PGTRB – EDUCATION PSYCHOLOGY

UNIT- X

INSTRUCTIONAL AND EDUCATIONAL TECHNOLOGY

10.1. BLOOM’S AND REVISED TAXONOMY OF EDUCATIONAL OBJECTIVES

Bloom’s Taxonomy organizes learning outcomes into three domains, each

representing a different aspect of learning: cognitive (knowledge),
affective (attitude), and psychomotor (skills). It helps educators design
curricula, set measurable objectives, and create assessments aligned with
desired learning outcomes.

1. Cognitive Domain (Mental Skills – Knowledge)

Focuses on intellectual abilities and thinking processes. The hierarchy

moves from simple recall to higher-order creation:

Bloom’s Taxonomy (1956) – Original Version

Bloom and his colleagues (1956) developed a framework to classify

educational objectives, primarily focusing on the cognitive domain. The
taxonomy provides a hierarchical structure for thinking skills, moving
from basic knowledge to higher-order evaluation.
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Cognitive Domain – Six Levels (Original Nouns)
LEVEL DESCRIPTION EXAMPLE
Knowledge Recall of facts, terms, basic Memorize dates of
concepts historical events
Comprehension Understanding meaning of Explain the causes of
information World War II
Application Using learned material in Solve mathematical
new situations problems using formulas
Analysis Breaking information into Compare different political
parts to understand systems
relationships
Synthesis Combining parts to form a Write an original short
new whole story using learned
literary techniques
Evaluation Making judgments based Assess the credibility of
on criteria and standards sources for a research
project

In Bloom’s Revised Taxonomy (Anderson & Krathwohl, 2001), learning is

described along two dimensions that transforming the original noun-
based categories into verb-based ones to emphasize active learning
processes:
1. Cognitive Process Dimension (Remember, Understand, Apply,
Analyze, Evaluate, Create)
2. Knowledge Dimension (Factual, Conceptual, Procedural,
Metacognitive)
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LEVEL DESCRIPTION EXAMPLE VERBS /
ACTIONS
Remember Recall facts and basic concepts define, list, recall
Understand Explain ideas or concepts explain, summarize,
interpret
Apply Use knowledge in new situations solve, demonstrate,
implement
Analyze Break down information, identify differentiate, compare,
relationships examine
Evaluate Make judgments based on criteria critique, justify, assess
Create Produce new or original work design, compose,
develop
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Dimension Description Examples

Factual Basic elements used to Terminology, scientific terms,
Knowledge communicate, labels, vocabulary, jargon,
understand, and organize symbols, representations,
a subject. specific details (events, people,
dates, sources).
Conceptual Knowledge of Classifications, categories,
Knowledge interrelationships among principles, theories, models,
elements within a larger frameworks, structures of a
structure. subject.
Procedural Knowing how to do Performing skills, algorithms,
Knowledge something; methods and techniques, methods, protocols,
processes. experiments.
Metacognitive Awareness of one’s own Self-knowledge, strategies for
Knowledge cognition and strategies problem-solving, monitoring and
for learning. regulating thinking, reflective
thinking.
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2. Affective Domain (Krathwohl, Bloom & Masia, 1964)

Focuses on emotions, attitudes, and values, guiding learners from

awareness to consistent value-based behavior. It supports the
development of motivation, ethics, and social-emotional skills.

LEVEL DESCRIPTION EXAMPLE

Receiving Awareness or willingness Listen attentively to a
to attend lecture
Responding Active participation Participate in classroom
discussion
Valuing Acceptance of a value or Respect team members’
belief ideas
Organization Integrating values into a Prioritize ethical decision-
system making
Characterization Consistent behavior based Demonstrate integrity in
on values all activities

3. Psychomotor Domain:

Focuses on physical skills and motor coordination, progressing from basic

perception and imitation to skilled and adaptive performance.

 Simpson’s Taxonomy (1972): Seven levels from basic perception to

creating new movements, emphasizing gradual mastery through
practice and adaptation.

LEVEL DESCRIPTION EXAMPLE

Perception Sensory cues guide motor Sensing the ball’s position
activity. and judging when to
throw.
Set Mental, physical, and Preparing mentally and
emotional readiness to physically to throw the ball
respond. accurately.
Guided First attempts at a physical First throw with guidance
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Response skill; trial and error plus from a coach.
practice.
Mechanism Intermediate stage; Throwing the ball
responses are habitual with
correctly with some
medium proficiency. confidence, minor errors
still occur.
Complex Overt Complex movements with Throwing the ball
Response minimal effort and high accurately to a moving
assurance of success. target with minimal effort.
Adaptation Movements can be modified Adjusting the throw for
for special situations. wind, distance, or target
movement.
Origination New movements created for Inventing a new type of
unique situations. throw for a special game
or situation.

 Dave’s Taxonomy (1970): Five levels focusing on skill acquisition

from imitation to automatic performance through observation and
practice.

LEVEL DESCRIPTION EXAMPLE

Imitation Observing and copying Copying a coach’s
someone else. demonstration of how to
throw.
Manipulation Performing skill guided Throwing the ball under direct
by instruction. guidance and instructions.
Precision Performing skill Throwing the ball accurately
accurately without to a target without help.
guidance.
Articulation Combining two or more Running and then throwing
skills in sequence, the ball in a game sequence.
consistently.
Naturalization Skills performed Throwing accurately while
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automatically with ease. playing a full game smoothly
and automatically.

 Harrow’s Taxonomy (1972): Organizes skills from reflexes to

efficient, coordinated movements, including both involuntary and
voluntary actions.

LEVEL DESCRIPTION EXAMPLE

Reflex Movements Automatic, involuntaryFlinching or moving hands
reactions. automatically when the
ball is near.
Basic Fundamental Simple movements Simple throw motions
Movement forming the foundation with arm and wrist
for complex ones. movement.
Perceptual Adjusting movements Adjusting the throw based
based on environmental on distance, target, or
cues. environmental conditions.
Physical Activities Activities requiring Throwing the ball using
endurance, strength, full strength and
vigor, or agility. coordination.
Skilled Movements Activities performed Throwing the ball
efficiently and accurately with proper
effectively. technique and efficiency.
Non-discursive Movements conveying Using throw gestures to
Communication meaning, body signal teammates or
language. communicate in a game.
10.2. LEVELS OF TEACHING (MEMORY, UNDERSTANDING & REFLECTIVE)

Teaching is a process of guiding learners from basic knowledge

acquisition to higher-order thinking. Educational theorists have classified
teaching into three progressive levels, each emphasizing different
cognitive engagement, learner roles, teaching strategies, and learning
outcomes.
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1. Memory Level of Teaching

 Propounder & Year: John F. Herbart (early 19th century)

 Focus: Rote memorization and recall of facts, definitions, and basic
information.
 Learner Role: Passive recipient of knowledge.
 Teaching Methods: Repetition, drills, flashcards, and recitation.
 Purpose: Build foundational knowledge and facts for further
learning.
 Example: Memorizing multiplication tables, historical dates, or
vocabulary lists.

2. Understanding Level of Teaching

 Propounder & Year: Milton Morrison (mid 20th century)

 Focus: Comprehension, conceptual clarity, and application of
knowledge.
 Learner Role: Active participant engaging with material to
understand meaning and relationships.
 Teaching Methods: Explanation, discussion, concept mapping,
problem-solving exercises, and demonstrations.
 Purpose: Develop meaningful learning, connecting new knowledge
with prior understanding and applying it in practical contexts.
 Example: Explaining Newton’s laws of motion and solving related
physics problems; applying economic principles to real-life
scenarios.

3. Reflective Level of Teaching

 Propounder & Year: Frank Hunt & Edwin Bigge (1960s)

 Also Known As: Introspective or Exploratory level.
 Focus: Critical thinking, analysis, evaluation, and creativity.
 Learner Role: Independent thinker and self-directed learner.
 Teaching Methods: Debates, research projects, case studies,
simulations, and problem-solving activities.
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 Purpose: Foster higher-order cognitive skills, decision-making,
independent learning, and the ability to tackle complex or real-
world problems.
 Example: Conducting research projects, engaging in debates,
designing experiments, or developing solutions to societal
problems.

10.3. INSTRUCTIONAL DESIGNING:

 Instructional Design is the systematic process of designing,

developing, and delivering educational materials and experiences in
a way that makes learning effective, efficient, and engaging.
 It applies principles of learning psychology, pedagogy, and
technology to achieve measurable outcomes.

Purpose

 To create impactful learning experiences.

 To ensure training/education is cost-effective, engaging, and
learner-centered.
 To align teaching methods with objectives and assessments.

Core Components of Instructional Design:(Magic Triangle of Learning)

1. Clear Goals and Objectives

 Define what learners should know, do, or value after

instruction.
 Provide direction for both teachers and learners.
 Example: By the end of the lesson, students will be able to
apply Bloom’s Revised Taxonomy in designing test items.

2. Engaging Learning Activities

 Activities, methods, and media used to help learners achieve

objectives.
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 Should promote active participation, interaction, and practice.
 Examples: group discussions, simulations, role-play, digital
tools, problem-solving tasks.

3. Appropriate Assessments
 Tools and methods to measure achievement of objectives.

 Can be formative (during learning – quizzes, feedback) or

summative (after learning – tests, projects).

 Must align directly with goals and activities.

Modern Instructional Design – Key Features

ASPECT DESCRIPTION
Trends  eLearning – Learning delivered digitally through
online platforms, often self-paced.
 Microlearning – Bite-sized modules focused on a
single skill or concept.
 Mobile Learning – Accessing educational content
via smartphones or tablets, anytime, anywhere.
 Gamification – Using game elements (points,
badges, leaderboards) to motivate and engage
learners.
 Adaptive Learning – Personalization where
content adapts to learner performance.
 AI in Learning – Artificial Intelligence provides
smart recommendations, chatbots, and predictive
analytics.
Technology Reliance on authoring tools (e.g., Articulate, Captivate)
and Learning Management Systems (LMS) for creating,
distributing, and tracking training.
Collaboration Involves close work with Subject Matter Experts (SMEs)
to ensure content accuracy, relevance, and practical
impact.
Personalization Adaptive learning and Learning Experience Platforms
(LEPs) enable customized learning paths tailored to
individual learner needs.
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10.4. PROGRAMMED LEARNING (PRINCIPLES, TYPES: LINEAR,
BRANCHED)

 Programmed Learning (or Programmed Instruction) is a systematic,

individualized instructional method where learning material is
divided into small, logically sequenced steps called frames.
 Learners actively respond to each step, receive immediate feedback,
and progress at their own pace, making it an effective tool for self-
instruction.

Principles of Programmed Learning

1. Small Steps (Sequencing):
 Complex content is broken into small, easy-to-learn frames.

 Example: Instead of teaching the whole concept of fractions at

once, learners are first taught numerator and denominator,

then simple fractions, and gradually complex ones.
2. Active Responding:
 Learners must respond actively (fill blanks, choose an option,

or solve a problem).
 Example: A programming course asks the learner to write the

next line of code instead of just reading it.

3. Immediate Reinforcement (Feedback):
 Correct responses are rewarded with positive feedback.

 Example: An e-learning quiz instantly shows “Correct! Well

done” when a right answer is selected.

4. Self-Pacing:
 Learners move at their own speed, reducing anxiety and

promoting mastery.
 Example: In online platforms like Khan Academy, students can

repeat practice sets until mastery.

5. Student Testing (Evaluation):
 Continuous checking ensures mastery before moving to the

next frame.
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 Example: A learner must pass a short quiz before proceeding
to the next lesson in a MOOC.

Types of Programmed Learning

1. Linear Programming (Extrinsic – Skinner’s Model)

 Developed by B.F. Skinner (1954), based on operant conditioning.

Features:

 Fixed Path: All learners follow the same sequence of steps

(frames) without deviation.
 Small Steps: Information is broken into very small, logical steps to
reduce errors.
 Error Minimization: Content is designed in such a way that
learners rarely make mistakes.
 Reinforcement: Correct responses receive immediate positive
feedback, strengthening learning.
 Passive Error Handling: Wrong answers are usually ignored; no
detailed correction is provided.

Example:

1. Frame 1: “2 + 2 = ?” → Learner answers “4” → gets immediate

confirmation.
Frame 2: “5 + 3 = ?” → Learner answers → continues forward.
If a learner makes a mistake, the program doesn’t go back for
remediation—it simply proceeds with the next step, assuming further
practice will reduce errors.
2. A spelling drill program:
o Frame 1: “Write the spelling of CAT.”
o Learner writes: C-A-T → Response confirmed as correct →
proceeds to next word.
 Similar approaches are still used in flashcard apps or simple drill-
based eLearning.
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Best Suited For:

 Memorization, drill work, factual recall.

 Subjects like mathematics tables, spelling, basic grammar rules,
coding syntax practice.

2. Branching Programming (Intrinsic – Crowder’s Model)

 Developed by Norman A. Crowder (1960s) as an improvement over

Skinner’s linear model.

Features:

 Decision Points: Learning frames often end with a multiple-choice

question.
 Adaptive Pathways: Learner’s response determines the next frame:
o Correct → moves to the next level.
o Incorrect → redirected to a remedial frame that explains the
mistake and gives another chance.
 Error Diagnosis: Wrong answers are treated as learning
opportunities rather than ignored.
 Flexibility: Different learners may follow different learning paths
based on their responses.

Example:

1. Frame 1: “What is the boiling point of water?”

o (a) 100°C → Correct → Proceed to Frame 2.

o (b) 90°C → Incorrect → Redirect to remedial frame explaining

why 100°C is correct at standard pressure.

o (c) 150°C → Incorrect → Redirect to remedial frame explaining

superheating and correction.

2. A science e-learning module:

o Frame asks: “Which organ pumps blood in the human body?”

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o Learner selects:
 Correct → Heart → Next advanced question.

 Incorrect → Stomach → Sent to remedial frame

explaining difference between digestive and circulatory

organs.

Best Suited For:

 Complex subjects that require concept understanding, application,

and error correction.
 Useful in science tutorials, medical training, technical education,
language comprehension programs.

10.5. SYSTEMS APPROACH

 The Systems Approach in Instructional Design is a structured and

scientific method where the instructional process is viewed as a
system.
 It ensures that all elements (learner, teacher, content, resources,
environment, and evaluation) are carefully planned, coordinated,
and aligned to achieve specific learning objectives.
Core Characteristics
 Education is seen as an interrelated system rather than isolated

activities.
 Emphasizes planning, organization, and coordination.

 Focuses on goal achievement and continuous feedback.

 Encourages adaptability to learner needs and context.

Key Components of the Systems Approach in Instructional Design

COMPONENT EXPLANATION EXAMPLE

Input Refers to all the resources, In a computer science
conditions, and elements course, inputs include:
required before instruction students’ prior knowledge
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begins. Includes learners’ of programming,
characteristics, prior instructor expertise,
knowledge, instructors, textbooks, coding
subject content, technology, software, and a computer
and environment. lab.
Process The teaching-learning The teacher uses flipped
activities, strategies, methods, classroom + multimedia
delivery approaches, media, presentations + coding
and learner engagement exercises to teach OOP
techniques used to achieve concepts.
objectives.
Output The intended results of After completing the
instruction, expressed as course, students can write
measurable learning and debug C++ programs,
outcomes in knowledge, skills, demonstrating both
attitudes, and behaviors. knowledge and practical
skill.
Feedback Continuous monitoring and If students struggle with
evaluation that provides inheritance in C++, the
information to improve the teacher collects feedback
instructional process. It via quizzes, revises the
ensures alignment between teaching strategy, and
goals, teaching, and outcomes. provides remedial
tutorials.
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APPLICATION:

 Used in curriculum development, lesson planning, e-learning design,

teacher training, and instructional material preparation.
 Example: In curriculum design, learner needs (input) are analyzed,
instructional plans (process) are created, outcomes are tested
(output), and student performance feedback helps refine the
program.

10.6. ADDIE MODEL

The ADDIE Model is the most widely used instructional design framework
that provides a structured, step-by-step process for developing effective
learning programs.

 Developed in the 1975 by the centre for Educational Technology at

Florida state university for training programs is a widely used
framework for instructional design
 ADDIE is an acronym for its five phases – Analysis, Design,
Development, Implementation, and Evaluation.
 Purpose: To ensure that instructional materials and courses are
systematic, learner-centered, and outcome-focused.
 Nature: Flexible and iterative – designers can move back and forth
between phases based on feedback.

PHASE MEANING (FOCUS) EXAMPLE

Analysis Identify learner Assess students’ prior
needs, knowledge knowledge of basic psychology
gaps, goals, and concepts (e.g., memory, learning
constraints. theories).
Design Plan instructional Decide modules (e.g., Bloom’s
strategies, content Taxonomy, Learning Theories),
structure, activities, strategies (case studies, group
and assessments. tasks), and assessments
(quizzes, reflection papers).
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Development Create and assemble Prepare lesson notes, PPTs, case
instructional studies, psychology
materials and experiments, and practice
resources. questions.
Implementation Deliver the learning Conduct interactive lectures,
program to the target group discussions, and
audience. demonstrations in the
classroom.
Evaluation Measure Collect student feedback, review
effectiveness and use test results, and adjust activities
feedback for for better engagement.
improvement.

10.7. CYBERNETICS

 Coined by Norbert Wiener (1948), cybernetics is the study of

communication and control in systems, including biological,
mechanical, and social systems.
 In Education, Instruction is seen as a system that regulates itself
through feedback. Teachers, learners, and technology continuously
interact in a loop.
 Mechanism:
o Teacher/system provides stimulus (instruction).
o Learner responds (performance).
o Feedback (results) is given instantly.
o System adjusts the next step (reinforcement, remedial
instruction, or advancement).
 Educational Significance:
o Encourages continuous assessment and real-time adaptation.
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o Makes learning personalized and responsive.
o Minimizes errors by quick correction.
 Example: Computer-assisted tutorials in mathematics give instant
corrections, guiding learners step by step.

10.8. TPACK

 Technological Pedagogical Content Knowledge.

 Origin: Developed by Mishra & Koehler (2006).
 Concept: Effective teaching requires the integration of three
domains:
 Content Knowledge (CK): The “what” – subject expertise (e.g.,
psychology theories).
 Pedagogical Knowledge (PK): The “how” – strategies to teach (e.g.,
group discussions, case studies).
 Technological Knowledge (TK): The “tools” – ability to use digital
resources (e.g., simulations, videos).
 TPACK Zone: Where CK, PK, and TK intersect, ensuring holistic
teaching.
Educational Impact:
 Promotes innovative teaching.
 Helps integrate digital tools without losing focus on pedagogy and
content.
 Example: A psychology teacher using AR apps to demonstrate brain
structures while applying active learning strategies.

10.9. FOSS & OER

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ASPECT FOSS (FREE AND OPEN OER (OPEN EDUCATIONAL
SOURCE SOFTWARE) RESOURCES)
Definition Software freely available, with Learning materials freely
open code that can be accessible under open
modified, adapted, and licenses, including textbooks,
redistributed by educators. videos, and full courses.
Purpose Enable educators to use and Provide free access to
customize software for educational resources to
teaching and learning. promote global learning
equity.
Key Features - Free to use - Free access
- Modifiable source code - Open licensing (Creative
- Collaborative development Commons)
- Supports multiple platforms - Variety of formats (text,
video, simulations)
- Can be reused, adapted, and
redistributed
Example Moodle (LMS), LibreOffice, R Textbook: NCERT e-books,
(statistics) Video Lectures: SWAYAM,
NPTEL, Khan Academy
NROER (National Repository
of Open Educational
Resources)
Benefits / - Reduces software costs - Reduces learning material
Significance - Encourages collaboration costs
and sharing - Increases accessibility
- Supports customization - Encourages collaboration
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- Promotes innovation and innovation
- Supports flexible learning
pathways

10.10. MOOCS & LEARNING MANAGEMENT SYSTEMS (LMS)

Aspect MOOCs (Massive Open LMS (Learning Management System)
Online Courses)
Definition Online courses Platforms that facilitate course
accessible to large delivery, management, tracking, and
audiences, often free reporting.
or low-cost.
Purpose Provide open access Organize and manage courses,
to education globally; monitor learner progress, and
support self-paced centralize teaching resources.
learning.
Key - Open enrolment - Course creation and organization
Features - Large-scale - Assignment submission and grading
participation - Attendance tracking
- Video lectures, - Reports and analytics
readings, quizzes - Communication tools
- Peer interaction & (announcements, forums)
discussion forums
Example Coursera’s Google Classroom, Moodle, Canvas,
“Introduction to Blackboard, SWAYAM LMS,
Psychology” available eGyonKosh, A-View, iGuruji (Indian
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globally. school), TCS iON Digital Larning Hub,
BodhiTree(IIT Bombay)
Benefits - Access for learners - Centralized course management
worldwide - Facilitates blended and online
- Flexible, self-paced learning
learning - Helps teachers monitor student
- Exposure to high performance
-quality resources - Supports communication and
- Encourages lifelong feedback
learning

10.11. SMART CLASSROOM, BLENDED LEARNING, FLIPPED LEARNING

Aspect Smart Classroom Blended Learning Flipped Learning
Definition Technology-enabled Mix of face-to-face
Students learn
classroom for and online learning
content at home,
interactive teaching apply in class
Mode Mostly in-class with Combination of Pre-class learning
digital tools classroom + online (home) + active
class activities
Role of Presenter using Facilitator, partly Guide and mentor
Teacher technology online & offline for application in
class
Student Active participant via Learner both online Self-learner at
Role tech tools and offline home, active
participant in class
Focus Making lessons Flexibility and Application,
engaging & visual personalization problem-solving,
critical thinking
Example Using smart board Classroom lecture + Watch lecture video
for 3D animations online coding quiz at home, solve
problems in class
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10.12. Augmented Reality Vs Virtual Reality
ATTRIBUTE AUGMENTED REALITY VIRTUAL REALITY
(AR) (VR)
Definition Enhances the real world by Creates fully immersive digital
overlaying digital elements environments for experiential
(3D models, animations, learning where learners can
text) for interactive interact with a simulated
learning.- Thomas world.
Caudell(1990)
Key - Interactive visualization- - Immersive 3D environments-
Features Combines physical & digital Simulated experiments &
learning- Accessible via scenarios- Requires VR
smartphones, tablets, AR headsets/devices- Enables safe
glasses- Real-time practice of risky or inaccessible
interaction & feedback tasks
Example AR app displaying a 3D VR-based psychology lab
human brain overlay on a where students simulate
textbook diagram; students memory or perception
can rotate, zoom, and experiments
explore brain regions
Benefits - Makes abstract concepts - Provides safe, risk-free
tangible experiential learning
- Increases engagement and - Enhances critical thinking &
motivation problem-solving
- Supports visual & - Improves understanding of
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experiential learning abstract concepts
- Encourages active - Supports remote & practical
exploration learning

[Link] MODES (O-LABS, CLASSROOMS, LIBRARY)

CONCEPT O-LABS (VIRTUAL LABS) VIRTUAL CLASSROOMS VIRTUAL LIBRARY

Features Simulated lab Online spaces for Digital repositories

environments that real-time of books, journals,
allow learners to interaction and multimedia
perform between teachers accessible online.
experiments and students. Live Searchable
remotely. Interactive lectures, breakout content,
simulations, rooms, polls, multimedia
immediate feedback, quizzes, support, remote
self-paced practice. recordings. access.
Example NPTEL Virtual Labs Zoom-based e-ShodhSindhu
for cognitive lectures with (India), PubMed
psychology breakout for research
experiments discussions for articles, National
(memory, psychology Digital Library of
perception, reaction courses. Indias
time).
Benefits - Provides remote - Facilitates - Provides easy
access to interactive access to vast
experiments learning remotely resources
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- Ensures safety and - Enables - Encourages self-
cost-effectiveness collaboration and directed, research-
- Supports discussion oriented learning
experiential, self- - Supports flexible - Supports up-to-
paced learning learning schedules date knowledge
acquisition

10.14. AI IN EDUCATION

Artificial Intelligence (AI) in education refers to the use of intelligent

algorithms and systems to enhance learning by:
 Personalizing content according to learners’ needs and progress.
 Automating assessments and providing real-time feedback.
 Supporting adaptive learning based on individual performance.

Key Applications:

 Personalized Learning Paths: Tailors content based on learner

performance.
 Automated Grading and Feedback: Provides instant assessment
results.
 Predictive Analytics: Identifies at-risk students for [Link]
Chatbots / Virtual Assistants: Answer queries and guide learners
24/7.

Benefits:

 Enhances engagement and motivation.

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 Supports self-paced, adaptive learning.
 Provides data-driven insights for instructors.
 Reduces administrative workload.
 Enables early intervention for struggling students.

Example

 Duolingo: Adapts language lessons dynamically based on learner

performance.
 AI-based psychology quizzes: Adjust difficulty based on responses.
 Smart Tutoring Systems: Provide personalized hints and next-step
recommendations.
 ChatGPT: (Chat Generative Pre-trained Transformer) Acts like a
virtual tutor, answer student questions
 Socratic (Google): Solves problems step-by-step using Photos of
questions
 Knewton: Offers customized lessons based on what students know
and need