Field Study

Observation of Teaching-Learning in Actual School

Environment
FIELD STUDY 1- Learning Episode 11 “Utilizing Teaching-Learning Resources
and ICT’
SPARK Your Interest
With the lightning speed by which technology is evolving, and now with 4.0, technology
continues to be an ever significant part of the learning environment. This episode provides an
opportunity for students to examine a Learning Resource Center or Multi-Media Center and
learn about its collection, services, equipment, observe how a teacher utilizes technology for
instruction, and explore resources in the virtual learning environment. Students will analyze and
reflect on how technology, including artificial intelligence, supports the teaching-learning
process.
TARGET Your Intended Learning Outcomes
At the end of this Episode, I must be able to:
 identify and classify learning resource materials in the multi-media center;
 show skills in the positive use of ICT to facilitate the teaching-learning process (PPST
1.3.1);
 show skills in the evaluation, selection, development, and use of a variety learning
resources, including ICT to address learning goals (PPST 4.5.1);
 analyze the level of technology integration in the classroom; and
 demonstrate motivation to utilize ICT for professional development goals based on the
PPST (PPST 7.5.1).
REVISIT the Learning Essentials
UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018)
The Information and Communications Technology Competency Framework for
Teachers (ICT CFT) version 3 is a comprehensive framework guide teachers' development on
the effective and appropriate use of ICT in education. It highlights what teachers should know
and do clustered in six aspects, namely: 1. Understanding ICT in Education, 2. Curriculum and
Assessment, 3. Pedagogy, 4. Application of Digital Skills, 5. Organization and administration,
and 6. TeacherProfessional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels which guide
teachers as they develop their ICT skills from Level 1, Knowledge Acquisition, to Level 2,
Knowledge Deepening, and Level 3, Knowledge Creation. The Commission on Higher
Education Teacher Education Curricula (2017) includes the UNESCO ICT CFT so most likely
you have tackled this in your Technology for Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work in this
episode.The activities here are meant for you to observe, analyze and reflect about the
competencies discussed in the framework (Access it at
https://www.open.edu/openlearncreate/pluginále.php/306820/mod_resource/content2/UNESC
O%201CT%20Competency%20Framework%20V3.pdo
The Learning Resource Center
1. A school usually sets up a center that will provide valuable support to the teaching-
learning process. Over the years the name of this center has evolved. Some of the
names are Audiovisual Center, Media and Technology Resource Center, Teaching-
Learning Technology Department, or Simply Leaming Resource Center.
 Levels of Technology Integration into the Curriculum
Entry: Adoption: Adaptation Infusion: Transformat
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2. With the swift development of ICT, the natural outcome was the ever-expanding
interfacebetween the traditional 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 only have the LRC both for teachers and
students. Still some have combined their learning resource centers with maker spaces.
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
audiovisual 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, laboratory of learning, agent of teaching,
service agency, coordinating agency, recreational reading center, and a link to other
community resources.
Technology Integration
The Technology Integration Matrix provides a comprehensive framework for you to
define and evaluate technology integration. It will provide you direction and guide you in 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.
The teacher also works at creating a learning environment that encourages and enables
quality technology integration. The interdependent characteristics of the learning environment
are being active, collaborative, constructive, authentic, and goal-directed.
The Technology Integration Matrix connects the Levels of Technology Integration and
the Characteristics of the Learning Environment. Examine the matrix below. 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

(Reproduced with permission of the Florida Center for Instructional Technology, College of
Education, University of South Florida, fcit.usf.edu)
Evaluation of ICT Resources
The world wide web is like an endless network of information, ever-expanding and
almost limitless. Electronic resources come in different forms like websites, webquests, blogs,
social network sites, on-line courses, a wide range of tools, and so many forms of apps.
As a future teacher, one of the skills that will be most useful for you is the ability not only
to search for information but to make decisions, as to which ones you will take and use and
which ones you will put aside. Aim to develop your skills in evaluating internet resources. You
will be able to choose the best resources that will help you attain your teaching-learning
objectives.
Below is a set of criteria which you can use to evaluate resources:
1. Accuracy. The resource material comes from a reliable source and is accurate, free from
error and is up-to-date.
2. Appropriateness. The resource is grade/level-appropriate. The content matches what is
needed by the teacher.
3. Clarity. The resource clearly addresses the instructional goals in mind.
4. Completeness. The content is complete. It has all the information needed to be able to use
them.
5. Motivation. The resource is engaging and rewarding to learners. It will encourage the active
participation of the learners.
6. Organization. The resource is logically sequenced. It clearly indicates which stepsshould 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 Teachers and an
Exploration of User Behaviors. Journal of Technology and TeacherEducation. 11(1), 21-51).
Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented speed at which
technology is evolving has disrupted many vital processes that involve how we run production,
businesses and consequently how we teach and learn. The following Technology trends have
huge potential to transform the ways we teach and learn (UNESCO, 2018):
1. Open Educational Resources (OER). OERs are materials that can be used for
teaching and learning that do not require payment of royalties nor license fees. There is
an abundance of OERs in the form of textbooks course materials, curriculum maps,
streaming videos, multimedia apps, podcasts, and many others. They can have a
significant impact on education as they are made available and easily accessible in the
internet. Be sure to explore them to help you work on this episode.
2. Social Networks. Social networks have revolutionized the way we interact, learn about
things and share information. Sites and apps such as facebook, twitter, Instagram
provide a virtual venue for teachers and learners to work together interact among
themselves and with other classrooms locally and globally.
3. Mobile Technologies. Filipinos are one of the most active on the internet, and also one
who sends the most number of text messages per day. This indicates the high number
of mobile device users. These devices can also be used as a learning tool by allowing
teachers and students more opportunities to learn inside and even outside the
classroom.
4. The Internet of Things. IoT is a system of computing mechanisms that become built-
in into many everyday things, that allow sending and receiving data through the internet.
A lot of things have turned “smart.” We have smart cars that can navigate on its own.
Smart houses that monitor temperature and light. Smart TVs that interface with the
internet.Watches that send our vital signs to our doctors. All of these development can
influence the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when computers
or machine simulate thinking and behaviors of humans such as talking, learning and
solving problems. Virtual assistants such as Siri, Alexa, Bixby and Google assistant are
near samples of AI. Among others, uses of Al in education can be in the areas of
gamification and adaptive instruction for learners with special needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by a
computer program that allows a person to visit and experience the environment
virtually. In AR, images from computer programs interlay with the actual views of the
real-word, resulting in an extended, expanded, or altered view of a real-world
environment. education, among others, VR and AR programs and apps allow more
exciting ways of seeing and experiencing things that add to the motivation and
engagement of learners
 7. Big Data. Through the billions of interactions and transactions are done electronically,
and through the internet, an enormous amount of data is generated and stored. The
challenge is how to make sense of this data, through analytics and research, possibly
answer pertinent questions about how to make teaching and learning most effective.
8. Coding.Coding is a skill necessary to create computer software, apps, and websites.
Today, there are learning programs that introduce coding activities as early as
kindergarten. Robotics programs in the elementary and secondary programs introduce
and hone the skills of young learners. Coding helps learners develop novel ways of
exploring and trying out ideas, especially when done with problem or project-based
learning approaches.
9. Ethics and privacy protection. We have repeatedly heard about how quickly
technology It is crucial to ensure that human is changing and impacting our lives.
Through all this, values and principles govern or guide our use of technology. Ethical
practices that protect the rights of every person need to be upheld.

“Fundamental Digital Skills for

9
Record and
<fon edit audio clips
1- Soundcloud. com
2. Audioboom. com
3. Vocaroo. com
4. Clyp. it
Create PLNs, conneet.
discover new content,
and grow professionally
1. Twitter. com
2. Facebook .com
3. Plus.google. com
4. Linkedin. com
Create digital portfolios
1. Web seesaw. me
2. Silk. co
3. Sites.google. com
4. Weebly. com
21 Century Teachers
Create interactive Create infographics
video content and posters
1 - Youtube Video Editor 1. Piktochort. com
2. Wevideo. com 2. Carva. com
3. Magisgto. com 3. Drawings.google. com
4. Animoto. com 4- Thinglink. com
Use blogs and wikis to Create engaging
1. Blogger. com Presentations
2. Wordpress. com 1. Docs.google.
3. Edublogs. org com/presentation
4.wikispaces. com 2. Haikudeck. com
3. Zoho. com/docs/show.html
4. Prexi. com
Curate, organize and Create digital quizzes
share digital resources 1. Flipquiz. me
1. Diigo. com 2. Riddle. com
2.Scoop. it 3. Quizalize. com
3. Educlipper. Net 4. Testmoz. com
Edshekf. com

Massive Open On-line Courses

Massive Open On-line Courses (MO0Cs) are online courses open to a big group of people.
Below are the basic information about MOOCS. Let us focus on each word:
Massive
 MOOCs are on-line courses designed for large number of participants, usually larger
than the number of students that can fit a regular classroom. There can be hundred or
even be a thousand students or more.
Open
 There is mostly freedom of place, pace and time.
 Courses can be accessed by anyone accessed by anyone anywhere as long as they
have internet connection.
 Courses are open to everyone without entry qualifications.
 Some courses are for free.
Online
 All aspects of the course are delivered online.
Course
 The MOOC course offers a full course experience including:
 Educational content. May include video, audio, text, games, simulations, social media
and animation.
 Facilitation interaction among peers. Builds a learning community through opportunities
to interact.
 Some interaction with the teacher or academic staff.
 Activities/tasks, tests, including feedback. Participants are provided with some feedback
mechanism. Can be automatically generated like quizzes, feedback from peers or the
teacher.
 Some kind of (non-formal) recognition options. It includes some kind of recognition like
badges or certificate of completion. A formal certificate is optional and most likely has to
be paid for.
 A study guide/syllabus. This includes instructons as to how you may learn from the
materials and interactions presented.
-Based on Definition MasSive open Online Courses vl.1 licensed under Creative
Commons Attribution 4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Iversity,
You will have a chance to explore them as you go through this Episode.

OBSERVE, ANALYZE, REFLECT

Activity 11.1 Visiting the Learning Resource Center
Resource Teacher:
Teacher’s Signature:
School:
Grade/Year Level:
Subject Area:
Date:

To realize the Intended Learning Outcomes, work through these steps:

1. Visit a school's Learning Resource Center. Look around and see what resources and
facilities are available inside.
2. Ask the Learning Resource Center in-charge about how some equipment or facilities
are used.
3. Make an inventory of its available resources and classify them according to
theircharacteristics and functions.

OBSERVE
As you visit and observe the Learning Resource Center, use the observation guide provided.
Ask the assistance of the Center staff courteously.
An Observation Guide for a
LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
 1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified. Are
they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are these guidelines/
procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center (if
allowed).
After you are through with your observation, classify the resources available that you
believe
are most useful. Use the activity form provided for you.
Name of Center Observed: Dr. Cecilio Putong National High School
Date of Observation: October 25, 2021
Name of Observer: Mark Jade A. Cosmod
Course / Year / School: BSED ENGLISH 4
List of Available Learning Resources
Available Learning Characteristics and Teaching Approaches
Resources where the
Unique Capabilities
(Enumerate in bullet form) Resource is Most Useful
1. Print Resources - Can print data or Use for lecture method,
 . printer photocopy directly with visual aids, research, library
 .photocopier the use of the computer research, photocopy for
 .magazines activity sheets or modules.
 .modules
2. Audio Resources - Makes the audio of the Helpful in learning process
 .speakers video presentation and an instrument in
 .radio audible to the whole delivering lesson to the
 .lapel class. learners using audio
 .microphones - Can be heard when devices.
teacher discusses
- Provide sound if video
clips are presented.
3. Non-electronicVisual - Allow students to learn Useful in teaching-learning
Resources more and improve their process.
 .books knowledge through the
Useful to the teacher in
 .portfolios use of visual resources.
presenting the topics or
 .visual aids lesson in the class.
 .
4. ICT Resources - Can play video Very effective and useful in
 .computer presentation and presenting the lesson that
 .projector related topics needs audio-visual
 .television - Instruments for viewing presentation.
 . visual and electronic
topics.
Impression about the LRC:

The resource room is spacious enough for effective learning. It is accessible since the
resources are arranged according to their functions and characteristics.
Name and Signature of Observer:
 MARK JADE A. COSMOD

Name and Signature of the Learning Resource Center In-charge:

MRS. LEONOR CAYUNDA

ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):

ANALYZE
Are the learning resources/materials arranged properly according to their functions and
characteristics?
Yes, the learning resources or materials are arranged properly according to their functions and
characteristics. In this way, we can easily access the learning resources and materials we
need.
Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
Yes the guidelines and procedures facilitate easy access to the materials by the teacher and
these guidelines can be seen as easy to use or operate strategies.
What are the strengths of this Learning Resource Center?
The strengths of this learning resource center are the materials that are arranged properly and
it contains different educational resources that have great ad good quality.
What are its weaknesses?
The learning resource such as some of the television is outdated. The learning resources also
is not enough to accompany numerous students. Many learning resources are unable to help
the teachers because it is outdated and is lacking for the school population.
What suggestions can you make?
I suggest that the school shall have a budget hearing or do activities to collect or raise for funds
especially in making the new television sets possible for the school and for its use. If the
television sets are being updated, then so the teaching-learning processes of the students and
teachers for I know they can be able to immerse themselves in new forms of media.

REFLECT
1.Which of the materials in the Leaming Resource Center caught your interest the most?
Why?
The materials in the learning resource center that caught my attention the most is the computer
because I see that is provides almost all of the information in everything the school must have
through delivery of lessons or through office works. This only means as provided, the computer
can be a need for a school.
2. Which gadgets/materials are you already confident to use/operate?
The gadgets or materials that I am already confident to use or operate is the laptop and
cellphone. Everything that I do, there is cellphone is there that I used. I think the cellphone is
very useful for me because almost everything can be accessed and done in the phones.
3. Which ones do you feel you need to learn more about?
I think it is the use of computer especially some of the softwares being used in the field like
microsoft Excel and photoshop because I have only but a few learning on how to use it and if
given a chance to have it practiced for use in the future I will grab it.
OBSERVE, ANALYZE, REFLECT
Activity 11.2 Observing Technology integration in the Classroom
Resource Teacher:
Teacher’s Signature:
School:
Grade/Year Level:
Subject Area:
Date:

To realize my Intended Learning Outcomes, I will work my way through these steps:
Observe
a class for three meetings. Video-tape, if allowed. Step 2. Describe how technology was
integrated in
the lessons and how the students were involved. Step 3. Use the Technology Integration Matrix
to
analyze the technology integration done by the teacher. Step 4. Reflect on what you have
leumed.
OBSERVE
As vou observe the class, use the observation sheets provided for you to document your
observations.
Class Observation Guide
Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners' response to the teacher's use of learning resources. Listen to
their verbal responses. What do their responses indicate? Do their responses show
attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing their interest in
the lesson and in the materials? Are they looking towards the direction of the teacher and the
materials? Do their actions show attentiveness, eagerness, and understanding?
OBSERVATION SHEET NO.
REPORT
Date of Observation: October 26, 2021
.
School Dr. Cecilio Putong National High School
Subject Mathematics Topic Perform Fundamental Operations in Mathematics
Grade/Year Level Grade 10

ANALYZE
 UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed: Grade 10
Date of Observation: October 29, 2021
Subject Matter: Mathematics
Brief Description of Teaching Approach Used by the Teacher:
The subject requires more of a direct instruction approach so the students must be attentive
on the steps given by the teacher. The students will solve through seatworks with analysis.
Teaching Aids used Strengths Weaknesses Appropriateness of
the
(Enumerate in
Teaching Aids
bullet form)
used

 Chalk  Easily  Some board  It could be

 Blackboard available may have maintained
 Inexpensive been damage and cleaned
 Need less which made  Plan ahead
preparation writings on what to write
 Very hand to read on the board.
accessible thus hindering  Write legibly
because learnings. and neatly
every  Teacher turns  Avoid using
classroom back white hand in
has it. writing. erasing
 Easily to  Handwriting  Do not block
clean and and spelling the board
edit. deficiency can while writing.
cause
disruption.

Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on p. 123, In which level of technology integration do you
think the teacher you observed operated? Why?
The teacher prompted to use the material. The teacher already knows if what the learning
materials or resources he will used. He knows the subject matter that he will be going to
discuss.
Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observations that justify your
answer.
I think the only problem was encountered by the teacher was the behaviour of the students.
The teacher manages the behavoiur of the students through disciplining the students. He gives
some punishment to them such as decrease of scores in daily quiz.
Over-all, were the learning resources used effectively? Why? Why not? Give your
suggestions.
For me, yes the learning resources were used effectively because the students were attentive
and there was participation going on. The students are able to copy what the teacher had
presented. They are also able to grasp and understand the topic presented. One reason is that
clear illustrations made the hard concept easy.
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what would
you do differently if you would teach the same lesson to the same group of students?
Why?
If I were the teacher, I will also use the materials she had used during my observation it is
because these materials are readily available in every classroom. On the other hand, I also
want to add some ways on things that I want to used during teaching-learning process. In
teaching the same lesson, I will make sure that my handwritten on the board are as legible and
neat as to the teacher that I oberved. To break the monopoly of using the board, I will probably
show a vidoe or have presentation using the LCD projector and later used the board for further
discussion.

OBSERVE, ANALYZE, REFLECT

Activity 11.3 Exploring Education 4.0
Resource Teacher:
Teacher’s Signature:
School:
Grade/Year Level:
Subject Area:
Date:

OBSERVE
Explore the Education 4.0 through these steps: 1. Observe a class and take note of the topic
being presented. 2. Surf the net to find sites that provide support materials and/or interactive
programs (web quests/games) on the topic. Try to ask Siri, Alexa; 3. List and describe at least
5 sites/interactive programs; 4. Evaluate the materials or programs, 5. Reflect on your FS
experience.

Class Observation Guide

Read the following statements carefully before you observe.
1. What is the lesson about? What are the teacher's objectives?
The lesson is all about sequence and patterns. The teacher’s objectives are the following:
a. Generate and describe the patterns
b. Illustrate a sequence
c. Solve problems involving sequence
d. Apply it in real-life situations.
2. Note the important concepts that the teacher is emphasizing.
The teacher ephasizes on patterns and number orders. She also showed the concept of
common differences and numbers added to obtain the next.
3. Note the skills that the teacher is developing in the learners.
The skills that the teacher is developing in the learners are the accuracy, cleverness thinking
and intuitiveness. All these skills are essential to the topic.

ANALYZE
Analyzing the information you got from observing the class, surf the internet to select electronic
resources, including OERs, social networking sites, and apps with virtual or augmented reality
that will be useful in teaching the same lesson. Evaluate the resources you found, using the set
of criteria discussed in the Revisit the Learning Essentials part of this Episode. Use the form
below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/ Year Level Grade 10

Subject Matter/Topic(Based on Mathematics

the class you observed)

Lesson Objectives/Learning “Sequence and Patterns”

Outcomes

Name and Type Describe Put a check if the resource Describe

Electronic the how you
Resource Electronic satisfies the criterion. can use it
resource if you were
(include to teach in
author/ the class
publisher/ you
source) observed.
Accurat Appropriat Clea Complet Motivatin Organize
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Various
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Webquest Word. It needed if
contains this will be
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The
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REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources
for the class? What made it easy? difficult?
In surfing the internet for appropriate electronic resource for the class. I need t oread first the
outline of the resources that comes out from Google. I need to evaluate it first whether its
useful to my topic or not. Yes, it is quite difficult but with the aid of various machines it becomes
relatively easy.

2. How did you choose which electronic resources to include here? What did you consider?
Explain. Which of the new trends in Education 4.0 would you like to explore more for your work
as a teacher? Why?
There are many ways to consider in choosing an electronic resource. First, is credibility and it
means choosing the resource that are already proven and tested. Next is the appropriateness.
In searching of things in Google, try to search for relevant in the study and exclude the
irrelevants. Availability is next in choosing the resource so that it can be attainable to your
budget and to the institutional funds.
3. Reflect on your technology skills. What skills do you already have, and what skills would you
continue to work on to be better at utilizing education 4.0 resources?
If I were to evaluate myself, I can say that I already have good skills in using computers and
surfing the internet and preparing electronic resources. In the other hand, I need to continue
practicing and making different electronic visual aids like slides.
OBSERVE, ANALYZE, REFLECT
Resource Teacher:
Teacher’s Signature:
School:
Grade/Year Level:
Subject Area:
Date:

OBSERVE
To realize my Intended Learning Outcomes, I will work my way through these steps,
Step 1: Review the seven domains of PPST and identify competencies I like to develop more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are relevantto PPST
domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.
OBSERVE
1. Get a copy of the PPST and go over the competencies.
2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which are relevant to the competencies you identified. You
may try these sites:
 http:// www.teachthought.com/technology/list-75-moocs-teachers-students/
 http:// www.educationworld.com/a_curr/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/mindshif/2013/04/30/new-online-teacher-training-program-joins-
mooc-madness
4. Indicate the MOOC provider. You might need to create an account in the different MOOC
providers to explore their MOOCs.
PPST Domain Competencies I want to work MOOCs related to the MOOC Provider
on competency/ies
(Include a short
description)
1. Content Learn about artificial neutral Neutral networks for COURSERA
Knowledge network and how they’re machine learning
and Pedagogy being used for machine emphasize both the
learning as applied to basic.
speech objects.
2. The I want to work on to have a Effective classroom COURSERA
Learning ggod learning environment interactions
Environment for my students to learn
effectviely and clearly.
3. Diversity of I want my future students to Moralities of everyday COURSERA
Learners have fairness and wide life
understanding.
4. Curriculum I want to apply all the Provides new COURSERA
and Planning learning guides for the teaching strategies.
students.
5. Assessing I want to work on my Performance COURSERA
and Reporting performance skills to be an assessment in the
effective future educator. virtual classroom was
effective measure.
6. Community To acknowledge me on what The effective COURSERA
Linkages and this world have have in that communication
Professional case I will have at heart to specialization.
Engagement teach my future students.
7. Personal I want to work on about my Computer skills and COURSERA
Growth and skills in everything to literacy provides
Professional enhance my skills. students with a
Development comprehensive
 introduction.

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.
1. Mrs. Inton is evaluating a website for her Literature class. She is making sure that factual
pieces of information found on the site are well-documented, and pictures and diagrams
are properly labeled. She is also checking that there are no misspelled words nor grammar
errors. Which criterion is she focusing on?
A. Appropriateness
C. Motivation
B. Clarity
D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is making sure
the app is uncluttered in appearance, is arranged in some order of difficulty, and that icons
represent what they were intended to represent. Which criterion is she focusing on?
A. Organization
C. Motivation
B. Accuracy
D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding out
whether the app taps the skills found in the Grade 8 standards to ensure that this app will
help meet her objectives. She wants to make sure it is not too easy nor too difficult for her
students. Which criterion is she focusing on?
A. Organization
C. Currency
B. Accuracy
D. Appropriateness
4. A Science teacher uses a powerpoint presentation to show the classification in kingdom
Animalia The teacher then teaches them how to use a software in making graphic
organizers. Students then use this to create their own graphic organizers to classify
animals. This shows technology integration which is
A. entry-constructive
B. adoption-constructive
C. infusion-constructive
D. transformation-constructive
5. 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 them
sufficient practice in adding mixed fractions. This shows technology integration which is
A. entry-active
B. adoption-active
C. infusion-active
D. transformation-active
6. 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.
will use social media to spread their peace campaign. This project involves technology
integration which is
A entry-active
B. adoption-constructive
C. transformation-constructive
D. adaptation-collaborative
7. All are responsibilities of the Learning Resource/ Audio-Visual/Educational Technology
Center of a school EXCEPT
A. make available technology equipment for the use of teachers and students
B. conduct training for teachers on how to use technology tools
C. work with teachers in producing instructional materials
D. accomplish the students' technology project for them
8. The Learning Resource / Audio-visual / Educational Technology Center regularly provides
the teachers a list of websites, apps and instructional materials available in the city which
are relevant to the different subjects they teach. This fulfills which function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of learning
D. Center of resources
9. The Learning Resource / Audio-visual / Educational Technology Center sponsors a seminar-
workshop for teachers and administrators on the use of the latest presenter applications.
This fulfills which function?
A. Center of resources
C. Coordinating agency
B. Agent of teaching
D. Recreational reading center
10. MOOCs are considered massive because
A. they need a big amount of computer storage to be able to avail of a course
B. they can accommodate a big number of learners
C. they can only be provided by big universities
D. they were designed and created by a big group of experts
11. MOOCs are open because
A. all courses are offered for free
B. courses can be accessed by anyone anywhere as long as they are connected to the
internet
C. openness to ideas is a strict requirement
D. one can avail of them only during the opening of a semester
12. MOOCs are considered as a course because
A. they have a guide or a syllabus that indicates content, objectives, activities, and
assessment
B. they are always given by a fully-recognized university in the world
C. they are a requirement for a Bachelor's degree
D. they are graded

HOW Your Learning Artifacts

1. Include here pictures/illustration of the materials used by the teacher. Put your comments
annotations about what you observed.
2. Visit www. teachnology.com or other teacher resource websites. Print useful instructional
materials (worksheets, visual aids, flashcards, rubrics, etc.) and include them here. Indicate
how they might be useful considering your major or area of specialization.
3. Visit www. edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you. as a teacher
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned.
5. Paste an article about an example of technology gadget/material that you want to leam more
about. How can this gadget/material be useful in instruction/teaching?