Technology in The Learning Environment
Technology in The Learning Environment
Technology in The Learning Environment
Environment
COURSE DESCRIPTION
This course is designed to enrich the students’ experiences in developing and utilizing technology
to facilitate learning. It shall also provide hands-on opportunities in the exploring, using and evaluating
technology-based materials. It deepens one’s understanding of technology frameworks such as the
Technological Pedagogical Content Knowledge (TPACK) and the Technology Integration Matrix (TIM), and
relatively new modes of technology-based course delivery such as the MOOCs.
Episode 1
An The School’s 1. Visit a school’s Resource Corpuz, B. and
In this Episode, I inventory Learning Learning Resource School Lucido P.
must be able to: and Resources Center. Look Learning Educational
describe the classificatio around and see Resource Technology 1
goals of a n of what resource and Center (2012)
learning Learning facilities are Observation
resource/ multi- Resources available inside. Guide
media center. 2. Ask the Learning Lucido, P.
identify and Resource Center Matrix for Educational
classify in-charge about Available Technology 2
resources that how some Learning (2012)
facilitate the equipment or Resources
teaching- facilities are used.
learning 3. Make an inventory
processes. of its available
explain the resource and
services of the classify them
center that according to their
support learning characteristics and
functions.
4. Write down a brief
reflection of your
experience.
Intended Assessment Content Teaching-Learning Learning References
Learning Task Activity Resources
Outcome
Episode 2 An Evaluation Bulletin 1. Look around a Board Corpuz, B. and
Report on Board school for bulletin Displays Lucido P.
In this Episode, I Viewed Displays board displays. Observation Educational
must be able to: Bulletin Board Guide Technology 1
1|Page
Evaluate Displays 2. Pick one and (2012)
bulletin board evaluate the Board
displays using a A Proposed display. Displays
set of criteria Bulletin Board Evaluation Lucido, P.
for quality. Design 3. Propose Form Educational
Apply Enhancement enhancements to Technology 2
principles in make the display (2012)
designing in more effective.
effective
bulletin board
display.
Episode 3 On a selected Slideshow 1. Select a topic or Slide Corpuz, B. and
topic Biz subject matter. Presentation Lucido P.
In this Episode, I 2. Develop a slide Activity Educational
will be able to A Narrative on presentation to Form Technology 1
apply the the Strengths support a (2012)
principles in and learning
creating effective Weaknesses of activity on the
audio-visual the Materials topic. Lucido, P.
presentations. Developed 3. Try out your Educational
presentation to Technology 2
a group of (2012
An evaluation learners.
report 4. Let the learners
evaluate your
presentation.
5. Write a
narrative
pointing out the
strengths and
weaknesses of
your
presentation.
Episode 4
Teaching AidsTools of the Step 1. Decide on a Learning TPACK Model
In this Trade specific content are Resources Tpack.org
Episode, I must (Teaching and the level of Survey Guide
be able to use my A compilation Aids Bank) learners technology. Corpuz, B. and
technology of teaching Lucido P.
pedagogical resources Step 2. Find out the Educational
content learning resources Technology 1
knowledge in relevant to topics that (2012)
choosing are available.
appropriate Step 3. Develop a pile
teacher resources of teaching aids Lucido, P.
to use for a (flashcards, pictures, Educational
particular unit of cut-outs Technology 2
study transparencies) (2012
Step 4. Organize them
in a box.
Episode 5
A List of Technology Step 1. Observe a class Resource Technology
In this Episode Teaching Integration for three meetings. School Integration
, I must able Aids that were in the Video-tape , if Matrix
to: utilized Classroom allowed Resource
Describe ways Comments on Step 2. Describe how teacher
in which the technology was
technology is appropriateness integrated in the Class
integrated in of the Teaching lessons and how the Observation
the classroom. Aids students Guide
Analyze the Step 3. Use the
level of technology integration
2|Page
technology matrix to analyze the Utilization of
integration A Bank of technology integration Teaching
used by the Varied done by the teacher Aids Form
teacher.
Step 4. Reflect on
what you learned
3|Page
2. On the mode of implementing the tasks (i.e., individually, dyad, or by group).
3. On the time allotment for each activity to sufficiently cover the 18-hour requirement of the course.
1
FS 3 THE SCHOOL’S
FIELD LEARNING
STUDY RESOURCE CENTER
Learning Episode
My Performance Criteria
I will be rated along the following:
Quality of my observations and documentation,
Completeness and depth of analysis,
Depth and clarity of classroom observation- based reflection,
Completeness, organization, clarity of portfolio and
Time of submission of portfolio.
My Learning Essentials
1. A school usually sets up a center which will provide valuable support to the teaching- learning
process. Over the years the name of this center has evolved. Some of the names are Audio- Visual
Center, Media and Technology Resource Center, Teaching- Learning Technology Department, or
simply Learning Resource center.
2. With the very fast development and communications technology (ICT), the natural outcome
library and ICT both in terms of hardware and software systems and applications.
3. Schools may have different set-ups when it comes to a Learning Resource Center (LRC). Some
have replaced the term library with LRC. Some have a separate library, LRC and Audio Visual or
Media Center. Some just have the LRC both for teachers and students..
4. The common purpose among these centers is to provide print, audio- visual and ICT resources to
support the teaching- learning process.
5. The goals of the Center may include, orienting and training teachers in the use of audio visual and
ICT resources, working with teachers and administrators in producing instructional materials,
making available useful resources to the students, teachers and the school community.
6. In order to support the philosophy and aims of the school, the Center must fulfill the following
functions:
Center of resources
4|Page
Laboratory of learning
Agent of teaching
Service agency
Coordinating agency
Recreational reading center
A link to other community resources
7. With the very fast development and communications technology (ICT), the natural outcome
library and ICT both in terms of hardware and software systems and applications.
8. Schools may have different set-ups when it comes to a Learning Resource Center (LRC). Some
have replaced the term library with LRC. Some have a separate library, LRC and Audio Visual or
Media Center. Some just have the LRC both for teachers and students..
9. The common purpose among these centers is to provide print, audio- visual and ICT resources to
support the teaching- learning process.
10. The goals of the Center may include, orienting and training teachers in the use of audio visual and
ICT resources, working with teachers and administrators in producing instructional materials,
making available useful resources to the students, teachers and the school community.
11. In order to support the philosophy and aims of the school, the Center must fulfill the following
functions:
Center of resources
Laboratory of learning
Agent of teaching
Service agency
Coordinating agency
Recreational reading center
A link to other community resources
My Map
___________________________________________________________________
To realize my intended Learning Outcomes, I will work my ways through these steps:
5|Page
My Tools
As you visit and observe the learning Resource Center, use activity forms
provided for you to document your observations. Ask the assistance of the one manning the
center courteously.
After you have observed, classify the resources available that you believe are most
useful. Please use the activity form provided for you.
Available Learning Resources Characteristics and Unique Teaching Approaches where the
(Enumerate in bullet form) Capabilities Resource is Most Useful
1.Print Resources
Books
Encyclopedia
Newspapers & Magazine
Researches
2.Audio Resources
Speakers
Headphones from their
Speech Laboratory
3.Non-electronic Visual
Resources
Globe
Map
Graph & Charts
6|Page
4. ICT Resources
Computers
Widescreen TV
Laptops
Radio
My Analysis
Write your
Were the learning resources/materials arranged
properly according to their functions and observation
characteristics? here:
.
Do the guidelines and procedures facilitate easy
access to the materials by the teachers? Why?
Why not?
.
My Reflection/Insights
7|Page
3. Which ones do you feel you need to learn more about?
.
Integrating Theory and Practice
Directions: Read the items given and encircle the correct answer.
My Learning Portfolio
Paste an article about an example of technology gadget/material that you
want to learn more about. How can this gadget/material be useful in
instruction/teaching?
8|Page
.
9|Page
Submitted before the Submitted on the Submitted a day Submitted two days or
Submission of deadline deadline after the deadline more after the deadline
Learning Episode 4 3 2 1
COMMENT/S Rating:
Over-all Score (Based on
transmutation)
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
_______________________________ _________________________
Signature of FS Teacher Date
above Printed Name
2
BULLETIN BOARD
FS 3 DISPLAYS
FIELD STUDY
Learning
Episode
My Learning Episode Overview
Episode 2 provides me with an opportunity to give a more intent look at
bulletin board displays and determine the effectiveness of these displays in delivering
in purpose and message.
My Intended Learning Outcomes
In this Episode, I must be able to:
Identify MOOCs that align with the NCBTS.
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Choose MOOCs that will contribute to one’s own professional
development.
Explain how MOOCs can be a tool for lifelong learning.
My Performance Criteria
My Learning Essentials
My Map
As you look around and examine board displays, use the activity forms provided for you
to document your observations.
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3. What are the displays about? What images and colours do you see? How are
pieces of information arranged?
4. What materials were used in making the displays? Are borders used?
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the
like)
6. Are the messages clear and easily understood?
7. You may choose to take a photo of the display board (if allowed)
OBSERVATION REPORT
From among the board displays that you saw, pick the one that you got
most interested in. Evaluate it using evaluation from below.
Criteria NI S VS O Comments
1 2 3 4
Effective Communication: It The board was located
conveys the messages quickly and where everyone can see
clearly.
Attractiveness: Colours and It complements and eye
arrangement. catching
Balance: Objects are arranged so The post on the board
stability is perceived. were categorized
Unity: Repeated shapes or Colours Less shapes
or use of borders holds display
together.
Interactivity: The style and The display is
approach entice learners to be informative
involved.
Legibility: Letters and illustrations The heading and font
can be seen for good distance. were very visible from a
distance
Correctness: It is free grammar No typo error
errors, misspelled words,
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ambiguity.
Durability: It is well-constructed, Items are securely
items are securely attached. attached and it is well
constructed but it will be
detached if intended.
Location:
EVALUATION
Strengths Weaknesses
Description of
the Bulletin
Board lay-out
Evaluation
of educational
content and other
aspects
Recommendations or
Suggestions for
improvement
_____________________
Signature of Evaluator over Printed Name:
My Analysis
_______________________________________________________
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Did the board display design reflect the likes/interests of its target audience?
Why? Why not?
Was the language used clear and simple for the target audience to understand?
Why? Why not?
What do you think was the purpose of the board display? Was it effective? Why?
Why not?
Based on your suggestions, propose an enhanced version of the display board. Use the form
below.
My Proposed Board Display
Theme:___________________
Board Title:_______________________________
Rational:
(Purpose)
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.
Objectives:
Content Resources (Name each needed resource and give each a brief description):
My Reflections/Insights
1. Name at least 5 skills that a teacher should have to
be able to come up with effective board displays.
Elaborate on why each skill is needed.
.
2. Which of the skills you named in #1 do you already
have? Recall your past experiences in making board
displays. How do you practice these skills?
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.
Needs
Exemplary Superior Satisfactory
Learning Episodes Improvement
4 3 2
1
All episodes were All or nearly all Nearly all episodes Fewer than half of
done with outstanding episodes were done were done with episodes were
quality; work exceeds with high quality acceptable quality. done; or most
Learning Activities expectations objectives were
2 met but need
4 3 improvement.
1
All questions/episodes Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in depth completely. completely.
answers; thoroughly Grammar and
grounded on theories. Clear connections Vaguely related to spelling are
Analysis of the Learning
Exemplary grammar with theories. the theories. unsatisfactory.
Episode
and spelling
Grammar and Grammar and
4 spelling are spelling are
superior. acceptable.
3 2 1
Reflection statements Reflection Reflection Reflection
are profound and statements are statements are
statements are
clear; supported by clear, but not shallow; supported
unclear and
experiences from the clearly supported by experiences
shallow and are not
Reflections/Insights learning episodes. by experiences from the learning
supported by
4 from the learning episodes. experiences from
episodes. the learning
3 2 episodes.
1
Learning Portfolio Portfolio is complete, Portfolio is Portfolio is Analysis questions
clear, well organized complete, clear, incomplete; were not answered.
and all supporting; well organized; documentations are
documentations are most supporting organized but are Grammar and
located in sections documentations are lacking. spelling are
clearly designated available and unsatisfactory.
logical and clearly
4 marked locations. 1
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3 2
Submitted before the Submitted on the Submitted a day Submitted two
deadline deadline after the deadline. days or more after
Submission of Learning
the deadline.
Episode
1
4 3 2
Rating:
COMMENT/S (Based on
Over-all Score Transmutation)
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71- Below
________________________________________ _______________________________
Signature of FS Teacher Date
above Printed Name
17 | P a g e
FS 3
FIELD STUDY
Learning
Episode
3 SLIDESHOW
(Slide Presentations)
My Performance Criteria
My Learning Essentials
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4. 4. Include more of keywords or phrases and less of whole sentence.
5. 5. Animation should have a clear purpose. It should only be used if it will help highlight
important points, strongly communicate an idea, and not at all distract the learners.
6. 6. Pictures speak a thousand words. Add pictures and even video clips to enrich your
presentation.
7. 7. Follow the 3 C’s for information. All information included should be correct, current
and complete.
8. 8. Proper citation should also be observed. Include a list of references at the end of the
presentation.
My Map
An effective teacher makes it her/his business to create slide presentations that really
enhance instruction.
To realize my Intended Learning Outcomes, I will work my way through these steps.
My Tools
As you prepare your slide presentations, use the activity form below.
Subject Matter/Topic:
Objectives:
Title of my Presentation:
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Enhancement (Check appropriate box):
Presentation Storyboard:
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grammar and superior. acceptable
spelling
3 1
4 2
Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clearly shallow; unclear and
Reflections/ clear; supported by supported by shallow and are
Insights supported by experiences experiences not supported by
experiences from the from the experiences from
from the learning learning the learning
learning episodes episodes episodes
episodes
3 2 1
4
Portfolio is Portfolio is Portfolio is Analysis questions
complete, complete, incomplete; were not answered
clear, well- clear, well- supporting
organized and organized; documentatio Grammar and
all supporting; most ns are spelling
documentatio supporting organized but unsatisfactory
Learning n documentatio are lacking
Portfolio S are all ns are
located in available and
sections logical and
clearly clearly marked
designated locations
1
2
4 3
Submitted Submitted on Submitted Submitted two
Submissions of before the the deadline after the days or more after
Learning deadline deadline the deadline
Episodes 4 3 1
2
Rating:
Over-all Score (Based on
COMMENT/S transmutation)
Grade 1.0 1.2 1.5 1.75 2.00 2.2 2.5 2.75 3.0 3.5 5.00
5 5 0 0
99 96 93 90 87 84 81 78 75 72 71-Bellow
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Signature of FS Teacher Date
above Printed Name
FS 3
FIELD STUDY
Learning
Episode
4
My Learning Episode Overview
Tools of the Trade
(Teaching Aids Bank)
Technological
Pedagogical Content
Knowledge (TPACK)
Technological
Pedagogical Knowledge
(TPK) Technological Technological Content
Knowledge Knowledge (TCK)
(TK)
Pedagogical Content
Knowledge Knowledge
(PK) (CK)
My Map
Reproduced with permission of the
To realize Pedagogical Content
my Intended Learning Outcomes, I will
publisher, c. 2012work my way
by tpack.org
Knowledge (PCK)
through these steps.
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My Tools
I should remember:
The Bank of varied An Observation/Survey Guide
Teaching AidsArea/
Subject that Topic:
I ͟ Before preparing
will create must Level:
Grade/Year 1. Are there learning resources useful learning
for your materials,
topic a
Name
containBigwell‐ of the School
Ideas about the topic: resourceful teacher:
in the resource center you visited?
organized____ _____________________________________________
Teaching First, checks the
2. Are the available materials appropriate for your
Aid materials, each available learning
I. Objectives: target grade/year level?
Visited ___________
with a written resources from
3. List down those that can be useful for your topic.
varied sources.
description of the 4. What other materials can you make? (likedetermines
flash
Location of the School Second,
following: cards, posters, cut‐outs, transparencies, etc.)?
_____level,
_____________________________________________ which will be most
Grade/year
appropriate for her
subjectII.area and Activity
Motivating OBSERVATION NOTES learning goals.
subject Date
matterof Visited
for ___________________________________ Third, makes
which the teaching adaptations for more
aid is used. effective use of
Procedures in using materials.
the teaching aid. Fourth, creates own
Teaching Approach materials.
where the teaching
aid could be used
best.
My Analysis
What skills did you have which helped you prepare the materials? What skills
did you lack that made it difficult for you? (Technological Knowledge)
.
Discuss some strategies on how you will use the materials you included here in
this episode. (Pedagogical Knowledge)
.
How well do you know the topic you have chosen? (Content Knowledge) Discuss
the big ideas of this topic that you would want to focus on.
.
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My Reflections/Insights
1. Reflect on the technological knowledge (TK), pedagogical knowledge (PK) and content
knowledge (CK) worked together in fulfilling the tasks in this episode.
.
2. What are some of the things you can do to enhance an enrich your technological, pedagogical
content knowledge (TPACK) to be able to facilitate an active, interesting, learning and fun‐
filled learning environment in the future?
Directions: Read the items given below and encircle the correct
answer.
Use this graphic organizer to present the learning resources relevant to the topic
chosen. On the line inside the box, indicate if the resource is already AVAILABLE, MAY BE
PURCHASED, OR WILL BE MADE 9by you, of course!)
TOPIC:
Grade/year level
Available
Will be made
Specific Content
Area
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My Learning Rubric (How did I perform in this episode?)
Field Study 3, Episode 4 – Tools of the Trade (Teaching Aids Bank)
Focused on:
Identifying MOOCs that align with the NCBTS
Choosing MOOCs that will contribute to one’s own professional
development
Explaining how MOOCs can be a tool for lifelong learning
Name of FS Student ___________ Date Submitted_____________
Year & Section________________________________________ Course_____BSED FILIPINO______
99 96 93 90 87 84 81 78 75 72 71-Below
_________________________________________________ _____________________
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FS 3
FIELD STUDY
Learning
Episode
5 Technology Integration
in the Classroom
My Learning Essentials
The Technology Integration Matrix provides a
comprehensive framework for you to define and evaluate
technology integration. It will provide you direction and guide you
on the process of achieving effective teaching with technology.
The teacher’s integration of technology in instruction can be
described as progressing in 5 levels: entry, adoption, adaptation,
infusion and finally transformation. To make you understand
how integration is done in each of the levels and environment,
explore the TIM website and learn from the many interesting
videos showing technology integration. Go to :
http://fcit.usf.edu/matrix/matrix.php
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You will use this matrix to analyze and reflect in this
episode.
Levels of Technology Integration into the Curriculum
Technology
Entry: The teacher Adoption: The Adaptation: The Infusion: The Transformation: The
Integration uses technology to teacher directs teacher encourages teacher creates teacher creates a rich
Matrix deliver curriculum
content to
students in the
conventional use
adaptation of tool-
based software by
a learning
environment
learning environment
in which students
students. of tool-based allowing students to that infuses the regularly engage in
software. If such select a tool and power of activities that would
software is modify its use to technology tools have been impossible
available, this level accomplish the task throughout the to achieve without
is the at hand. day and across technology.
recommended subject areas.
Active: Students Students use Students begin to Students have Throughout the Given ongoing access
Characteristics of the Learning Environment
are actively technology for drill utilize technology opportunities to school day, to online resources,
engaged in using and practice and to create products, select and modify students are students actively
technology as a computer based
for example using technology tools to empowered to select and pursue
tool rather than training.
passively receiving a word processor accomplish specific select topics beyond the
information from to create a report. purposes, or appropriate limitations of even
the technology. example using technology tools the best school
colored cells on a and actively library.
spreadsheet to plan apply them to
a garden. the tasks at
hand.
Collaborative: Students primarily Students have Students have Throughout the Technology enables
Students use work alone when opportunities to opportunities select day and across students to
technology tools to using technology. utilize and modify subject areas, collaborate with
collaborate with
collaborative tools, technology tools to students utilize peers and experts
others rather than
working such as email, in facilitate technology tools irrespective of time
individually at all conventional ways. collaborative work. to facilitate zone or physical
times. collaborative distances.
learning.
Constructive: Technology is used Students begin to Students have Students utilize Students use
Students use to deliver utilize constructive opportunities to technology to technology to
technology tools to information to tools such as select and modify make construct, share, and
build students.
graphic organizers technology tools to connections and publish knowledge to
understanding
rather than simply to build upon prior facilitate construct a worldwide
receive knowledge and collaborative work. understanding audience.
information. construct across
meaning. disciplines and
throughout the
day.
Authentic: Students use Students have Students have Students select By means of
Students use technology to opportunities to opportunities to appropriate technology tools,
technology tools to complete assigned apply technology select and modify the technology tools students participate
solve real world activities that are
tools to some technology tools to to complete in outside-of-school
problems generally
meaningful to unrelated to real- content-specific solve problems based authentic tasks projects and
them rather than world problems. activities that are on real-world issues. across problem-solving
working on based on real disciplines. activities that have
artificial world problems. meaning for the
assignments. students and the
community.
Goal Directed: Students receive From time to time, Students have Students use Students engage in
Students use directions, students have the opportunities to technology to ongoing
technology tools to guidance, and opportunity to use select and modify the set goals, plan metacognitive
set goals, plan feedback from
technology to plan, use of technology activities, activities at a level
activities, monitor technology tools to
progress, and set goals, plan monitor, or tools to facilitate monitor that would be
evaluate results activities, monitor evaluate an goal-setting, progress, and unattainable without
rather than simply progress, or self- activity. planning, evaluate results the support of
completing evaluate monitoring, and throughout the technology tools.
assignments evaluating specific curriculum.
without reflection activities.
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My Map
______________________________
My Tools
As you observe the class, use the activity forms provided for you to document
your observation.
Class Observation
OBSERVATION REPORT
School _____________________________________________________
Subject ___________Topic________________________________________________
MY ANALYSIS
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Grade or Year level of class observed:
Date of observation:
Subject Matter:
Filipino
Visual aid The teacher knows It will only weak of It assists the teacher in
how efficiently how the teacher do not delivering her lesson,
to utilize the know how to so it is appropriate to
materials. efficiently utilize the use this material for
material and if the large number of
content is not clear students inside the
enough to students. classroom and it is
necessary for the
teacher to use it
because most of the
students were visual
students.
Chalkboard It will be effective if It will only be weak I
it used in a proper the teacher does not
way such as writing know how efficiently
on the board must to utilize it.
start in the left side
going to the right
side and writing on
the board must be
legible enough in
order for students to
understand quickly
and clearly.
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My Analysis
Analysis can facilitate Use the technology Integration Matrix to analyze the
the evaluative process class you observed. In what level of technology integration
by focusing teacher’s do you think the teacher operated? Why?
attention on the
effectiveness,
efficiency, and/or
appeal of instructional
materials and events.
.
Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observation that justifies your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________.
Over-all, were the learning resources used effectively? Why ?Why not? Give your suggestions.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________________ On Reflection
Effective teachers
who are
My Reflections/Insights competent in self-
reflection are able
to adjust
1. Put yourself in the place of the teacher. What would you do their
similarly plans to match
the changing
And what would you do differently if you would teach the same lesson
interests and
To the same group of students? Why? needs of their
learners. As an
________________________________________________________________ important part of
________________________________________________________________ your own
________________________________________________________________ development as a
________________________________________________________________ pre-service
________________________________________________________________ teacher, reflection
________________________________________________________________ will help you,
________________________________________________________________ both in yourself-
________________________________________________________________ evaluation and in
________________________________________________________________ your self-
improvement.
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Go ahead… Make
Reflection a
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Directions: Read the items given below and encircle the correct answer.
a. entry‐constructive
b. adoption‐constructive
c. infusion‐constructive
d. transformation‐constructive
2. Teacher A demonstrates how to work with a math app that provides practice in
adding mixed fractions. The students then work independently with the app to
provide in adding mixed fraction. This shows technology integration which is
__________.
a. entry‐active
b. adoption‐active
c. infusion‐active
d. transformation‐active
3. A Grade 7 Social Studies teacher gave a project where her class in Manila will work
together with other Grade 7 classes in their school campuses in Visayas and
Mindanao. They will create posters and a video clip to communicate a message about
peace. This project involves technology integration which is _______.
a. entry‐active
b. adoption‐constructive
c. transformation‐constructive
d. adaption‐collaborative
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My Learning Portfolio
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My Learning Rubric (How did I perform in this episode?)
99 96 93 90 87 84 81 78 75 72 71-Below
___________________________________________________ ___________________________
Signature of FS Teacher above Printed Name Date
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6
FS 3 MY E-WORLD
FIELD STUDY
CHECK OUT THIS
Learning OUT:
Episode
My Learning Episode Overview
Episode 6 provides opportunities for me to
explore the electronic resources for
instructional use.
My Intended Learning Outcomes
In this Episode, I must be able to evaluate
electronic
resources for appropriate instructional use.
My Performance Criteria
I will be rated along the following:
Quality of my observations and documentation,
Completeness and depth of analysis,
Depth and clarity of classroom observation-based
reflection,
Completeness, organization, clarity of portfolio and
Time of submission of portfolio.
My Learning Essentials
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The best resources that will help you attain your teaching learning objectives.
Accuracy. The resource comes from a reliable source and is accurate, free from
error and is up-to-date.
Appropriateness. The resource of grade/level-appropriate. The content
matches what is needed by the teacher.
Clarity. The resource clearly addresses the instructional goals is mind
Completeness. The content is complete. It has all the information needed to be
able to use them.
Motivation. The resource is engaging and rewarding to learners. It will
encourage active participation of the learners.
Organization. The resource is logically sequenced. It clearly indicate what steps
should be taken. The procedures or processes flow smoothly.
(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch, Robert
Maribe (2003). A Gateway to Educational Materials: An Evaluation of an Online
Resource for Teacher and an Exploration Of User Behaviors. Journal of
Technology and Teacher Education. 11(1),21-51).
Write your personal
My Map notes here:
For this process, explore the world through these steps:
4. Evaluate the
Material or
Program
38 | P a g e
MY TOOLS
39 | P a g e
MY ANALYSIS
Using the information you got from observing the class, surf the
internet for electronic resources that will be useful in
teaching the same lesson. Evaluate the resources you found.
Fill out the form below.
Grade/year ______________________
level
Subject Filipino___________________
matter/ Topic
(based on the
class you
observe
objectives _________________________________________________________________
Presentations Slideshare
about_____ ___________
__________ ___________
__________ ___________
__________ ___________
_ ___________
___________
__________.
E-dictionaries Filipino ___________
Dictionary ___________
___________
___________
___________
___________
________.
Tools Laptop/Spe ___________
aker/Overh ___________
ead ___________
projector ___________
_____.
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MY REFLECTION/ INSIGHTS
1 .Describe your experience in surfing the internet for appropriate electronic resources
for the class? Did you find it difficult or easy?
2. How did you choose which electronic resources to include here? What did you
consider? Explain.
3. Reflect on your technology skills. What skills do you already have and what skills
would you continue to work onto be better at utilizing electronic resources?
41 | P a g e
My Learning Portfolio
Enjoy exploring these… For your portfolio, do at least one of the three
suggested activities below.
Power of Social Media
Edmodo –Grockit-
Edublogs – Skype-
Wikispaces – Pinterest- 1. Visit www.teachnology.com or other
Schoology – Quora –
teacher resource websites. Print useful
Ning – Open Study-
EPals- My Big Campus- instructional materials (worksheets,
visual aids, flash cards, rubrics, etc.)
Make Lesson Fun and include them here. Indicate how
Khan Academy- they might be useful considering your
Manga High- Fun Brain- major or area of specialization.
Educations- Animoto –
Socrative – Knewton –
Kerproof – Study Sync-
Carrotsticks - E-turo – 2. Visit www.edudemic.com/50-
educationtechnology-tools-every-teacher-
Lesson Planning Tools
should-know-about/
Teachers Pay Teachers-
Plan board-Timetoast –
Capzles – Prezi –
Explore and enjoy the fantastic education
Wordle – QR codes –
Quizlet – Matery Connect – tools. Try them out. Describe what you
Google Docs – You tube – discovered and share hoe these tools can be
Teacher tube – Ted-Ed – helpful to you as a teacher.
Glogster – Creaza –
Mentor Mob – EDMODO – it is social tool for
learning which is similar to
Useful Tools Facebook. This kind of educational
Evernote – tool connects teachers and students
Twitter – Google –
and saves and download files.
Educreations – Dropbox –
Diigo – Aviary – EDUBLOGS – some teachers require
Jing – Popplet - their students to have their own blogs
Google Earth – Slideshare – and this one tool would be very
Live binders – Audio Boo - affective and useful because it offers
a safe and secure place to set up
blogs for one self or for classroom
purposes.
PREZI – this tool is like a power point
presentation on a higher level. It
simple to do all kind of cool things
with your lessons, even allowing
collaboration between teachers.
SLIDESHARE – with this tool, you
can upload and download
presentations documents and videos
and share them with students or
colleagues. You can also take
advantage of it through using other
presentations as reference to your
certain topic.
Focused on:
describing the goals of a learning resource/ multi-media center
identifying and classify resources that facilitate the teaching-learning
processes
explaining the services of the Center that support learning
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
_________________________________________ _________________________
Signature of FS Teacher above Printed Name Date
Learning
Episode
7 ON-LINE LEARNING
THROUGH MOOCS
My Performance Criteria
Massive
Online
Course
Step 1
identify competencies I
continue developing my
My Tools
http://www.teachthought.com/technology/list-75-moocs-teachers-students/
http://www.educationalworld.com/a_cur/moocs-best-teachers-free-online-
courses.shtml
http://www.forbes.com/sites.skollworldforum/2013/06/10/moocs-for-
teachers-theyre-learners-too/
https://www.mooc-list.com/categories/teacher-professional-development
http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-
program-joins-mooc-madness/
1. MOOC Title:
Provider: Coursera
Objectives of the
MOOC:______________________________________________________________________
____________ _________________________________________
Content Outline
Week 1: What it means to be professionals
Week 2: Ethics, codes pf conduct and standards for teachers
Week 3: Legal and administrative responsibilities of a teacher
Week 4: Developing a personal philosophy of teaching
Week 5: Being part of a professional learning community
Week 6: Continuing to develop as professional
2. MOOC Title:
Provider: Coursera
Content Outline:
Week 1: The importance of relationships for educational settings.
Week 2: Developing positive teacher-student relationships.
Week 3: Working with your colleagues and school leaders
Week 4: The importance of parent involvement for student success
Week 5: It takes a whole village to educate a child: Working with your
community
Week 6: Recognizing diversity: Social, Cultural and Values differences in
the school.
3. MOOC Title:
Content Outline:
Week 1: The lives of children
Week 2: How children learn
Week 3: Engaging with students
Week 4: The power of the peer group
Week 5: Learning that travels
My Learning Portfolio
Make a listing of MOOC providers (like Coursera, Edx, Udemy, Udacity, etc).
Under each one, include the most relevant MOOCs they offer for teachers. You may
print their icons and course listings. Highlight the ones you want to enroll in the
future. Or if it is already possible, enroll in one MOOC and document here what you
learned and maybe paste your certificate of completion here.
99 96 93 90 87 84 81 78 75 72 71-Below
___________________________________________________ ___________________________
Signature of FS Teacher above Printed Name Date
Bibliography
CHED (2004). Commission on Higher Ed. Memorandum Order 30, series 2004.
Fifty Educational Technology Tools That Every Teacher Should Know. Retrieved
from http://www.edudemic.com/50-education-technology-tools-every-
teacher-should-about/
The Field Study courses are composed of six field study subjects and
practice teaching. This workbook addresses Field Study 3.
7. Enhancing ethical and moral values Domain 1- Social Regard for 1. Teaching Profession
Learning 1.1 Determine ways and
G.1. Internalize tearchers; professional 1.1 Acts as a porsitive role means to ensure high
code of ethics as specified in one’s model for students standards of the teacher’s
country personal and
G.2. Uphold and model teachers’ unprofessional
professional code of ethics Domain 7 Personal Growth development
G.3. Educate learners and co-teachers and Professional 1.2 Describe the roles and
with ethics and moral values Development responsibilities of the
7.1.1 Takes pride in the teacher in the local and
nobility of teaching as a global community
profession 1.6. Apply ethical
7.1.2 Builds professional links principles in the teacher’s
with colleagues to enrich personal life and in his/her
teaching practice relationship with other
7.1.3 Reflects on the extent of people
the attainment of learning 1.7 Reflect on the
goals professional teacher’s
accountability to learners’
performance and to the
teacher’s total involvement
The authors were also mindful of the qualification standards set for Level 6 of the Philippine
Qualifications Framework (PQF) and the ASEAN Qualifications Framework (AQRF) in their choice of
learning tasks in the FS courses for quality assurance and goal competitiveness.
What is PQF? The PQF is a national policy issued by the Office of the President of the Philippines
in 2012 through Executive Order No. 82. The PQF describes the levels of educational qualifications and
sets the standards for qualification outcomes per level in the country. The qualifications per level are based
on standards of knowledge, skills and values acquired by the learners, the application of these knowledge,
skills and values and the degree of independence in which these knowledge, skills and values are applied.
The bachelor’s degree (BEEd/BSEd), pursued by the FS students and any bachelor’s degree for that
matter, is in Level 6. (Refer to Figure 1 and Tables 1 and 2). Take note of the description of the standards
of knowledge, skills and values and the degree of independence in which these are applied.
6 ____________________________________ BACCALAUREATE
5 _____________ DIPLOMA
4 _____________ NC IV ----------------
2 END OF G12 NC II
1 END OF G10 NC I
Figure 1. The Philippine Qualification Framework
The ASEAN Qualifications Reference Framework is the “PQF” for the ASEAN member
nations. It is a common reference framework that will function as a translation device to enable
comparisons of qualifications across participating ASEAN countries. The recognition of
qualifications of professionals or credit transfer for students from one ASEAN member country
to another is facilitated by way of the AQRF. Like the PQF, the AQRF has 8 levels of
qualifications. It also describes the knowledge and skills, he application of these knowledge and
skills and the degree of responsibility and accountability in which these knowledge and skills are
applied.
Appendix C
This field study workbook will help your journey through these five steps as you
study the episode map (exposure), visit the field study sites (participation0, document
and analyze your observations and data (identification), reflect (internalization), and
prepare and share your portfolio (dissemination)
In 1984, Kolb described an experiential learning cycle model (1984) which consisted of
1) concrete experience0, 2) reflection (on the experience), 30 formation of abstract
concepts and 4) testing in new situation. (See Figure below).
Applied in the FS courses, this means for example, that first the FS students
observes a teacher in a class; second he/she analyzes and reflects on his/her
observation; third, he/she comes up with an abstraction of his experience and
reflection; fourth, tests his/her abstraction in new situation. Experience without
reflection does not lead to learning.
In 2006, an approach used in this Workbook was derived from all the
theoretical underpinnings previously discussed. This is OAR approach. Living in an
archipelago, Filipinos would likely have in our collective unconscious the ancestral
memory of the boat and the oar. The oar is a tool that helps the boat move into its
intended direction. We use acronym OAR to represent the general cycle pattern of the
task that pre-service teachers are expected to do in the different learning episodes.
After the intended learning outcome and the map are given per episode, the per
episode, the pre-service teachers will basically, Observe in actual setting or
Orchestrate a plan, or Organize an output. They will Analyze/Synthesize the
experience, and Reflect on the experience.
Observation in actual setting is meant for the FS students to train their senses
to really focus on important details of the learning situation and perceive them with
clarity and objectivity. It entails FS students’ ability to differentiate making an
observation and interpreting observation.
Analysis involves the use of critical thinking to break down the components of
what was observed, orchestrated or organized. Further on it leads also to the ability to
synthesize, i.e,to organize into a coherent pattern the salient points of what one has
been observed, analyzed and learned.
Reflection involves the past, the present and the future of the Field Study
students. In the light of each field experience episode, the Field Study students reflect
on relevant past experience that ight have affected their beliefs, values and attitudes
about the learning. The students also reflect on how each episode affects their present
thinking and finally, how their learnings will impact on their future as teachers. This
allows for the integration of the future teacher as first and foremost a person with
beliefs, values and attitudes.
The fruits of reflection then affect subsequent observation and analysis, thus
making the model cyclical.
Teaching
Analyze/Synthesize
(Bruner)
Appendix E
5% 3%
appropriate language in written discourse various situations
3. English 3- Speech and Oral Communication 3% 2. Use scientific inquiry to investigate materials,
3.1 Use accurate, meaningful, and appropriate Events and phenomena in the natural world
Language in oral discourse
3% 5%
4. Literature I- Philippine Literature 4% (designing experiments, collecting organizing,
4.1 Apply knowledge gained from local 1% Analyzing and interpreting, data, making
Literary pieces Conclusions, and communicating results)
4.2 Manifest comprehension to extract elements 1% 3. Use scientific knowledge to explain natural
in major literary genres Phenomena and protect earth’s resources
5%
4.3 Relate insights to given situations 2% 4. Analyze advantages and disadvantages of
5. Literature 2- Master Works of the World 2% Different solutions to particular problems 4%
5.1 Evaluate master works of the world 2% 5. Analyze the impact of technology on
FILIPINO 15% Living and non-living things
3%
1. Filipino I- Komunikasyon sa Akademikong Filipino 6% SOCIAL SCIENCES 20%
1.1 Nagagamit nang may lalong mataas na 6% 1. Philippine Government New Constitution with Human Rights 3%
antas ng kasanayan at kahusayan ang 1.1 Demonstrate understanding of the various
Filipino sa akademikong larangan forms of government from the barangay 1%
2. Filipino 2- Pagbasa at pagsulat tungo sa Pananaliksik 5% to the present system
3.2 Solve, evaluate, and manipulate symbolic and INFORMATION AND COMMUNICATION TECHNOLOGY 5%
numerical problems in elementary algebra by applying Introduction to Computer
fundamental rules, principles and processes 2% 1. Manifest mastery of fundamental concepts,
4. Statistics and Probability 3% principles and operations of information and 3%
4.1 Show mastery and knowledge of basic communication technology (ICT)
terms and concepts in statistics and probability 1% 2. Identify varied and appropriate use of technology 1%
4.1.1 counting techniques 3. Analyze the effect/ impact of ICT on the environment 1%
4.1.2 probability of an event
4.1.3 measure of central tendency
4.1.4 measure of variability
*Promulgated by the board for professional Teachers, Resolution No. 10, s. 2009
Appendix G
FIELD STUDY 3
KEY TO CORRECTION
QUESTIONS
Learning 1 2 3
Episodes
1 D B A
2 A C C
3 D C B
4 A B C
5 B A C
6 D A D
7 B B A