Technology For Teaching and Learning 1: MC Allied 2 SF/ Profed 08he

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Technology for Teaching and

Learning 1
MC ALLIED 2 SF/
ProfEd 08HE
John Lloyd C. Acojedo, LPT
OSMEÑA COLLEGES College of Teacher Education

Aspire…Achieve…Advance!
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Demonstrations in Teaching
Module 11
OVERVIEW
Field trips offer an excellent bridge between the work of the school and the work of the world outside.”
LEARNING OUTCOMES
 To predict procedures and criteria that must be observed in planning and conducting field trips
 To know the educational benefits derived from a field trip
 To construct community resources that can be utilized for learning
LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)

ACTIVITY
Read the following experiences of teachers regarding field trips:
"I took a group of students to the local museum. We just wandered from corner to corner without anything specific to look
for. It was an experience but it did not connect with any specific lesson objective."
"The whole trip was a mess. Some lost their way and arrived very late. Others arrived at the place much earlier and were
inconvenienced waiting for the arrival of the others. Anyway, everybody enjoyed the picnic."
"The students enjoyed the field trip. But when asked to relate what they saw to our lesson, they were not able to connect."
ANALYSIS
Note: Write your answer in Self-Assessment Activity Sheet (SAA)
1. Do the experiences above indicate realization of objectives set?

2. What do you suggest to improve on the field trips above?
ABSTRACTION
The teachers’ comments given above indicate failure of the field trips conducted. This is definitely the consequence of
no planning or if ever there was, planning was done poorly.
What procedures must we follow to avoid the failed study trips described above? Let’s plan. Planning a field trip includes
these steps:
1. Preliminary planning by the teacher,
2. Pre planning with others going on the trip, and
3. Taking the field trip itself and
4. Post – field trip follow up activities.

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For preliminary by the teacher, Brown (1969) proposes the following:
 Make preliminary contacts, a tour on final agreements with the place to be visited.
 Make final arrangements with the school principal about the details of the trip: time, schedule, transportation,
arrangements, finances and permission slips from parents.
 Make a tentative route plan, subject to later alteration based on class planning and objectives.
 Try to work out mutually satisfactory arrangements with other teachers if the trip will conflict with their classes.
 Prepare preliminary lists of questions or other materials which will be helpful in planning with the students.
 Preplanning with students joining the trip
 Discuss the objective of the trip and write them down. The main objective should be included in the permit slip given
to parents and should be consulted later when the trip is evaluated.
Permit Slip
Refers to a document that a given school or organization sends home through the use of a student to a parent or
guardian to obtained consent for the student to travel under the care of the school or the respective organization for a
specific event or field trip.
 Prepare list of questions to send ahead to the guide of the study trip.
 Define safety and behavior standards for the journey there and for the field trip site itself.
 Discuss and decide on ways to document the trip. Everyone is expected to take notes.
 List specific object to be seen on their way to the site, on the site of the field trip and on their way home from the
site.
Preplanning with Others Joining the Trip
Other people accompanying the group need to be oriented on the objectives, route, behavior, standards required of
everyone so they can help enforce these standards. These may be parents who will assist the teachers and/ or school
administrator staff.
Taking the Field Trip
1. Distribute route map of places to be observed.

2. Upon arriving at the destination, teacher should check the group and introduce the guide.
3. Special effort should be made to ensure that:
· The trips keeps to time schedule
· The students have the opportunity to obtained answers to questions
· The group participants courteously in the trip
· The guide sticks closely to the list of questions

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Waiver
A document recording the waiving of a right or claim.
Itinerary
An itinerary is your travel plan-where you will go and when you will be there.
Evaluating Field Trip
These are questions we ask ourselves after the field trip to evaluate the field trip we just had.
 Could the same benefits be achieved by other materials? Was it worth the time, effort and perhaps extra money? Where
there any unexpected problems which could be foreseen another time? Where these due to guides, students, poor
planning, or unexpected trip conditions?
 Where new interest developed?
 Should the trip be recommended to other classes?
 Studying similar topics?
Educational Benefits Derived From a Field Trip

1. The acquisition of lasting concepts and change in attitudes are rooted on concrete and rich experiences. Fieldtrips
are opportunities for reach and memorable experiences which are fundamental to learning that lasts.
2. Fieldtrip bring us to the world beyond the classroom. The real-world connection is more work but the benefits of
broadening teaching beyond textbooks far outweigh the little bit of time it takes from a teacher’s schedule.
3. Field trips have a wide range of application. It is not meant only for children, it is for adult also. It is not only meant
for the social science subjects as well.
4. It can bring about a lot of realization which may lead to changes in attitudes and insights. The field trip “can nurture
curiosity; build a zest for new experience, and a sense of wonder.” (Dale 1969)
Preplanning with Others Joining the Fieldtrip
Other people accompanying the group need to be oriented on the objectives, route, behavior standards required
of everyone so they can help enforce these standard.
Disadvantages of field Trips
These educational benefits are compensate for the drawbacks of field trips, some of which are:
1. It is costly,
2. It involves logistics,
3. It is extravagant with time,
4. Contains an element of uncertainty.
Community Resources
A field trip may be a visit to a scenic spot or to a historical place. What community resources can we use for learning?
These can be persons and places in the community. For persons, let us not go too far. Let us begin with the parents of
our students. Many of them can be resource speaker in their fields of expertise. A dentist may be invited to the children on
how they care for their teeth. A journalist may serve as a resource paper on the part of the newspaper and how to write an
editorial. A dynamic teacher will find a way to have a record of parents’ names, contact number, occupation, and other
pertinent data she needs.

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APPLICATION
1. Louis Pasteur once said: “In the fields of observation, chance favors only the prepared mind.” How does this
quote relate to field trips?
2. Some Schools have made it a policy not to allow filed trips of all sorts. Can you think of some reason
Note: Write your answer in Self-Assessment Activity Sheet (SAA)

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SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

ACTIVITY
ANALYSIS
1.
2.
APPLICATION
1.
2.

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KEY POINTS
Waiver-A document recording the waiving of a right or claim.
Itinerary -An itinerary is your travel plan-where you will go and when you will be there.
Permit Slip -Refers to a document that a given school or organization sends home through the use of a student to a
parent or guardian to obtain consent for the student to travel under the care of the school or the respective organization
for a specific event or field trip.
END OF MODULE ASSESSMENT
Now that you have finished the review of the various concepts outlined above, it is now time for an
assessment to see how far you have improved. On every module’s “End of Module Assessment” (this part),
write your answers on the sheet/s provided. (See End of Module Assessment Answer Sheets for the
questions.)
LOOKING AHEAD
Congratulations for making it till the end of this module! If you aced the assessments, I am happy for you. If
you have not reached your desired level of competence, just keep going! Remember that an expert was once a
beginner.
The next topic will deal on The Power of Film, Video and TV in the classroom.

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SELF AND MODULE EVALUATION
Predict procedures and criteria that must be observed in

planning and conducting field trips
learning process
 Use examples of contrived experiences
REFERENCES
Paz I. LUCIDO, Ph.D., Brenda B. Corpuz, Ph.D., Educational Technology 1
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END OF MODULE ASSESSMENT (Answer Sheet)
(Please do not forget to provide information on this part)
Name: _____________________________________________ Course& Year:_____________

Module Number and Title: ______________________________________________________
Contact number & email (if any):_______________________________
Date accomplished: ________________________
Now that you have finished the review of the various concepts outlined above, it is now time for an assessment to see how
far you have improved. Write your answers on the blank space provided for each question.
Note: Answer the following questions but you don’t need to submit a photo of your answer to me (it will serve as a
reviewer for our EMA). The end of module assessment (EMA) will be delivered using Google Forms please visit our
Facebook Group for the link.
I. Multiple Choice
1. What kind of trip is it that may be a visit to a historical place?

A. Field trip
B. Picnic trip
C. None of the two
2. Who should we invite to talk to the children on how to care for their teeth?
A. Journalist
B. Dentist
C. Senior citizen
3. Serves as resource speaker on the parts of a newspaper...

A. Barangay captain
B. Dentist
C. Journalist
4. " There is so much to be known and I know so little! " ...

A. A museum
B. An automobile factory
C. A school for the blind
5. Have a wide range of application, not meant only for children but for adults also...
A. Picnic trips
B. Field trips
C. None of the two

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(Please do not forget to provide information on this part)
Name: _____________________________________________ Course& Year:_____________

Module Number and Title: ______________________________________________________
Contact number & email (if any):_______________________________
Date accomplished: ________________________
II. Identify the following
1.Waiver
2. Itinerary
3. Permit Slip
4-8. Disadvantages of field Trips
9-12 What procedures must we follow to avoid the failed study trips


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Technology for Teaching and

John Lloyd C. Acojedo, LPT

OSMEÑA COLLEGES College of Teacher Education

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)

1. Do the experiences above indicate realization of objectives set?

OSMEÑA COLLEGES College of Teacher Education

For preliminary by the teacher, Brown (1969) proposes the following:

Taking the Field Trip

1. Distribute route map of places to be observed.

OSMEÑA COLLEGES College of Teacher Education

Educational Benefits Derived From a Field Trip

OSMEÑA COLLEGES College of Teacher Education

OSMEÑA COLLEGES College of Teacher Education

SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

OSMEÑA COLLEGES College of Teacher Education

END OF MODULE ASSESSMENT

OSMEÑA COLLEGES College of Teacher Education

SELF AND MODULE EVALUATION

Predict procedures and criteria that must be observed in

END OF MODULE ASSESSMENT (Answer Sheet)

(Please do not forget to provide information on this part)

Name: _____________________________________________ Course& Year:_____________

1. What kind of trip is it that may be a visit to a historical place?

3. Serves as resource speaker on the parts of a newspaper...

4. " There is so much to be known and I know so little! " ...

OSMEÑA COLLEGES College of Teacher Education

(Please do not forget to provide information on this part)

Name: _____________________________________________ Course& Year:_____________

II. Identify the following

OSMEÑA COLLEGES College of Teacher Education

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Name: _________________________________ Course& Year:_

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