Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

San Jose, Pili, Camarines Sur 4418
Website: www.cbsua.edu.ph
Email Address: op@cbsua.edu.ph
Trunkline: (054) 871-5531-33 local 101

LEARNING EPISODE
Field Study 1
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;
 Shows skills in the positive use of ICT to facilitate
the teaching-learning process (PPST 1.3.1);
 Shows skills in the evaluation, selection,
development, and use of 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 7.5.1).

REVISIT the Learning Essentials

UNESCO ICT Competency Framework for Teachers Version 3 (ICT

CFT v3, 2018)
The Information and Communication 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.
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Understanding ICT in Education, 2. Curriculum and

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Assessment, 3. Pedagogy, 4. Application of Digital Skills, 5. Organization and
Administration, and 6. Teacher Professional 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/pluginfile,php/306820/mod_re
source/c ontent/2/UNESCO%20ICT%20Competency%20Framework
%20V3,pdf )
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 Simple
Learning Resource Center.
2. With the swift development of ICT, the natural outcome was
the ever- expanding interface between 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 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

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 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 a process of achieving
effective teaching with

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 technology. The teacher’s integration technology in instructions 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 enable quality technology integration. The
independent 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 TMI website and learn from the many interesting videos
showing technology integration. Go to http://fict.esf.edu/matrix/matrix.ph

Observation Technology integration in the classroom

Levels of Technology Integration into the Curriculum
Entry. The Adoption. The Adaptation. The Infusion. The Transformation. The
student uses teacher directs teacher teacher creates a teacher creates a rich
technology to students in the encourages learning learning environment
Technolog deliver curricular conventional use of adaptation of environment that in which students
y content to tool-based software. tool- based infuses the power regularly engage in
students. It such software is software by of technology activities that would
Integratio available, this level allowing students tools throughout have been impossible
is to select a tool the day and across to achieve without
n Matrix the recommended and modify its subject areas. technology.
entry point. use to
accomplish the
task
at hand.
Active: Students
are actively Students have
C
engaged in using Students use Students begin to utilize opportunities to Throughout the school Given ongoing access to
H
A technology as a technology for drill and technology tools to select and modify day, students are online resources,
R tool rather than practice and computer create products, for technology tools to empowered to select students select and
A passively receiving based training. example using a word accomplish specific appropriate pursue topics beyond
C
information from processor to create a purposes, for technology tools and the limitations of even
T
E the technology. report. example using actively apply them to the best school library.
R colored cells on a the tasks at hand.
I spreadsheet to plan
S a garden.
T
I Collaborative:
C Students use Students primarily Students have Students have Throughout the day Technology
S technology tools to work alone when opportunities to utilize opportunities to and across subject
collaborative with using technology. collaborative tools, select and modify areas, students enables students to
Of
others rather than such as email, in technology tools to utilize technology collaborate with peers
The working conventional ways. facilitate tools to facilitate and experts irrespective
individually at collaborative work. collaborative of time zone or physical
L learning.
all times. distances.
E
A Constructive.
R Students Technology is used to Students begin to utilize Students Students Students use technology
N use deliver information’s to constructive tools such to construct, share and
I
technology tools students. as graphic organizers to have opportunities utilize technology to publish knowledge to a
N
G to build build upon prior to select and make connections worldwide audience.
knowledge and modify technology and
E understanding construct meaning. tools to assist them construct
N rather than in the understanding across
V
I
simple receive construction of disciplines and
R information. understanding. throughout the day.
O Authentic:
N
Students use Students use Students have the Students have Students By means of technology
M
E technology tools technology to opportunities to apply opportunities to tools, students
N to solve real-world complete assigned technology tools to select and modify select appropriate participate in outside-of-
T problems activities that are some content-specific technology tools to technology tools to school projects and
meaningful to generally unrelated to activities that are based solve problem complete authentic problem-
them rather than real-world problems. on real-world problems. based on real-world tasks across solving activities that
working on issues. disciplines. have meaning for the
artificial students and the
assignments. community.
Goal Directed: Students

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Students use Students From time to time, Students use Students engage in
technology tools to students have the have opportunities technology tools to ongoing metacognitive
set goals, plan receive directions, opportunity to use to select and set goals, plan activities at a level that
activities, monitor guidance, and technology to either modify the use of activities, would be unattainable
progress and feedback from plan, monitor, or technology tools to without the support of
evaluate results technology, rather evaluate an activity. facilitate goal- monitor progress and technology tools.
rather than simply than using technology setting, planning, evaluate results
completing tools to set goals, plan monitoring, and throughout the
assignments activities, monitor evaluating specific curriculum.
without progress, or self- activities.
reflection. evaluate.

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 (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, web
quests, 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 the 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 steps should be taken. The
procedure of processes flow smoothly.

(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki,

& Branch, Roben, Maribe (2002). A Gateway to Education Materials:
An Evaluation of an Online Resource for Teachers and an
Exploration of User’s Behaviors. Jurnal of Technology and Teachers
Education. 11(1), 21- 51).
Education 4.0
Shwab described the 4th wave of the industrial revolution. The
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unprecedented speed at which technology is involving has disrupted
many vital processes that involve how we run production,
businesses and

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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. This 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 venues 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 of 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 developments can influence the way we teach and
learn.
5. Artificial Intelligence. Commonly, artificial intelligence is
associated when computers or machine stimulate thinking and
behaviors of humans such as talking, learning and solving
problems. Virtual assistance such as Siri, Alexa, Bixby, and
Google assistance are near sample of AI in education can be in
the area f gamification and adoptive instruction for learners
with special needs.
6. Virtual Reality and Augmented Reality. VR is 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 real-
world, resulting in an extended, expanded or altered view of a
real-world environment. In education, among others, VR and
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AR programs and apps allow more exciting ways of seeing and
experiencing things that add to the motivation and
engagement of learners.

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47
7. Big Data. Through a bigger 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 is changing and impacting our lives.
Through all this, it is crucial to ensure that human values and
principles govern or guide our use of technology. Ethical
practices that protect the rights of every person need to be
upheld.

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Page 12 of
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 Massive Open On-line Courses

Massive Open On-line Courses (MOOCs) 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 hundreds
or even be a thousand students or more.

Open
 There is mostly freedom of place, pace and time.
 Courses can be 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 courses 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.

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 A study guide/syllabus. This includes instructions
as to how you may learn from the materials and
interactions presented.
- Based on Definition Massive Open Online
Courses v1.1 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.

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 OBSERVE, ANALYZE, REFLECT

Activity 11.1 Visiting the Learning Resource Center

Resource Teacher: Kristine Bustarga

Teacher Signature:
School: CBSUA Laboratory High School:

Grade/Year Level: 7 Subject Area: Science Date: November

11, 2022

To realize the intended Learning Outcomes, work

through these steps:

1. Visit a school Learning Resources 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 their characteristics
and function.

OBSERVE

As you visit and observe the Learning Resources 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 statement carefully before you observe.

1. Go around the Learning Resource Centre.

2. Find out what Learning Resources are present
3. Examine and describe how the materials are arrange
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 procedure posted are
available for the users to refer to?
5. Familiarized yourself with the guidelines and
procedures. Take photo 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.

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Name of Center Observed: CBSUA Laboratory High School
Date of Observation: November 11, 2022
Name of Observer: Delmiguez, Betrea C.
Descalso, Kristine Mae A.
Epa, Princess Anghela
Gamilo, Danilyn
Gasmin, Jeniffer

Course/Year/School: BSED-2B

List of Available Learning Resources

Available Learning Characteristic and Teaching

Resources Unique Capabilities Approaches where
(Enumerate in the resource is most
bullet form) useful

1. Print Resources  All of

 It is a printed this
 Books information resources
about a specific are most
subject and its useful in the
specific topic

teaching
approach of
the reading
approach and
it can be
teacher
centered
or
student
teacher
approach
2. Audio Resources
 It can be used  Teacher
 Speaker for student to approach
listen songs use for this
and also to resource is the
make audio
lingual
the method or
discussion
more loud and teacher
clear centered
and also

student
teacher
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 approach
3. Non-electronic
Visual  It use by the  This
Resources teacher and resources are
 Armchairs the student to most useful
sit and to for the
student-
feel centered
comfortable approach
4. ICT Resources

 Laptop  It can used to  This

 Projectors brows internet
world resources can
 It can be used be used in
to make the
teaching
a approach
presentation of
much flipped
classroom
bigger using because this
the laptop is the new
way of
providing
information
to the
students.
Impression about LRC:

Name and Signature of Observer:

Name and Signature of the Learning Resource:

ANALYZE
Are the learning resources/materials arranged properly according
to their functions and characteristics?
 Yes, the learning resource/materials arranged properly as
the greenboard was in front of the classroom, so that every
student can easily see what was written in front by their
teacher. The laptop that was own by the teacher was also
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 in front and the microscopes that they have used was
arranged properly at the back. Each group also have their
own illustration board, eraser and chalks.

Do the guidelines and procedures facilitate easy access to the

materials by the teachers? Why? Why not?
 Yes, the science high school laboratory owns different kinds
of microscope including the compound microscope that the
teacher used to demonstrate. The laptop was owned by the
teacher and also not heavy enough so that the teacher can
bring the laptop everywhere inside the classroom. The green
board was also in front and it has own

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 eraser and chalks. As by the illustration board, the teacher
asked each group to bring their own illustration in their
previous meeting.
What are the strengths of this Learning Resource Center?
 The strengths of this learning center are that it helps the
students to fully understand the topic since they can see it
with their own eyes and can touch it by their bare hands.
Some students prefer to have visual aids.
What are its weaknesses?
 The weaknesses of it, is that sometimes they are not
accessible especially those materials that needed electricity.
Some materials are also expensive, the teacher or the
schools can`t afford to buy it.
What suggestion can you make?
 It would be better if they have alternative other resources
in case the materials are not available, and also ask fund
from the government.
REFLECT
1. Which of the materials in the Learning Resource Center
caught your interest the most? Why?
 The material that caught my interest the most is the
compound microscope, because ever in my entire life I never
have the opportunity to try or to use the microscope. I want
to experience the feeling to examine or to see a thing in a
microscopic level.

2. Which gadget/materials are you already confident to use/operate?

 The greenboard, chalk and eraser, ever since I was an
elementary kid I`ve been exposed to greenboard, chalk and
eraser and also these materials were only available
resources that time. We usually used every time the teacher
is writing our lesson in the board or we are having a board
work.
3. Which ones do you feel you need to learn more about?
 The laptop, even though I already have my own laptop, I
know in myself that I still lack skills on this, on how to use it
efficiently. I am still on the verge of leaning the basic skill in
laptop.

OBSERVE, ANALYZE, REFLECT

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Activity 11.2 Observing Technology Integration in the
Classroom Resource Teacher::Khristine Bustarga
Teacher`s Signature School: Laboratory High
School of CBSUA

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Grade/Year Level: Grade 7 Subject Area: Science Date: November 11, 2022

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 learned.

OBSERVE
As you observe the class, use the the materials? 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?
 The lesson is about the parts of a compound Microsoft and it`s uses.

2. What visual aids/ materials learning resources is the teacher using?

 Laptop, compound microscope and greenboard

3. Observe and take notes on how the teacher presents/uses the

learning resources.
 In using the laptop, the teacher presented the laptop by using
her left hand to support the weight of the material and using
her right hand to navigate the keyboard and to point the
screen every time she`s showing something. In using
greenboard she will use her right hand to hold the chalk and
to write it on the board, and after she wrote the scores on the
board she will showcase it to the students, so that they ate
aware of their scores.

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 understandings?
 The students are very attentive to their teacher, they listen
very carefully to the instructions of their teacher and their
responses shows enthusiasm.

5. Focus on their non-verbal responses. Are they learning and

are they showing their interest in the lesson and in the
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materials? Are they

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 looking towards the direction of the teacher and the
materials? Do their actions show attentiveness, eagerness,
and understanding?
 The students show attentiveness as they listen to their
teacher attentively, and also, they are showing
competitiveness as they are serious to aim the first place.
They are also perfectionist; each group checked the answers
of other groups if they have written misspelled words.

OBSERVATION SHEET NO.

REPORT

Date of Observation: November 11, 2022

School: Science laboratory high school

Subject: Science Topic: Parts of a Compound microscope and it`s uses

Grade/ Year Level

Grade 7

ANALYZE

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 UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed:

Grade 7 Date of Observation: November
Subject
11, 2022Matter: Science+

Teaching Aids Strengths Weakness Appropriateness of

Used the Teaching Aids
Brief Description Teaching Used by the hal used
(Enumerate
of Approach Teacherc k
in
 Mobility  Frequent upgrades  Fostering online collaboration

 Laptop  Finished product  Higher price

with other students. Providing
curriculum support and
 Internet access  Health issue additional information to
students. Promoting better
 Offline operation  Durability organization: Laptops help
 Instant students keep track of their
assignments and utilize an online
school calendar.
 the magnifying  Microscopes Offer
 Compound  A compound
light
power of a Experiential
Learning
compound light
microscop microscope is microscope is Learning by doing is far
very easy to limited to 2000
more effective for many
e use and
times
students than learning
by listening, writing, or
handle viewing. Offering young
students opportunities to

 It is compact  Certain specimens, complete hands-on

activities using
and thus, such as viruses, microscopes shows them
easy to store atoms, and that science is not
molecules can’t be limited to the pages of
textbooks.
viewed with it
 chalkboar  It allows you to  Enables the teacher to
make illustrations,
view live
d samples of
 modifications and
corrections on the spot.
specimen Draws the learner's
 Chalk produces dust attention to the main
features of a lesson e.g.
 It is easier to draw drawings and writings
lines of different thus maintaining and
weights and sustaining the learner's
interest as they see things
thickness being written.
 Chalk can be easily
erased.
 Chalk is cheapier

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?

Based on the Technology Integration Matrix, what is the

characteristics of the learning environment in the class that you
observed? Point your observations that justify your answer.

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The learning environment might be old, nonetheless it`s still clean
and can use by the students and teachers. It also has big window
for the ventilation of fresh air; however, I observed that even though
they already have big windows, it is still hot especially during lunch
time or afternoon class. These kind of environment can affect
student`s performance, since their attention will be focused on how
can they fan or cool down their selves than listening to their
teacher`s discussion.
Over-all, were the learning resources used effectively? Why? Why
not? Give your suggestions.
Yes, the learning resources are used effectively, since the teacher
used it in a proper way wherein the students learn a lot from it,
When the teacher used the materials, the students are attentive
and wanted to learns from it.

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 my lesson on my previous students goes well, I would do the same
to other groups. However, If I didn`t achieve my objectives in my
previous class, I will change the format or my teaching styles,
hence, a lot of students can learn a lot from me.

OBSERVE, ANALYZE, REFLECT

ACTIVITY 11.3 Exploring Education 4.0

Resource Teacher: Khristine Bustarga
Teacher`s Signature
School: Laboratory High School of CBSUA
Grade/Year Level: Grade 7 Subject Area: Science Date: November 11, 2022

Explore 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

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topic. Try to ask Siri, Alexa;

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 3. List and describe at least 5 open-source sites/interactive
programs; from open-source.
4. Evaluate the materials or programs;
5. Reflect on your FS experience.

OBSSERVE

Read the following statements carefully before you observe.

1. What is the lesson about?
The lesson is about identifying the parts of a compound microscope
and its uses.
2. Note the important concepts that the teacher is emphasizing.
The important concepts are history, parts and uses of a microscope.
3. Note the skills that the teacher is developing in then learners.
The teacher is showing communication skill, organizational skill, and
time management skills.

Class Observation Guide

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

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Grade/Year Level Grade
7
Subject Matter/ Topic
(Based on the class you Science I Parts of a compound microscope and
observed)
it`s uses
At the end of the lesson, the students must be
Lesson able to:
Objectives/Learning  Understand the history of a microscope and,
Outcomes
 Identify the parts of it and it`s uses
Name
and Type Describe the electronic resource Put a Check if the resource satisfies the criterion Describe
of (Include author/ how you
Electroni publisher/ can use
c it
Resource source) if you
were to
teach in
the class
you
observed
.

Accurate Appropriat Clear Complete Motivatin Org

e g
aniz
ed
A laptop is a personal computer
that can be easily moved and
Laptop used in a variety of locations.
https://edu.gcfglobal.org/en/inf
o/res ources-and-tools/1/

A projector is an output device

Projector that takes images generated by
a computer or Blu-ray player
and reproduce them by
projection onto a screen, wall,
or another surface.
https://www.computerhope.com/j
argo n/p/projecto.htm
A projection screen, surface on
Projectio which the image from an optical
n projector is shown.
screen https://www.britannica.com/techn
olog y/projection-screen

Website Educational websites may

s from include games, videos, or
internet websites with resources
related to the subject that
serve as tools to enhance
learning and teaching in the
classroom.

https://
www.perceptionsystem.com/bl
og/benefits-of-educational-web-
development/

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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?

Due to my early exposure to the use of internet and easy access to it, I
have been able to explore things out of interest and inquisitiveness
which trained and equipped me with the skill to minimize a number of
different resources leading to only those with accurate content.

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 things we need to consider when deciding on what

electronic resources we will include in the class. First is its
relevance to the learning objectives of our lesson, it is important
het theactivities or information you will use from the internet
should be aligned with the goal of the subject matter, the
availability and accessibility of the electronic resources should
also be taken into account. The electronic resource should also
be Developmentally appropriate to your students. This means that
we
also need to think about the age and the intellectual capacity of Page 2
of 33 the children. Lastly, we should also take in consideration
of the probability of the electronic resource being useful to the
students.

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?

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I am skilful enough in terms of basic technology skills such as
word pressing, spread sheets, PowerPoint presentations, file

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 management, and window explorer, window management, and
computer related devices. Aside from these, I also have the ability
to easily know how to use applications of a variety of electronic
devices. For me, these are important skills which I need to be
able to utilize and maximize the available electronic resources. As
of now, I like to learn more about computer software onto a
computer system, and audio and video editing. As a student, it
would be very nice and helpful for me to know instalment of new
program. In addition to that, the availability of new programs
could lead to better utilization of various electronic resources.

OBSERVE, ANALYZE, REFLECT

Activity 11.4 Professional Development through MOOCS

Resource Teacher: Teacher’s Signature:

School:

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 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 relevant to 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 g over the competencies.

2. On the second column, write the competencies you
like to work on.
3. Search for MOOCs in the internets 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.eductionworld.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/
 http://www.mooc-list.com/categories/
teacher- professional-development
 http://ww2.kqed.org/mindshift/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 Competencie MOOCs related to MOOC Provider
s I want to the
work on competency/ies
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 (Include a short
description)
1.Content Information and edX
Knowledge Positive use of ICT Communication
and Technology
Pedagogy (ICT),
Accessibility -
ilt teaches
students
ICT

Accessibility and
the principles of
ICTand
the
principles of
ICT
design
2. The Learning Organizing Happiness and edX
Environment resilience at
the learning work- this online
environment program gives
introduction to
happiness

in
companies and
organizations
3. Diversity of How to Understanding Futurelearn
Learners help diversity
students
understand and
diversity inclusion-
this
course explores
diversity and
aims to support
learners to create

more inclusive
and open
environments.
4. Curriculum and Understand University
Planning curriculum teaching the Coursera
course is
designed

for academic
teachers and
learn who are
planning to get
involved

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 in
university
teaching.
5. Assessing and Understand Self-assessment edX
Reporting the — Developing
proper use your strengths -
of this career
assessment in development
determining the course will help
knowledge of the students to
student assess their
strengths and
interests so
they
can strategize
their career
opportunities.
6. Community Teacher-parent The teacher and Coursera
Linkages and relationship social and
Professional emotional
Engagement learning (SEL)
Specialization —
in this series of
online courses
teaches how to
connect

emotionally with
students and
the
school
community
7. Personal Growth Master of the Philosophy and edX
and Professional Philosophy critical thinking–
Development this course
of teaching teaches how to
think with clarity
and rigor; how to
identify; analyze
and construct
cogent
arrangements
and how to think
of solutions to the
central problems
of philosophy.

ANALYZE

From among the MOOCs you explored, pick at least three

which you believe are the most appropriate for you. Describe the
MOOC’s below.
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 1. MOOC Title: The Introduction to Computer

Science Provider: edX

Objectives of the MOOC: It is an online version of Harvard's
introductory CS50 class.
Content Outline: Algorithms, Cyber security, software
and web development

Why did you pick this MOOC?

 I choose this MOOC because it is very important nowadays to know
about computer science since awe are living in the new world wherein
technology is the most useful tool in this era. Knowing that this has a
big help to us, to be secure in using our computers and transactions
online.

2. MOOC Title: Justice

Provider: edX
Objectives of the MOOC: It is an online version of onee of the
most courses taught a Harvard college
Course Outline: Introduction to moral philosophy

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 Why did you pick MOOC?
 I choose this MOOC because it is important to actually learn proper
ethics to what we will live a life peacefully and knows what is right and
wrong.

3. MOOC Title : The Science of Happiness

Provider: edX
Objectives of the MOOC: This online course explores the roots
of a happy and meaningful life.
Course Outline: Science of Positive psychology

Why did you pick MOOC?

 I choose this MOOC because in our institution nowadays that is very
depressing we need to look for positive influences in our lives in order
to thrive and fight.

REFLECT

1. How can MOOCs help you in your future career as a

professional teacher and as a lifelong learner?

 As a future teacher, MOOCs help me to realize that technology has

a big part on our lives at the same time in our learning. Through

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 MOOCs we can explore more new things that can help us in our
teaching-learning process. It is more convenient for me to get
information and at the same time it helps in enhancing computer
skill on exploring online learning. It is an educational course content
that may help a lot of students if will be used. As a lifelong learner,
MOOCs help me to become knowledgeable person that I will also
be sharing to my future students. It assists me in preparing for my
profession.

2. What did you learn from the way the providers use technology
to teach in the MOOCs?

 I learned that technology provide a lot of opportunities for many

people to have a good education. Nowadays, distance is not a
barrier for learning, and it's all because of the help of technology
and at the same time MOOCs. It is more convenient to learn for
those people who have a busy life and are working since this online
courses are open to all groups of people. This can accessed by
anyone anywhere providing the participants online discussion on
topics just like in a classroom. They also provide feedback for the
performance of participants through the use of technology..

3. How will you prepare yourself for MOOCs, as a learner, and as

a teacher who may someday teach a MOOC?

 As a learner, I will try to use this course and explore more about
their providers. I would make an effort to improve my skills of
being an effective facilitator so that someday if ever I will teach a
MOOC, I could facilitate my students well.

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

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 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 difficulties, 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 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 hen 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 C. infusion-constructive
B. adoption-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 the sufficient
practice in adding mixed fractions. This shows technology
integration which is
.
A. entry-active C. infusion-active
B. adoption-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

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create posters and a video clip to communicate a message
about peace. They will use social media to spread their peace
campaign. This project involves technology integration which
is .
A. entry-active C. transformation-constructive
B. adoption-constructive D. adaptation-collaborative

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7. All are responsibilitiesof 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
functions?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of learning
D. Center f resources

9. The Learning Resource/ Audio-Visual/ Educational Technology

Center sponsor 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 a 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 requirements
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 of a syllabus that indicates
content, objectives, activities and assessment
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B. they are always given by a full-recognized university in the world
C. they are a requirement for a Bachelor’s degree
D. they are graded

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  SHOW 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.technology.com or other teacher resource websites.

Print useful instructional materials (worksheets, visual aids
flashcards, rubric, etc.) and include them here. Indicate how
they might be useful onsidering 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.
 I have discovered that they have a lot of technology tools for
more interesting learning specifically socializing, learning
informations and many more others. This tools can help me as
a future teacher so thaty discussion will be fun and exciting,
and by this, it could help students to be attentive and
engaged in the lesson.

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 learn more about. How can this
gadget/material be used in instruction/teaching?

Benefits of Projectors Using in the Classroom

By dotcom blog
Nowadays, classrooms have changed intensely with the advent of new
technology. All the new technology equipment are used to improve the
teaching and learning process more prolonged and interactive. Today, most of
the teachers and learners desire to use multimedia projectors in their
classrooms. There are several advantages that tends to make multimedia
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projectors as the centerpiece of the classroom's advance enhancement

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technology to take classes in an effective way. Hereafter student's mo longer
need to crowd around the loptop or desktop computer monitor to view any
multimedia presentations. Just one projector aid impact on each and every
multimedia presentation to engage students dynamically.
Here in this hub, we will let you know someore benefits of the Projectors used
in the classrooms. India is a developing country, not all the schools in India
has implemented multimedia projectors technology in their classrooms, bit
most of the schools in the metropolitan cities are using multimedia projectors
in their classrooms. Projectors dealers in Chennai will offer latest projector
models at affordable price rates.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 11 – Utilizing Teaching-Learning Resources and
ICT Learning Outcomes: - Identify and classify learning resource materials in the multi-media
center, - Show skills in the 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, - demonstrate motivation to utilize ICT for professional
development goals based on the PPST (PPST 7.5.1)

Name of FS Student: Date Submitted:

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 Year & Section: Course:

Learnin Excelle Very Satisfactory Needs

g nt 4 Satisfactory 13 Improvement
Episode
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observations observation observation questions/
completely questions/ tasks questions/ tasks tasks not
Sheet answered/ not not answered/ answered/
answered/ accomplished accomplished
accomplished accomplished
Analysis All questions All questions Questions were Four (4) or
were answered were answered not answered more questions
completely; were not
completely; completely; answers are not answered; answers
answers answers are
are with depth are clearly clearly connected not connected to
and to
are connected to theories; one (1) theories; more than
to four
thoroughly
grounded on theories; three (3) (4)
grammatical/spelling
grammar
theories; and spelling are grammatical/spelling errors.
free
grammar
and spelling are from errors. errors.
free
from error.
Reflection Profound and clear; Clear but Not so clear Under and shallow;
supported by lacks and shallow; rarely supported by
what depth; somewhat what were
were observed supported by supported by what observed and analyzed
and what
analyzed were observed were observed
and and
analyzed analyzed
Learnin Portfolio is Portfolio is Portfolio is Portfolio is not
g reflected on in the reflected on in the not reflected on in the
context of context of reflected on in context of the
Artifact the learning the learning
the learning outcomes,
s context of the not
learning
outcomes. outcomes. outcomes. complete; not
Complete; organized,
Complete; well- Complete; well- not organized, not relevant.
organized, highly organized, very relevant to the
relevant to the relevant to the learning outcome
learning outcome learning outcome
Submission Submitted before Submitted on Submitted a day Submitted two (2) days
the deadline the after the deadline or more after the
deadline deadline

COMMENT/S Rating
Over-all Score (Based on
transmutation)

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 TRANSMUTATION OF SCORE TO GRADE/RATING
SCORE 20 19- 17 16 15 14 13- 11 10 9-8 7-below
18 12
GRADE 1.0 1.25 1.5 1.75 2.00 2.2 2.50 2.7 3.00 3.5 5.00
5 5
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher above Printed Name Date

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