Week 1: Teach English Now! Technology Enriched Teaching Quiz Answers

Quiz 1: Checkpoint Quiz (5 Q’s)

Q1. At the beginning of Video #1, what kind of teacher does Newbie represent?

• A teacher that uses technology sometimes, but wonders about its usefulness
• A teacher that encourages his colleagues to use technology-
• A teacher that wants to plan his lessons in the traditional way, without technology
• A teacher that loves technology and uses it all the time

Q2. In Video #2, Dr. Dixon mentions several reasons
why teachers don’t use technology. Check
3 of those reasons below.

• Teachers might feel overwhelmed by the amount of new technology constantly being thrown at them.
• Technology can be seen as a waste of time and money.-
• Students don’t like to use technology in the classroom.
• Technology might be unavailable or limited in some schools or regions.

Q3. Which two pieces of advice does Dr. Dixon give for those in technology-scarce areas?

• a.Don’t waste your time learning about technology.
• b.Learn as much as you can about the tools that could help your school and share them with others.
• c.Try to use clickers as much as possible.
• d.Find out what resources exist in your school and use them.

Q4. Using specially-designed activities centered around the concept of bring-your-own-devices
is becoming more common.

• True
• False

Q5. To save time, choose technologies that will enhance the students’ experience so much that the time spent learning it is worthwhile.

• a.True
• b.False

Quiz 2: Checkpoint Quiz (5 Q’s)

Q1. As a teacher, you should give your learners
complete freedom in choosing technology as quickly as possible.

• True
• False

Q2. Curriculum and technology must be aligned. What does that mean?

• Choose a technology simply based on the amount of class time it will fill.
• Select movies that the students will like and
  show them in class.
• Know what your objectives are and then choose a technology that fits those
  objectives.
• Choose your technology first and then write your
  objectives to fit the technology.

Q3. Control technology or it will control you. What
does this mean in regards to teaching?

• Allow students to have “mobile phone time” during each class.
• Create clear guidelines for your learners so that the learners don’t create their own
  guidelines.
• Let learners create their own guidelines regarding
  technology.
• Give students a list of websites and let them
  choose which ones to use and what they want to study.

Q4. a study of learners using an online
pronunciation website, learners who got to choose which videos to watch and
which pronunciation exercises to complete, were more motivated.

• True
• False

Q5. Balance happens when you are outcomes driven. What does this mean? (Check the 3 that apply.)

• First, you should have a strong idea of what you want learners to achieve.
• Find technology to support what you teach after you have decided on your objectives.
• Look at your tests, look at your objectives and outcomes, and see how you can incorporate technology to reach those outcomes.






• To achieve balance, follow the textbook at all times.

Quiz 3: Graded Checkpoint (10 Q’s)

Q1. In this module, Dr. Dixon mentions several
reasons why teachers don’t use technology.
Check 3 of those reasons below.

• Students don’t like to use technology in the classroom.
• Technology might be unavailable or limited in some schools or regions.
• Teachers might feel overwhelmed by the amount of new technology constantly being thrown
  at them.
• Technology can be seen as a waste of time and money.

Q2. Which two pieces of advice does Dr. Dixon give
for those in technology-scarce areas?

• Learn as much as you can about the tools that could help your school and share them with others.
• Find out what resources exist in your school and use them.
• Don’t waste your time learning about technology.
• Try to use clickers as much as possible.

Q3. To save time, choose technologies for the
classroom as quickly as possible.

• True
• False

Q4. According to Dr. Dixon, why do some teachers
view technology as a waste of time? (Please check the three that apply.)

• Sometimes technology won’t turn on or won’t load during a lesson.
• It can take the teacher a long time to understand the technology.
• Technological tools can take a long time to learn how to use and manage.
• Technology can never fit in with the curriculum.

Q5. Curriculum and technology must be aligned. What does this mean?

• Choose your technology first and then write your objectives to fit the technology.
• Choose a technology simply based on the amount of class time it will fill.
• Select movies that the students will like and show them in class.
• Know what your objectives are and then choose a technology that fits those objectives.

Q6. Control technology or it will control you. What
does this mean in relation to teaching?

• Create clear guidelines for your learners so that the learners don’t create their own guidelines.
• Allow students to have “mobile phone time” and “movie time” during each class.
• Give students a list of websites and let them choose which ones to use and what they want to study.
• Let learners create their own guidelines relating to technology.

Q7. When choosing technology, you should consider your
objectives and outcomes first and then examine how the technology and textbooks
could fit in.

• True
• False

Q8. Balance happens when you are outcomes driven. What
does this mean? (Check the 3 that apply.)

• Look at your tests, look at your objectives and outcomes, and see how you can incorporate technology to reach those outcomes.
• To achieve balance, follow the textbook at all times.
• First, you should have a strong idea of what you want learners to achieve.
• Find technology to support what you teach after you have decided on or reviewed your objectives.

Q9. One of the biggest mistakes that inexperienced
teachers make is that they incorporate new technologies without thinking about
how it fits in with their current curricular design.

• True
• False

Q10. What was the result of Dr. Dixon’s research on two
groups of learners using an online pronunciation website?

• The learners who had the freedom to select their videos were more motivated.
• Both groups of learners were equally motivated.
• The learners didn’t like using technology at all.
• The learners who followed a carefully prepared curriculum that was aligned with the
  objectives of the course were more motivated.

Week 2: Teach English Now! Technology Enriched Teaching Quiz Answers

Quiz 1: Checkpoint (5 Q’s)

Q1. In Video #1, Morph mentioned that there were how many different categories of technology?

• 8
• 7
• 10
• 9

Q2. What does the abbreviation LMS stand for?

• Language Memory School
• Language Memory System
• Learning Management School
• Learning Management System

Q3. In a typical LMS, what features did Dr. Dixon say are often included? (Check all that apply.)

• A space for students to upload assignments
• A space to store assignment sheets
• A space to write announcements
• A space for students to ask the teacher questions
• A space to store lesson plans
• A space for the teacher to give feedback
• A space for discussion boards

Q4. What problems could you encounter by housing your materials digitally? (Check all that apply.)

• The power could shut off in the middle of your lesson.
• You could lose internet connectivity during your lesson.
• The computer or projector in your classroom might not work properly.

Q5. What are some of the disadvantages of using an LMS? (Check all that apply.)

• Not all of them are free.
• Students have a very difficult time adapting to lessons that use technology.
• Not all of your students may have continuous access to technology/internet.
• Teachers will have to invest time into learning how to use it.

Quiz 2: Checkpoint (5 Q’s)

Q1. Creating an Infographic or using Google Images for a warm-up activity would fall into which technological category?

• Category #1: Word Processing Applications
• Category #2: Organizing and Brainstorming Software
• Category #5: Instructional Media
• Category #7: Instructional Interactives-

Q2. eClickers and Polling applications allow
teachers to ask students questions and see their answers in real-time. These
types of technologies would fall under which category?

• Category #1: Word Processing Applications
• Category 2: Organizing and Brainstorming Software
• Category 3: Data Collection and Analysis
• Category #7: Instructional Interactives

Q3. In order to be a successful language teacher,
you must use technology in the classroom.

• True
• False

Q4. In Video #4, Dr. Dixon mentioned that a teacher does not have to memorize every
technology category but should become familiar with them because:

• Students will become confused if the teacher is using the wrong technology category for
  an activity.
• A teacher could use the wrong technology for an objective.
• There are 1000’s of technologies out there and understanding how they are organized
  can save time and frustration.
• No one person can memorize that much information.

Q5. A tool that demonstrates text in an unusually visual way by taking the most
common words in a text and giving them more visual prominence (in color and
size) in comparison to the less common words in the same text is called a:

• Word Cloud
• Mind Cloud
• Word Jumble
• Mind Map

Quiz 3: Graded Checkpoint (10 Q’s)

Q1. Dr. Dixon gave a few examples of LMS options for
teachers. Which of the following did he mention?

ain.

• Google Classroom
• Canvas
• Edmodo
• Schoology
• Blackboard
• Moodle

Q2. Which of the following could be used to interact with students digitally? (Check all
that apply.)

• Facebook
• Twitter
• Email
• Blogs
• Vlogs
• Skype

Q3. Which of the following Microsoft Office programs
would be considered as a word processing application?

• PowerPoint
• Excel
• Outlook
• Word

Q4. According to Dr. Dixon, which category would
house Learning Management Systems?

• Category #5: Instructional Media
• Category #4: Communication and Collaboration
• Category #7: Instructional Interactives
• Category #6: Multimedia Creation

Q5. What are some of the disadvantages of using an LMS? (Check all that apply.)

• Not all of your students may have continuous access to technology/internet.
• Teachers will have to invest time into learning how to use it.-
• Students
  have a very difficult time adapting to lessons that use technology.
• Not all of them are free.

Q6. Category 5: Instructional Media includes which of the following examples: (Check the 3 answers that apply.)

• TedX
• Khan Academy
• Discovery Education Streaming
• Google Slides
• Skype

Q7. Which of the following does not belong in the 6
events of instruction:

• Event 6: Assessment and Feedback
• Event 4: Practice and Collaboration
• Event 2: Organize and Manage Information
• Event 3: Giving Instruction
• Event 1: Simulate Background Information
• Event 5: Implement Technology

Q8. Google Docs and Microsoft Word have a feature
that allows the teacher to “Track Changes”. This is a highly useful
technological tool that could be used to enhance which of the 6 events?

• Event 6: Assessment and Feedback
• Event 3: Giving Instruction
• Event 5: Produce and Demonstrate Proficiency
• Event 1: Simulate Background Information

Q9. A teacher can use a variety of applications that
span all of the technology categories to enhance student learning for each of
the 6 events of instruction.

• True
• False

Q10. Whether you are comfortable using technology in
the classroom, or not, you should always remember that:

• The technology should replace the teacher.
• The teacher should control the use technology in the classroom.
• The student(s) should control the use technology
  in the classroom.
• The students should be allowed to choose whatever technology works best for them.

Week 3: Teach English Now! Technology Enriched Teaching Quiz Answers

Quiz 1: Checkpoint Quiz (5 Q’s)

Q1. Which of the following descriptions best describes the first learner?

• She had a good grasp of the technology that was being used, but chose to concentrate her time on social media.
• She had a very difficult time with the technology and seemed to become frustrated with the assignment.
• She understood how the technology was supposed to enhance the lesson, but was more comfortable using a pen and paper.
• She was a technological savant.

Q2. Dr. Dixon mentioned the term technophobia. What did he mean by that?

• Someone who has a fear of phobias
• Someone who is allergic to technology
• Someone who doesn’t like to use technology
• Someone who has a fear of technology

Q3. If you have a student in your class who is a digital native, he or she would have an intuition for using which of the following? (Check the 4 answers that apply.)

• LaserJet printer
• Laptop
• Combination lock on a school locker
• Tablet computer
• Smart phone
• Typewriter

Q4. What problem best describes Learner #3?

• This learner had a good grasp on the assignment directions but could not connect it with technology.
• This learner was distracted by watching cat videos.
• This learner had a severe case of technophobia.
• This learner had a good grasp on technology but failed to follow the directions of the assignment.

Q5. According to Dr. Dixon, technology can certainly help students learn, but more often than not, it can take students away from learning and connect them to a vast world of nothingness.

• True.
• False.

Quiz 2: Checkpoint Quiz (5 Q’s)

Q1. If you have planned perfectly by choosing objectives and a technology that aligns with your objectives, your lesson plan will work perfectly.

• True
• False

Q2. As a teacher, how would you give support to Learner #1? (Check all that apply.)

• To help Learner #1, a teacher should give guidance.
• To help Learner #1, a teacher should give clear directions.






• To help Learner #1, a teacher should have a certain degree of patience.
• To help Learner #1, a teacher should let the learner figure out the technology oh his/her own time.

Q3. What does the acronym “COIK” stand for?

• Clear of Internet Knowledge
• Cooperate Only If Known
• Censor Only If Known
• Clear Only If Known

Q4. Dr. Dixon said a good strategy to use with non-digital natives was to use “what” as an instructional tool?

• Cat videos
• Textbooks
• Tutorials
• Lesson plans

Q5. If you use technology in class, at some point, which type of learner will you encounter?

• Learner #1
• Learner #2
• Learner #3
• All of the above
• None of the above

Quiz 3: Graded Checkpoint (10 Q’s)

Q1. What are some indicators of technophobia? (Check all that apply.)

• The learner is afraid that they may break the technology.
• The learner is afraid of exploring a technology.
• The learner is afraid the technology may malfunction.
• The learner is afraid that the technology won’t do what they want it to.

Q2. Which of the following examples best describes a digital native?

• A person who uses all forms of social media
• A person who has an intuitive feel for different devices
• A person who spends hours watching YouTube videos each day
• A person from the country of Digitalia

Q3. Of the following types of learners, which ones would be considered digital natives? (Check all that apply.)

• Learner #1
• Learner #2
• Learner #3

Q4. Dr. Dixon provided three suggestions on how to support Learner #1. (Check all that apply.)

• Provide more guided activities
• Give non-natives additional class time to explore the technology
• Give non-natives tutorials
• Pair students according to skill level

Q5. As an educator, how do we try to avoid COIK (Clear Only If Known)?

• Move slowly with your students and assume that they do not know everything you will teach during your lesson.
• Move slowly because some of the students will fall behind if you don’t.
• Assume that all learners understand verb tenses so quickly review them to get to the core lesson.
• If your class went smoothly yesterday, assume they all understood the lesson and skip the warm-up and/or review in today’s class.

Q6. Dr. Dixon provided two suggestions on how to support Learner #2. What were they? (Check all that apply.)

• Provide more guided activities
• Pair students according to skill level
• Limit the distractions
• Set clear boundaries

Q7. What is one way a teacher could set boundaries for their students?

• Pomodoro Technique
• Porodomo Technique
• Poomdoro Technique
• Podomoro Technique

Q8. Dr. Dixon provided two suggestions on how to support Learner #3. What were they? (Check all that apply.)

• Set clear boundaries
• Make sure they are following the directions
• Slow the students down
• Limit the distractions

Q9. What is “Just in Time” advice?

• When the teacher numbers or categorizes the tasks for the students
• Letting students choose how they want to approach the task
• Keeping all the students on the same task at the same time
• The students should have just enough time to complete the task.

Q10. Which of the following learners will need your support?

• Learner #1: The Technophobe
• Learner #2: The Digital Native, who allows technology to distract him from his classwork (by watching cat videos, in this example).
• Learner #3: The Digital Native, who uses the technology correctly, but fails to follow the assignment’s directions (by brainstorming about Keanu Reeves instead of a topic for a persuasive essay, in this example).
• All of the above
• None of the above

Week 4: Teach English Now! Technology Enriched Teaching Quiz Answers

Quiz 1: Checkpoint Quiz (5 Q’s)

Q1. What does “TPACK” stand for?

• Teaching Pedagogical Content Knowledge
• Teaching Pedagogically Augmented Knowledge
• Technological Pedagogical Content Knowledge
• Technological Pedagogical Content is Key

Q2. The three (3) main components of TPACK are…

• Technological knowledge, or a teacher’s understanding of technology and how it can be applied. For example: what type of technology would be used when writing a paper or collecting data.
• Augmentation, or integrating technology into the resource or learning task. For example: adding video resources to an online textbook.
• Content knowledge, or knowing WHAT to teach. For example: what language is and how it’s used in the real world.
• Pedagogical knowledge, or knowing HOW to teach. For example: how to manage a classroom and align your teaching to the objectives.

Q3. When putting the 3 components of TPACK together, we create other types of knowledge. One type is Pedagogical Content Knowledge, which is…

• a combination of knowing what to teach and how technology can be used to teach it.
• a combination of what teachers know about technology and what they know about teaching to apply technology to various teaching situations.
• a combination of knowing what to teach and how to teach it

Q4. When putting the 3 components of TPACK together, we create other types of knowledge. One type is Technological Content Knowledge, which is…

• a combination of knowing what to teach and how to teach it
• a combination of knowing what to teach and how technology can be used to teach it.
• a combination of what teachers know about technology and what they know about teaching to apply technology to various teaching situations.

Q5. When putting the 3 components of TPACK together, we create other types of knowledge. One type is Technological Pedagogical Knowledge, which is…

• a combination of knowing what to teach and how technology can be used to teach it.
• a combination of knowing what to teach and how to teach it
• a combination of what teachers know about technology and what they know about teaching to apply technology to various teaching situations.

Quiz 2: Checkpoint Quiz (5 Q’s)

Q1. “SAMR” stands for….

• Substitution, Augmentation, Modification,
  Reaugmentation
• Substitution, Augmentation, Morphologist,
  Redefinition
• Substitution, Augmentation, Modification,
  Redefinition
• Substitution, Application, Modification,
  Redefinition

Q2. Substitution refers to…

• Making minor changes to the function of the resource or learning task by integrating technology. For example: integrating video resources with an online textbook.
• Changing the learning task because of the possibilities provided by technology. For example: Giving students a list of media resources to analyze for information instead of asking them to read the online textbook.
• Using technology to create a new learning task that would not be possible without that technology. For example: Asking students to give a video presentation, rather than write a paper, on a topic.
• Replacing a traditional learning task/resource
  with a technology-based one. For example: replacing a paper textbook with an
  online textbook.

Q3. Augmentation refers to…

• Replacing a traditional learning task/resource
  with a technology-based one. For example: replacing a paper textbook with an
  online textbook.
• Making minor changes to the function of the resource or learning task by integrating technology. For example: integrating video resources with an online textbook.
• Changing the learning task because of the possibilities provided by technology. For example: Giving students a list of media resources to analyze for information instead of asking them to read the online textbook.
• Using technology to create a new learning task that would not be possible without that technology. For example: Asking students to give a video presentation, rather than write a paper, on a topic.

Q4. Modification refers to…

• Replacing a traditional learning task/resource
  with a technology-based one. For example: replacing a paper textbook with an
  online textbook.
• Making minor changes to the function of the resource or learning task by integrating technology. For example: integrating video resources with an online textbook.
• Changing the learning task because of the possibilities provided by technology. For example: Giving students a list of media resources to analyze for information instead of asking them to read the online textbook.
• Using technology to create a new learning task that would not be possible without that technology. For example: Asking students to give a video presentation, rather than write a paper, on a topic.

Q5. Redefinition refers to…

• Replacing a traditional learning task/resource
  with a technology-based one. For example: replacing a paper textbook with an
  online textbook.
• Making minor changes to the function of the resource or learning task by integrating technology. For example: integrating video resources with an online textbook.
• Changing the learning task because of the possibilities provided by technology. For example: Giving students a list of media resources to analyze for information instead of asking them to read the online textbook.
• Using technology to create a new learning task that would not be possible without that technology. For example: Asking students to give a video presentation, rather than write a paper, on a topic.

Quiz 3: Graded Checkpoint (10 Q’s)

Q1. What does the TPACK model examine?

• The combination of content, pedagogical, and technological knowledge.
• How integrating technology changes a learning task to improve the learning experience
• The combination of substitution, augmentation, modification and redefinition in relation to teaching with technology.
• neither of these options

Q2. What does the SAMR model examine?

• The combination of content, pedagogical, and technological knowledge
• The combination of substitution, augmentation, modification and redefinition in relation to teaching with technology.
• How integrating technology changes a learning task to improve the learning experience.
• None of these options.

Q3. If we compare the stages of SAMR to rungs on a ladder, how are the stages positioned?

• Substitution and redefinition are at the bottom, while modification and augmentation are at the top
• Substitution and augmentation are at the bottom, while modification and redefinition are at the top
• Substitution and modification are at the bottom, while augmentation and redefinition are at the top
• Augmentation and modification are at the bottom, while substitution and redefinition are at the top

Q4. Replacing a traditional learning task or resource with a technology-based one is an example of…

• augmentation
• redefinition
• substitution
• modification

Q5. Asking students to review a list of media resources, evaluate the information, and then develop their own video presentation is an example of…

• substitution
• redefinition
• augmentation
• modification

Q6. When a teacher integrates video resources into an online textbook, this is an example of…

• augmentation
• modification
• redefinition
• substitution

Q7. Giving students a list of media resources, asking them to decide which information is important, and letting them construct their own knowledge is an example of…

• redefinition
• augmentation
• modification
• substitution

Q8. TPACK combines several types of knowledge to produce several new types of knowledge. One of these new types of knowledge is Pedagogical Content Knowledge. What is Pedagogical Content Knowledge?

• knowing what to teach and how to teach it
• knowing what to teach and how technology can be used to teach it
• what teachers know about technology and about teaching in order to apply technology to different teaching situations

Q9. TPACK combines several types of knowledge to produce several new types of knowledge. One of these new types of knowledge is Technological Content Knowledge. What is Technological Content Knowledge?

• knowing what to teach and how technology can be used to teach it
• knowing what to teach and how to teach it
• what teachers know about technology and about teaching in order to apply technology to different teaching situations

Q10. TPACK combines several types of knowledge to produce several new types of knowledge. One of these new types of knowledge is Technological Pedagogical Knowledge. What is Technological Pedagogical Knowledge?

• knowing what to teach and how technology can be used to teach it
• knowing what to teach and how to teach it
• what teachers know about technology and about teaching in order to apply technology to different teaching situations

Week 5: Teach English Now! Technology Enriched Teaching Quiz Answers

Quiz 1: Checkpoint Quiz (5 Q’s)

Q1. What should you do when faced with a multitude of technological products being pushed at you for purchase? Check all that apply.

• Find early adopters
• Remember SAMR
• Scream NO! NO! NO! in everyone’s face and run away
• Become curious
• Remember your objectives

Q2. Dr. Dixon’s first piece of advice is to remember your objectives. What does he mean?

• That you should keep in mind what you want your learners to know and how you want your learners to grow so that you have a clear goal in mind when purchasing technology
• That you should look for technology that can substitute, modify, augment, and even redefine your students’ learning experiences
• That you should continually investigate new ways of doing and creating things in your teaching
• That you should find someone who loves to experiment with technology and get their opinions on new products

Q3. Dr. Dixon’s second piece of advice is to remember SAMR. What does he mean?

• That you should look for technology that can substitute, modify, augment, and even redefine your students’ learning experiences
• That you should find someone who loves to experiment with technology and get their opinions on new products
• That you should keep in mind what you want your learners to know and how you want your learners to grow so that you have a clear goal in mind when purchasing technology
• That you should continually investigate new ways of doing and creating things in your teaching

Q4. Dr. Dixon’s third piece of advice is to find early adopters. What does he mean?

• That you should keep in mind what you want your learners to know and how you want your learners to grow so that you have a clear goal in mind when purchasing technology
• That you should look for technology that can substitute, modify, augment, and even redefine your students’ learning experiences
• That you should find someone who loves to experiment with technology and get their opinions on new products
• That you should continually investigate new ways of doing and creating things in your teaching

Q5. Dr. Dixon’s final piece of advice is to become curious. What does he mean?

• That you should keep in mind what you want your learners to know and how you want your learners to grow so that you have a clear goal in mind when purchasing technology
• That you should look for technology that can substitute, modify, augment, and even redefine your students’ learning experiences
• That you should find someone who loves to experiment with technology and get their opinions on new products
• That you should continually investigate new ways of doing and creating things in your teaching

Quiz 2: Checkpoint Quiz (5 Q’s)

Q1. At the end of Video 3, one final pushy vendor remains. Even though Newbie didn’t choose this vendor, he agrees to let the vendor present a product that can supposedly suit Newbie’s needs. This represents Newbie’s ability to…

• be conned
• remain curious
• forget his training
• be friendly

Q2. What is Richard Mayer’s multimedia principle?

• people learn more when they receive pre-training
• people learn better when you talk with them, not at them
• people learn better from words and pictures than just words
• people learn better when they control the pace of a presentation

Q3. What is Richard Mayer’s personalization principle?

• people learn better from words and pictures then just words
• people learn better when they control the pace of a presentation
• people learn better when you talk with them, not at them
• people learn more when they receive pre-training

Q4. What is Richard Mayer’s interactive principle?

• people learn more when they receive pre-training
• people learn better from words and pictures then just words
• people learn better when you talk with them, not at them
• people learn better when they control the pace of a presentation

Q5. What is Richard Mayer’s pre-training principle?

• people learn better from words and pictures then just words
• people learn better when you talk with them, not at them
• people learn more when they receive pre-training
• people learn better when they control the pace of a presentation

Quiz 3: Module 5 Review Quiz (10 Q’s)

Q1. When you’re trying to navigate through the vast sea of educational technology products, remember to… (Check all that apply)

• Keep your objectives in mind
• Consult other technology users
• Use the SAMR model
• Remain curious
• Buy everything you see, just in case you can use it later

Q2. This course is self-paced so that you can complete it at your own speed. Which one of Richard Mayer’s principles does this illustrate?

• the pre-training principle
• the multimedia principle
• the personalization principle
• the interactive principle

Q3. In Course 4, before we talked about how to work with different kinds of readers, we had Dorothy and a cast of colorful characters act out common situations in a reading/writing classroom. Which one of Richard Mayer’s principles does this illustrate?

• the multimedia principle
• the interactive principle
• the personalization principle
• the pre-training principle

Q4. Instead of doing “talking head” videos, our videos contained a lot of fun and “sticky” pictures and images. Which of Richard Mayer’s principles does this illustrate?

• the pre-training principle
• the interactive principle
• the personalization principle
• the multimedia principle

Q5. Jessica and Shane’s videos were crafted to be inviting conversations with you, the learner. Which of Richard Mayer’s principles does this illustrate?

• the pre-training principle
• the multimedia principle
• the personalization principle
• the interactive principle

Q6. Shane’s friend who was a discus thrower created an iBook so that she could use words and videos to communicate her message. This is an example of using which model effectively?

• SAMR
• TPACK

Q7. What does “Tri” represent?

• the need to be curious
• keeping objectives in mind when purchasing technology for your students
• The usefulness of working with early technology users who can provide advice on choosing and using technology
• redefining technology to transform students’ learning experiences

Q8. Richard Mayer’s principles are only useful for online teaching. They have no relevance to the brick and mortar classroom.

• True.
• False.

Q9. In his successful Technology Final Exam, Newbie tells the vendors that he needs a technology that will help his students create presentations. What is this an example of?

• Being curious when searching for new technology
• Keeping SAMR in mind when searching for new technology
• Keeping your objectives in mind when searching for new technology
• Reaching out to early adopters when searching for new technology

Q10. Why is remembering the SAMR model so important when evaluating and purchasing new technology?

• because you need to keep your objectives in mind
• because vendors will expect you to
• because it helps you evaluate whether the technology in question is integral and important to the lesson or activity you’re creating
• actually, it’s not important

Week 6: Teach English Now! Technology Enriched Teaching Quiz Answers

Quiz 1: Final Checkpoint (25 Questions)

Q1. In the first module, Dr. Dixon mentioned several reasons why teachers don’t use technology. Check 3 of those reasons below.

• Teachers might feel overwhelmed by the amount of new technology constantly being thrown at them.
• Students don’t like to use technology in the classroom.
• Technology can be seen as a waste of time and money.
• Technology might be unavailable or limited in some schools or regions.

Q2. Which two pieces of advice does Dr. Dixon give for those in technology-scarce areas? (Check two answers.)

• Don’t waste your time learning about technology.
• Learn as much as you can about the tools that could help your school and share them with others.
• Try to use clickers as much as possible.
• Find out what resources exist in your school and use them.

Q3. Curriculum and technology must be aligned. What does that mean?

• Select movies that the students will like and show them in class.
• Choose your technology first and then write your objectives to fit the technology.
• Choose a technology simply based on the amount of class time it will fill.
• Know what your objectives are and then choose a technology that fits those objectives.

Q4. Control technology or it will control you. What does this mean in relation to teaching?

• Let learners create their own guidelines relating to technology.
• Give students a list of websites and let them choose which ones to use and what they want to study.
• Allow students to have “mobile phone time” and “movie time” during each class.
• Create clear guidelines for your learners so that the learners don’t create their own guidelines.

Q5. Balance happens when you are outcomes driven. What does this mean? (Check the 3 that apply.)

• Look at your tests, look at your objectives and outcomes, and see how you can incorporate technology to reach those outcomes.
• Find technology to support what you teach after you have decided on or reviewed your objectives.
• To achieve balance, follow the textbook at all times.
• First, you should have a strong idea of what you want learners to achieve.

Q6. Which of the following Microsoft Office programs would be considered as a word processing application?

• Excel
• Word
• PowerPoint
• Outlook

Q7. What are some of the disadvantages of using an LMS? (Check all that apply)

• Students have a very difficult time adapting to lessons that use technology.
• Not all of your students may have continuous access to technology/internet.
• Not all of them are free.
• Teachers will have to invest time into learning how to use it.

Q8. Which of the following does not belong in the 6 events of instruction:

• Event 1: Simulate Background Information
• Event 2: Organize and Manage Information
• Event 3: Giving Instruction
• Event 4: Practice and Collaboration
• Event 5: Implement Technology

Q9. Google Docs and Microsoft Word have a feature
that allows the teacher to “Track Changes”. This is a highly useful
technological tool that could be used to enhance which of the 6 events?

• Event #1: Stimulate Background Information
• Event #3: Giving Instruction
• Event #5: Produce and Demonstrate Proficiency
• Event #6: Assessment and Feedback

Q10. Whether you are comfortable using technology in the classroom, or not, you should always remember that:

• The teacher should control the use of technology in the classroom.
• The students should be allowed to choose whatever technology works best for them.
• The technology should replace the teacher.
• The student(s) should control the use technology in the classroom.

Q11. What does the acronym “COIK” stand for?

• Censor Only If Known
• Clear Only If Known
• Clear Of Internet Knowledge
• Cooperate Only If Known

Q12. As an educator, how do we try to avoid COIK?

• If your class went smoothly yesterday, assume they all understood the lesson and skip the warm-up and/or review in today’s class.
• Move slowly because some of the students will fall behind if you don’t.
• Move slowly with your students and assume that they do not know everything that you will teach during your lesson.
• Assume that all learners understand verb tenses so quickly review them to get to the core lesson.

Q13. What are some indicators of technophobia? (Check
all that apply)

• The learner is afraid that the technology may malfunction.
• The learner is afraid that they may break the technology.
• The learner is afraid of exploring a technology.
• The learner is afraid that the technology won’t do what they want it to.

Q14. What is “Just in Time Advice”?

• Keeping all the students on the same task at the same time.
• Letting students choose how they want to approach the task.
• The teacher should number or categorize the task for the student.
• The students should have just enough time to complete the task.

Q15. Which of the following learners will need your
support?

• Learner #1: The Technophobe
• Learner #2: The Digital Native, who allows technology to distract him from his classwork (by watching cat videos, in this example).
• Learner #3: The Digital Native, who uses the technology correctly, but fails to follow the assignment’s directions (by brainstorming about Keanu Reeves instead of a topic for a persuasive essay, in this example).
• All of the above
• None of the above

Q16. What does the TPACK model examine?

• The combination of content, pedagogical, and technological knowledge.
• How integrating technology changes a learning task to improve the learning experience.
• The combination of substitution, augmentation, modification and redefinition in relation to teaching with technology.
• None of these options.

Q17. What does the SAMR model examine? (Choose two answers)

• The combination of content, pedagogical, and technological knowledge
• How integrating technology changes a learning task to improve the learning experience
• The combination of substitution, augmentation, modification and redefinition in relation to teaching with technology.
• None of these options.

Q18. If we compare the stages of SAMR to rungs on a ladder, how are the stages positioned?

• Substitution and redefinition are at the bottom, while modification and augmentation are at the top.
• Substitution and modification are at the bottom, while augmentation and redefinition are at the top.
• Augmentation and modification are at the bottom, while substitution and redefinition are at the top.
• Substitution and augmentation are at the bottom, while modification and redefinition are at the top.

Q19. When a teacher integrates video resources into an online textbook, which stage of SAMR is this an example of?

• Substitution
• Augmentation
• Modification
• Redefinition

Q20. Giving students a list of media resources, asking them to decide which information is important, and letting them construct their own knowledge is an example of which SAMR stage?

• Substitution
• Augmentation
• Modification
• Redefinition

Q21. This course is self-paced so that you can complete it at your own speed. Which one of Richard Mayer’s principles does this illustrate?

• The Interactive Principle
• The Personalization Principle
• The Multimedia Principle
• The Pre-Training Principle

Q22. Jessica and Shane’s videos were crafted to be inviting conversations with you, the learner. Which of Richard Mayer’s principles does this illustrate?

• The Multimedia Principle
• The Personalization Principle
• The Pre-Training Principle
• The Interactive Principle

Q23. Richard Mayer’s principles are only useful for online teaching. They have no relevance to the brick and mortar classroom.

• True.
• False.

Q24. Why is remembering the SAMR model so important when evaluating and purchasing new technology?

• It helps you evaluate whether the technology in question is integral and important to the lesson or activity you’re creating
• Actually, it’s not important
• You need to keep your objectives in mind.
• Vendors will expect you to remember the SAMR model.

Q25. In Course 4, before discussing how to work with different kinds of readers, Dorothy and a
cast of colorful characters acted out common situations in a reading/writing
classroom. Which one of Richard Mayer’s principles does this illustrate?

• The Personalization Principle
• The Multimedia Principle
• The Pre-Training Principle
• The Interactive Principle