Juan dela Cruz St.

, Toril, Davao City

Tel. No. (082) 291 – 1882 / Fax No.(082) 291-2053
E-mail Address: davaocentralcollege2011@gmail.com
Official Website: http://www.davaocentralcollege.org

COURSE: FS 3 - Field Study 3: Technology in the Learning Environment

I. VISION

Empowered individuals imbued with Christian ideals for service III. GOALS

To achieve its mission, DCC, Inc. aims to:

II. MISSION 1. Strengthen the total development of persons;

2. Develop self-sustained community;
We commit ourselves to: 3. Cultivate the value of patriotism;

 Provide integral formation of persons; 4. Promote global standard of education;

 Develop God-loving and community service-oriented individuals; and 5. Intensify faculty and staff development program;
 Promote competence through quality instruction and research for nation 6. Establish a strong research culture; and
building.
7. Upgrade physical plant and facilities.

IV. CORE VALUES

 Discipline
 Competence
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
  Compassion
 Integrity

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PROGRAM: Teacher Education (BSEd/BEEd)

V. BEED/BSED PROGRAM OBJECTIVES (P.O.)

Graduates of the BEED and BSED programs are teachers who:

1. have a deep and principled understanding of a wide range of teaching process (including curriculum development, lesson planning, materials development, educational
assessment and teaching approaches) and the role of the teacher in facilitating these processes in their students (COGNITIVE/KNOWLEDGE);
2. have creativity and innovation in applying alternative teaching approaches, while demonstrating basic and higher level literacy, communication, numeracy, critical
thinking, and learning skills needed for higher learning in diverse types of learning environments (PSYCHOMOTOR/SKILLS); and
3. can demonstrate and practice the professional and ethical requirements of the teaching profession (AFFECTIVE/VALUES).

VI. STUDENT LEARNING OUTCOMES (S.L.O.)

a. Can demonstrate and apply the basic and higher level literacy, communication, numeracy, critical thinking skills needed for higher learning.
b. Can establish and maintain an environment needed for the holistic development of learners.
c. Can identify and describe educational philosophies that influence modern teaching methods and practices.
d. Can create an environment conducive to learning.
e. Can demonstrate mastery of the subject matter.
f. Can apply familiarity with the learner’s knowledge and experience in appropriate situations.
g. Can facilitate learning of diverse types of learners.
h. Can apply a wide range of teaching skills.
i. Can analyze ethical problems in teaching and decide the ethical problems in teaching and decide the ethical solutions.
j. Can demonstrate and practice the professional requirements of the teaching profession.

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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academics
 VII. CURRICULUM MAPPING

Student Learning Outcomes Professional Courses

a. Can demonstrate and apply the basic and higher level literacy, communication, numeracy, 1. Child and Adolescent Development (a, b)
critical thinking skills needed for higher learning. 2. Historical, Philosophical, Psycho-Social and Legal Foundations of
b. Can establish and maintain an environment needed for the holistic development of 3. Education (a,b,c)
learners. 4. The Teaching Profession (a,b,c,d)
c. Can identify and describe educational philosophies that influence modern teaching 5. Principles of Teaching 1&2 (a,b,c,d,e,f)
methods and practices. 6. Assessment of Learning 1&2 (a,b,c,d,e,f,g,h)
d. Can create an environment conducive to learning. 7. Educational Technology 1&2 (a,b,c,d,e,f,g,h)
e. Can demonstrate mastery of the subject matter. 8. Curriculum Development (a,b,c,d,e,f,g,h)
f. Can apply familiarity with the learner’s knowledge and experience in appropriate 9. Field Study (a,b,c,d,e,f,g,h,i)
situations. 10. Practice Teaching (a,b,c,d,e,f,g,h,i,j)
g. Can facilitate learning of diverse types of learners.
h. Can apply a wide range of teaching skills.
i. Can analyze ethical problems in teaching and decide the ethical problems in teaching and
decide the ethical solutions.
j. Can demonstrate and practice the professional requirements of the teaching profession.

COURSE: Field Study 3: Technology in the Learning Environment

VIII. COURSE DESCRIPTION

This course is designed to enrich the students’ experiences in developing and utilizing appropriate technology to facilitate learning. It shall also provide exposure and hands-on
opportunities in the use of Information and communication Technology (ICT) in teaching.

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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academics
 IX. COURSE LEARNING OUTCOMES

Student learning outcomes (adapted from CMO No. 30, s. 2004):

 Can select the teaching materials that best suit the needs of the learners;
 Can apply the principle of developing instructional materials; and
 Can develop instructional materials appropriate to a chosen subject area.

X. TARGET STUDENT LEARNING OUTCOMES (S.L.O.): a,b,c,d,e,f,g,h,i

XI. COURSE CONTENT

Expected Outcomes, Topics Desired Learning Outcomes Teaching-Learning Activities Assessment Tasks (AT)
and Time Allotment (DLO) (TLA)
The students shall have: Can identify and classify resources 1. Make an ocular visit to the An Inventory and
that facilitate teaching and learning learning resource center of a Classification of Learning
Scanned and classified the school’s learning resources and processes. school (i.e., media center, Resources
classified them according to functions and characteristics; computer room, library-
internet facilities, resource
Orientation (2 hours) center).
2. Make an inventory o0f its
Focus 1: The School’s Learning Resources (3 hours) available learning resources.
3. Classify them according to their
functions and characteristics.
Selected the teaching materials that best suit to the needs of the Can appraise the effectiveness of 1. Look around a school for An Evaluation Report on
learners. displays as learning resources. bulletin board displays. Viewed Bulletin Board
2. Evaluate the display. displays
Focus 2: Bulletin Board Displays (2 hours) Can design a bulletin board display. 3. Propose enhancements to make
the display more effective. A Proposed Bulletin Board
Design
Applied the principles of developing instructional materials. Can determine the appropriateness 1. Observe a class on its regular A List of Teaching aids
of teaching aids to learning tasks. schedule. That Were Utilized
Focus 3: Utilization of Teaching Aids (2 hours) 2. Note down the various teaching
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academics

Developed and utilized instructional materials appropriate to a
chosen subject area.
Focus 4: A Teaching Aids Bank (4 hours)
Evaluated the appropriateness of instructional materials used by
teachers in line with learning goals.
Focus 5: Classroom Handouts (2 hours)
Correlated students’ performance with instructional strategies
and materials used by teachers.
Focus 6: Slide Presentation (2 hours)
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Can prepare instructional materials
that are appropriate to the learning
content.
Can prepare instructional materials
that are appropriate to the learning
content.
Can develop and utilize materials
which involve students in
meaningful learning.
Can recognize strengths and
weaknesses of slide presentations
in facilitating the teaching-learning
process.
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PROFED CLUSTER Program Head - CELA
aids that were utilized in the Comments on the
teaching-learning process. appropriateness of the
3. Comment on the Teaching aids
appropriateness of the teaching
aids to the learning tasks.
1. Develop a pile of each of these A bank of Varied Teaching
teaching aids: Aids
 Flashcards
 Word games
 Pictures
 Cut-outs
 Transparencies
 Others
2. 2. Organize them in a box.
1. Prepare handouts for a selected A compilation of sample
topic (i.e., flowcharts, schema, Classroom Handouts
graphic organizers)
2. Describe your handouts. A Description of the
3. Present them to your FS Classroom Handouts
Teacher before reproducing
them.
1. Select a topic. A slide Presentation on a
2. Develop a slide pre3sentation Selected Topic
to support a learning activity on
the topic (using transparencies, A Narrative on the
still slides or relevant computer Strengths and Weaknesses
programs). of the Material Developed
3. Try out your presentation to a
group of learners.
4. Write a narrative pointing out
the strengths and weaknesses
of your presentation.
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LYNDON F. DEVERO, Ph.D.
VP for Academics
 Reflected on the significance brought by technologies to Can determine the appropriateness 1. Observe a class. Take note of An Evaluation Report on
instruction. of the internet resources to the the topic being presented. visited Websites
learning tasks. 2. Surf the net to find sites that
Focus 7: On-Line Learning (2 hours) provide support materials
and/or interactive programs on
the topic.
3. Evaluate the
material/programs.
Total No. of Hours : 17

REFERENCES

R1: EXPERIENTIAL LEARNING COURSE HANDBOOK

A Project of the Teacher Education Council (TEC)
Department of Education (DepEd)
Commission on Higher Education (CHED)
2009 Edition

R2: Dela Torre, L. et al. 2008. Field Study: Bridging Theories with Classroom Experiences, Mutya Publishing, Potrero, Malabon City.
R3: Regant, A. A. and Gavino, R. 2008. Field Study: Experiential Learning Course. C&E Publishing, Quezon Avenue, Quezon City.
R4: Lucas, M.R. et al. 2007. Field Study: Experiential Learning Course, LORIMAR Publishing, Inc., Cubao, Quezon City.
R5: Journals, e-books

Course Evaluation:

Other References:

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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academics