Which statement best reflects the factors considered less relevant when deciding how much technological information to deliver to a student?

• A. The teacher must first have an idea of what needs to be addressed in the student's game
• B. The student's playing level
• C. The student's personality
• D. The availability of technology

Answer: (A)

When deciding how much technological information to deliver, the learner and practical setup drive the decision. A student’s playing level determines the appropriate depth and complexity of the tech you introduce—you don’t want to overwhelm a beginner or bore an experienced player with irrelevant detail. The student’s personality affects how they learn best; some respond to concise, quick-hitting cues, others benefit from deeper explanations or more visual demonstrations, so you modulate the amount accordingly. The availability of technology sets real boundaries on what you can show or simulate, so the volume of information must fit what you can reliably use in the session.

The statement about needing to know what needs to be addressed in the student’s game is a planning consideration for what topics to cover, not a direct driver of how much tech information you actually deliver. It shapes the content focus, while the other factors determine quantity and delivery.