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Digital Teaching Tools

School Practice

Useful for: KVS, NVS, OTET, OSSTET, UGC NET, EMRS, OSSC RHT — Regular High School Teacher, CTSA / STSS

and 17 more exams

Central Univ./IIT/NIT Faculty, Junior Teacher, OAVS, OPSC Assistant Professor, OPSC PGT, OSEPA Primary Teacher / JT Category-I, OSEPA Upper Primary — Arts, OSEPA Upper Primary — Science, OSSC Teacher Readiness, OSSSC Govt Physical Education Teacher (PET), OSSSC Govt TGT Arts, OSSSC Govt TGT Science — CBZ, OSSSC Govt TGT Science — PCM, Sainik Schools, Special OTET, SSB Lecturer / PGT, SSB School Teachers

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Overview

Digital teaching tools can enrich lessons when chosen for clear purposes; the SAMR model helps judge how much technology transforms learning.

Key points

SAMR model (Puentedura): substitution, augmentation, modification, redefinition.
Simulations (e.g. PhET) let students explore science and maths concepts.
Online quiz tools give instant feedback.
Learning management systems organise materials and assignments.
DIKSHA provides free e-content linked to textbooks.
Accessibility features (captions, screen readers) support all learners.

Explanation

Technology should serve the objective, not replace teaching.
Offline options are needed where connectivity is poor.
Teach digital citizenship and online safety.
Check content accuracy before use.
Limit unproductive screen time.

Step by step

Identify the concept, thinker or policy being tested.
Recall the exact definition, stage or provision.
Prefer inclusive, child-centred and evidence-based choices; reject punitive or labelling ones.

Examples

Typing notes instead of writing them → substitution.
Students collaborate on a shared document with comments → modification.
Students use a simulation to test how changing resistance affects current → exploration.

Traps and advanced points

Trap: Technology for its own sake.
Trap: Ignoring accessibility.
Trap: No offline plan.

Quick revision

SAMR.
Simulations, quizzes, LMS.
DIKSHA.

Practice MCQs

The SAMR model was proposed by —
1. Ruben Puentedura
2. Jean Piaget
3. Edgar Dale
4. John Dewey
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Answer: (a) Ruben Puentedura. Puentedura proposed substitution, augmentation, modification, redefinition.
In SAMR, typing notes instead of handwriting them is —
1. redefinition
2. modification
3. augmentation only
4. substitution
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Answer: (d) substitution. Technology replaces a tool without changing the task.
Students collaborating on a shared document with comments is —
1. punishment
2. substitution
3. modification
4. no change
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Answer: (c) modification. The task is significantly redesigned.
PhET simulations are used to —
1. explore science and maths concepts
2. take attendance
3. pay fees
4. send messages
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Answer: (a) explore science and maths concepts. Simulations let students experiment virtually.
A learning management system mainly —
1. counts votes
2. organises materials and assignments
3. repairs computers
4. prints books
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Answer: (b) organises materials and assignments. LMSs organise online courses.
Online quiz tools are useful because they —
1. replace teachers
2. remove assessment
3. increase cost
4. give instant feedback
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Answer: (d) give instant feedback. Instant feedback supports learning.
Where connectivity is poor, a teacher should —
1. only use video calls
2. ignore students
3. plan offline options
4. stop teaching
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Answer: (c) plan offline options. Offline alternatives keep learning going.
Captions on videos mainly support —
1. faster internet
2. longer videos
3. advertising
4. accessibility for many learners
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Answer: (d) accessibility for many learners. Captions help deaf learners and many others.
The highest level of SAMR, where technology allows new tasks, is —
1. substitution
2. augmentation
3. modification
4. redefinition
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Answer: (d) redefinition. Redefinition creates tasks previously impossible.