different from being a part of it.
 • It is different from listening to somebody ● Exhibits
explaining the architectural design from - These are displays of models such as pictures,
actually executing the plan. artifacts, posters, among others that provide the
message or information.
Dale (1969) asserts that: - These are basically viewed, however, there are
• The pattern of arrangement of the bands of currently exhibits that allow the viewers to
experience is not difficulty but degree of manipulate or interact with the display, and as a
abstraction. result, the exhibit becomes more engaging and fun.
• The amount of immediate sensory participation
that is involved. A still photograph of a tree is not ● Television and motion pictures
more difficult to understand than a dramatization of - These technology equipment provides a
Hamlet. It is simply in itself a less concrete teaching two-dimensional reconstruction of a reality.
material than the dramatization. - These allow learners to experience the situation
• In our teaching, we do not always begin with being communicated through the mediated tools.
direct experience of the base of the cone. Rather, They provide a feeling of realism as viewers try to
we begin with the kind of experience that is most understand the message portrayed by actors in the
appropriate to the needs and abilities of a particular films.
learning situation. We vary this experience with
many other types of learning activities. (Dale, 1969 ● Still pictures, Recordings, Radio
or cited in B. Corpuz & P. Lucido. 2012 - Still are pictures or images. Together in this
category are the audio-recorded materials or
ABSTRACT > information broadcast through the radio.

● Visual Symbols
- These are more abstract representations of the
concept or the information.
CONCRETE > - Examples of these are information presented
through a graph or a chart.
- For example, a process can be presented
THE BANDS IN DALE'S CONE OF EXPERIENCE using a flow chart

● Direct Purposeful Experiences ● Verbal Symbols

- These refer to the foundation of experiencing - This category appears to be the most abstract
learning. Using the senses, meaningful knowledge because they may not exactly look like the concept
and understanding are established. This is or object they represent but are symbols, words,
experiential learning where one learns by doing. codes, or formulae.

● Contrived Experiences BRUNER'S THREE-TIERED MODEL OF

- It is in this category that representations such as LEARNING
models, miniatures, or mock ups are used. There Bruner's three-tiered model of learning points out
are things or events that may be beyond the that every area of knowledge can be presented and
learners and so contrived experiences can provide learned in three distinct steps:
a substitute.
1. Enactive- a series of actions
● Dramatized Experiences 2. Iconic- a series of illustrations or icons
- These are commonly used as activities that allow 3. Symbolic- a series of symbols
students to actively participate in a reconstructed
experience through role-playing or dramatization. TPACK (Technology, Pedagogy, and Content
Knowledge)
● Demonstrations
- When one decides to show how things are done, TPACK is a technology integration framework
a demonstration is the most appropriate that identifies three types of knowledge instructors
experience. It is an actual execution of a need to combine for successful edtech
procedure or a process. integration-technological, pedagogical, and content
knowledge (a.k.a. TPACK).
● Study trips
- These are actual visits to certain locations to Why Is TPACK Important?
observe a situation or a case which may not be - Most instructors and administrators recognize the
available inside the classroom, benefits technology can have in the
classroom-whether, that be preparing students for
a technology-driver world or helping to simplify
course, school, and district management, But too
many view technology as a silver bullet to the significant redesign of the project or task in the
challenges they face. It's sometimes assumed, lesson.
consciously or not, that digital tools alone can
improve education. Example:
- This is exactly why the TPACK framework is The class would be instructed to use Google Earth
important. It's easy to think that adding a great LMS layers to research locations on a map.
to your class strategy is going to enhance learning.
But TPACK shows us that there's a relationship REDEFINITION
between technology, content, and pedagogy, and - Technology allows for the creation of new tasks,
the purposeful blending of them is key. previously inconceivable.
- during the redefinition phase, the ultimate goal,
classroom technology allows for the creation of new
tasks and projects that were previously
inconceivable within a traditional lesson.
Example:
A teacher has students use Google Earth to create
narrated guided tours of a location, which they can
share online with other students.

SAMR
3. ASSURE MODEL (Analyze Learners,
• SAMR is a model designed to help educators State Methods, Media, & Materials, Utilize Media
infuse technology into teaching and learning. & Materials, Require Learner Participation,
• Developed by Ruben Puentedura. Evaluate and Revise)
• Supports and enables teachers to design, develop
and infuse digital learning experiences that utilize - In designing a lesson with the integration of
technology. technology, it is crucial to observe a framework that
can act as a guide in its formulation (Heinrich &
THE SAMR MODEL by Dr. Ruben R. Puentedura Smaldino, 2002). The ASSURE Model identifies six
S – SUBSTITUTION essential elements in the instructional process.
A – AUGMENTATION - The ASSURE Model is a guide in crafting an
M – MODIFICATION instructional flow that can guide the teacher in
R – REDEFINITION integrating appropriate technology and media into
the instructional process.
SUBSTITUTION - It also refers to a systematic approach that the
- Technology acts as a direct substitute, with no teacher can use when writing an instructional plan.
functional change.
- is the first step in redefining your classroom.
During this phase, classroom Technology acts as a
direct tool substitute, but there is no functional
change to the lesson.
Example:
A teacher directs students to use Google Earth to
locate a place, instead of using an atlas.
A– ANALYZE LEARNERS
AUGMENTATION - The first step in the process is that the teacher
- Technology acts as a direct substitute, with should analyze the attributes of her learners.
functional improvement. - The analysis of your learners should include:
- is the second step in digitally enhancing your • The general attributes of your learners,
classroom. In this phase, classroom technology such as age, academic abilities, gender,
acts as a direct tool substitute, and there is some interests, etc. Prior competencies Learning
functional improvement to the lesson. styles, such as auditory, visual, and tactile.
Example:
The teacher instructs students to use Google Earth S– STATE STANDARDS & OBJECTIVES
to measure the distance between two places on a - After the analysis of the learner attributes, the
map, instead of using calipers or simply estimating teacher must state standards and objectives for the
using the scale. learning module. This statement consists of a
specification of what the learners will be able to
MODIFICATION do as a result of the instruction.
- Technology allows for significant task redesign. - The objectives statement should be formulated
- step begins to transform your lesson. Modification with verbs that pinpoint the learning objective. A
occurs when classroom technology allows for useful guide to the appropriate verbs to use is
contained in Bloom's Taxonomy. Remember that SUMMATIVE ANS KEY:
assessment can only be based on your learners'
behavior. A learner may know some material 1. A mix of process and product used in the
backwards and forwards but may not be able to application of knowledge
perform well on a test. c. Technology

S– SELECT STRATEGIES, TECHNOLOGY, 2. The use of digital technology, communication

MEDIA & MATERIALS. tools to access, manage and evaluate information
- Given what your learning objectives are, it's q. ICT Literacy
necessary to pick instructional strategies,
technology, and media that will bring about the 3. The use of technology in teaching and learning
results that you want. f. Instructional Technology
- It also refers to a systematic approach that the
teacher can take. 4. The ability to find, evaluate, utilize, and share
• First, you should figure out which delivery contents using information technologies
method will be best for your instruction. For d. Digital Literacy
instance, what proportion of your instruction will be
instructor-centered and what proportion will be 5. Any type of learning that is accompanied by
student-centered? The first of these are strategies technology
such as lecture, demonstration or showing a e. Digital Learning
video.
• The second are strategies such as group 6. The use of internet connection to access the
discussion or cooperative group work. Once you information needed
select your teaching strategy, then it's time to figure t. Web Access
out which technology, media, and materials best
support the method of teaching that you're using. 7. Can still be accessed even with no internet
This ranges from simple tools such as chalk and access
blackboard to more sophisticated ones such as s. Offline Digital Tools
power-point presentations. What must be
remembered is that the instructor is the essential 8. The theory and practice of design, development,
ingredient in giving over the material. Fancy tools utilization, management, and evaluation of the
are useful, but it ultimately boils down to having processes and resources for learning
someone who knows more than what the textbook r. Educational Technology
contains.
9. Program control instructions and accompanying
U– UTILIZE TECHNOLOGY, MEDIA & documentation
MATERIALS l. Software
- This step in the ASSURE process concerns
making a plan as to how you will utilize the 10. A sequential or simultaneous use of a variety of
technology, media, and materials that you have media formats in each presentation
selected. As with all of the instructional steps, you j. Multimedia
must make sure that your plans contribute towards
producing the objectives that you have laid down. 11. A massive network of networks, a networking
infrastructure
It's important to follow the "five p's" process to p. Internet
achieve this:

R– REQUIRE LEARNER PARTICIPATION 12. Also called the web, a graphical environment
- This step actually belongs within earlier steps. It that allows you to view, access, and maintain
requires that you make plans on how you are going documentations that can include text, data, sound,
to actively engage your students in the material and videos
that you are teaching. This needs to be figured out k. World Wide Web
both at the class level and the individual level.
13. The ability of the learner to access the internet
E– EVALUATE & REVISE at any point during the lesson
- Assess the effectiveness of the instruction and t. Web Access
the learners' achievement of the objectives.
Based on the evaluation results, you may revise the 14. An inquiry-oriented lesson format in which all
instructional process, materials, or strategies to information that learners work with comes from the
improve future lessons. This step ensures web
continuous improvement of teaching and learning. h. Webquest
15. A video or audio-multimedia clip about a single 25. It is an international organization for educational
topic typically in the format of a radio talk show technology established standards for both teachers
b. Podcast and students.

16. A journal where posted information from both a. PRC

teachers and students are arranged b. ISTE
a. Blog c. PAFTE
d. PPST
17. A popular social networking site used by
students and adults worldwide to present 26. It refers to the use of technology in teaching
information on themselves and to the world and learning which includes both the non-digital
n. Facebook and digital

18. A video blog where the entry is posted as a a. Technology

video instead of a text b. Digital Literacy
i. Vlog c. Educational Technology
d. Educational Technology
19. They are used to make models and designs,
creating and building 27. It can produce leaming outcomes that call for
o. Design Tools technology-assisted learning. What role of
technology for teachers and teaching is being
20. A cloud-based teaching tool stored in the asked in a sentence?
Google server and available for students both at
home and in school a. Technology as a teaching tool
m. Google Apps b. Technology as a learning tool
c. Technology as a reference tool
21. The DICT Policy statements include the d. Technology as a tutor
creation of a the following programs, EXCEPT
28. The teacher will simply switch on or switch off
a. eskwela radio programs, television programs or play DVDs,
b. ISchool WebBoard or CDs that contain educational programs to teach
e. ICT Pedagogy another person.
d. Quality Program
a. Technology as a tutor
22. It is any type of learning that is accompanied by b. Technology as a teaching tool
technology or by instructional practice that makes c. Technology as a learning tool
effective use of technology. d. Technology as a reference fool

a. Hybrid Learning 29. Technology is being used to facilitate and

b. Digital Literacy lighten the work of the leacher. What role does it
c. Face-to-face Learning refer to?
d. Digital Learning
a. Technology as a tutor
23. The teacher should be mindful in the b. Technology as a teaching tool
implementation of the curriculum plan. What c. Technology as a learning tool
standard for Teachers is it? d. Technology as a reference tool

a. Planning and Designing Learning Environment 30. It refers to a mix of process and product used in
and Experiences the application of knowledge
b. Technology Operations and Concepts
c. Teaching, Learning and Curriculum a. Technology
d. Assessment and Evaluation b. Education
c. Intermet
24. All teachers in the 21st century should be d. Educational Technology

a. digital immigrant 31. It consists of the discrete pieces of information

b. digital citizens that answers the questions what, who, when and
c. digital immigrant where
d. Digital police
a. Procedural knowledge
b. Declarative knowledge
c. Structural knowledge
 39. How can technology support the leamer in an
d. Prior Knowledge inquiry based programme?

32. It refers to the knowledge in action or the a. To understand the functionalities of different
knowledge of how to do something technological tools/resources
b. To use technology to communicate, solve
a. Declarative knowledge problems and create new opportunities
b. Procedural knowledge c. To understand and apply social and ethical
c. Structural knowledge protocols surrounding the use of technology
d. Prior Knowledge d. All of the above

33. It consists of facts or pieces of declarative 40. ICT

knowledge put together to attain some form of
meaning a Information and Communication Technology
a. Declarative knowledge b Interactive and Communication Terminals
b. Structural knowledge c. Information and Communication Technology
c. Procedural knowledge d. Interactive and Communicating Terminals
d. Prior Knowledge
41. The ICT competency standards for teachers
34. It is also called the Web and a way of accessing include the following EXCEPT one. Which one?
information over the medium of the internet
a. digital and non digital technology
a. Inlemet b. enhance financial literacy skills
c. Webquest c. ethical issues on the use of ICT
b. Multimedie d use of technology fools
d. World Wide Web
42. It promotes equal access to technology and
25. It is the theory and practice of design, digital resources for all students
development utilization, management, and
evaluation of the processes and resources for a Protection
learning b. Saluty
c. Balance
a. Technology d. Equity
b. Digital Literacy
c. Educational Technology 43. This law ensures the responsible collection,
d. Instructional Technology processing and storage of student dada,
safeguarding privacy and security.
36. It is the application of technology for the
enhancement of teaching, learning and assessment a. RA 10173
b. RA8792
a. instructional technology c. BRA 10175
c. technical schools d. RA 11313
b. online learning
d acceptable use policy 44. This law encourages the use of ICT in
government operations and services, including
37. A learning situation in which the teacher and education
student are not in the same location.
a. RA 10173
a. distance learning b. RA 10175
b. dual credit course c. RA 8792
c accredited d. RA 11313
d. Webquest
45. What are some examples of national ICT laws
38. A common ftoon of distance learning in which that are applicable to teaching and learning?
teaching and learning take place via the Internet.
a. Traffic laws, environmental protection laws, tax
a. instructional technology laws
b. online learning b. Data protection laws, Internet safety laws,
c. technical schools digital accessibility laws
d. acceptable use policy c. Education laws, housing laws, animal protection
laws
d. Health and safety laws, labor laws, Immigration
laws 50. How can teachers Integrate ICT policies into
their lesson plans to enhance student learning?
46. Explain the importance of safety issues in ICT a. Incorporating technology-based actites,
and how it relates to teaching and learning. setting guidelines for responsible use of ICT,
and aligning lesson objectives with ICT
a. Safety issues in ICT are not important and do not standards
affect teaching and learning b. Allowing students to use ICT without any
b. Safety issues in ICT only relate to hardware and guidelines
not to teaching and learning c. Ignoring ICT pelules and standard
c. Safety issues in ICT are only important for d. Barming all use of technology in the diasarcom
businesses and not for education
d. Safety issues in ICT are important for
protecting personal data, preventing cyber
threats, and promoting a secure learning –Goodluck!
environment

47. What are some guidelines and procedures for

ensuring safety in ICT use in educational settings?

a. Using outdated security software

b. implementing strong password policies,
educating students and staff about online
safety, using reliable security software,
monitoring internet usage, and having a clear
policy for reporting and addressing any
ICT-related Incidents
c. Ignoring the need for educating students and
staff about online safety
d. Allowing unrestricted access to all websites and
online content

48. Discuss the impact of international ICT laws on

teaching and learning.

a. International ICT laws have no impact on

teaching and learning
b. Teaching and learning are not affected by
international ICT lies
c. International ICT laws can impact teaching
and learning by influencing access to
technology, data privacy, intellectual property
rights, and digital Literacy requirements.
d. International ICT laws only impact business, not
education

49. What are the potential risks of not adhering to

ICT laws and policies in educational settings?

a. Enhanced creativity, stronger relationships,

improved learning outcomes
b. Increased productivity, improved security, better
privacy protection
c. Decreased legal liability, reduced risk of cyber
attacks, improved staff morale
d. Legal consequences, security breaches,
privacy violations, and potential harm to
students and staff