Observation of Teaching-

Learning Actual School

Environment
Learning
in Focus 1 UTILIZING TEACHING-LEARNING
RESOURCES AND ICT

FS 1
1
With the lighting speed by which the 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 the student to examine a learning Resources 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 vital learning environment. Students will
analyse and reflect on how technology, including artificial intelligence, supports, the learning
teaching process.

UNESCO ICT Company Framework for Teacher Version 3 (ICT CFT v3, 2008)
The Information and Communication Technology Competency Framework for Teacher (ICT
CFT) version 3 is 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 on Digital Skills, 5. Organization and administration, and 6. Teacher
Professional Learning.
Similar to PPST, the ICT CFT also articulated competencies in levels which guide teacher as
they develop their ICT skills from Level 1, Knowledge Acquisition, to Level 2 Knowledge
Deepening, and level 3, Knowledge Creation. The Commission 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 from you to observe, analyze and reflect about the competencies
discussed in the framework (Access it at:
http://www.open.edu/openlearncreate/pluginfile.php/306820/mod_resource/content/2/UNESCO%20ICT
%20Competency %Framework%20V3.pdf)

The Learning Resource Center

1. A school usually set 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 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 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, and 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 comprehensives 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 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 Level 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
Observing technology integration in the classroom
Levels of Technology Integration into the Curriculum

Entry: Adoption: Adaptation: Infusion: Transformation:

The teacher uses The teacher The teacher The teacher The teacher
Technology
technology to directs student in encouraged creates a creates a rich
Integration Matrix deliver curriculum the conventional adaptation of learning learning
content to use of tool-based tool-based environment
environment in
students. software. If such software by that infuses the
which students
software is allowing power of
available, this students to technology tools regularly engage in
level is the select a tool throughout the activities that would
recommended and modify its day and across have been
entry point. use to subject areas. impossible to
accomplish the achieve without
task at hand. technology.

Active: Student
are actively
Student use Student begin to Student have Throughout the Given ongoing
engaged in using
technology for utilize technology opportunities to school day, access to online
technology as a
drill and practice tools to create select and students are resources, students
tool rather than
and computer products, for modify empowered to actively select and
passively
based training. example using a technology select pursue topics beyond
receiving
word processor tools to appropriate the limitation of even
information from
to create a accomplish technology tools the best school
the technology
report. specific and actively library.
purposes, for apply them to
example using the tasks at
colored cells on hand.
a spreadsheet
to plan a
garden.

Collaboration: Student primarily Student have Student have Throughout the Technology enables
Students use work alone when opportunities to opportunities to day and across students to
technology tools using technology. utilize select and subject areas, collaborate with peers
to collaborate with collaboration modify students utilize and experts
others rather than tools, such as technology technology tools irrespective of time
wording email, in tools to to facilitate zone or physical
individually at all conventional facilitate collaborative distances.
times. ways. collaborative learning.
work.

Constructive: Technology is Students begin to Students have Student utilize Student use
Students use used to deliver utilize opportunities to technology to technology to
technology tools information to constructive tools select and make construct, share, and
to build students. such as graphic modify connections and publish knowledge to
understanding organizers to technology construct a worldwide
rather than build upon prior tools to assist understanding audience.
wording on knowledge and them in the across
artificial construct understanding. disciplines and
assignments. meaning. throughout the
day.

Authentic: Students use Students have Student have Students select By means of
Students use technology to opportunities to opportunities to appropriate technology tools,
technology tools complete apply technology select and technology tools students participate in
to solve real- assigned tools to some modify to complete outside-of-school
world problems activities that are content-specific technology authentic tasks projects and problem-
generally activities that are tools to solve across solving activities that
 meaningful to unrelated to real- based on real- problems disciplines. have meaning for the
them rather than world problems. world problems. based on real- students and the
working on world issued. community.
Characteristic of the Learning

artificial
assignments.

Goal Student receives From time to Students have Students use Students engage in
Environment

Directed: directions, time, students, opportunities to technology tools ongoing meta-

guidance, and have the select and to set goals, cognitive activities at
Students use
feedback from opportunity to modify the use plan activities, a level that would be
technology tools
technology, rather use technology of technology monitor unattainable without
to set goals, plan
than using to either plan tools facilitate progress and the support of
activities, monitor
technology tools monitor, or goal-setting, evaluates technology tools.
progress, and
to set goals, plan evaluate an and evaluating results
evaluate results
activities, monitor actively. specific throughout the
rather than simply
progress, or self- activities. curriculum.
completing
evaluate.
assignments
without reflection.

(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 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 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 resources is grade/level appropriate. The content matches what is
needed by the teachers.
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 participant of the learners.
6. Organization. The resource is logically sequenced. It clearly indicates which encourage
the active participation of the learners.
(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 Teacher Education. 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 process that involve how we run production,
business and consequently how we teach and learn. The following Technology trends have
huge potentials to transform the way we teach and learn (UNESCO, 2018):
1. Open Educational Resources (OER). OER are materials that can be used for teaching
and learning that do not require payments of royalties nor license fees. There is an
abundance of OERs in 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 apps such as face book, twitter, instagram provides
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
mobiles device users. These devices can 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
thing have turned “smart.” We have smart cars that can navigate in its own. Smart houses
that monitors 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 AL Among others, uses of AI in education can be in the areas of ramification
and adaptive instruction for learners with special needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of environment by a computers
program that allows a person to visit and experience the environment virtually. In AR,
images from computers interlay with the actual views of the real-word, resulting in extend,
expanded, or altered view of a real-word environment. In education, among others VR and
AR programs and apps allow more exciting ways of seeing and experiencing thins 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
questions about how to make teaching and learning more affective.
8. Coding. Coding is a skill necessary to create computers 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 right
of every person need to be upheld.
Massive Open On-line Courses

Massive Open On-line Courses (MOOC’s) are online courses open to a big group of
people. Below are the basic information bout 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 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 animations
 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 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 provides like Edx, Coursera, Udacity, Udemy, Iversity. You will
have a chance to explore them as you go through this Episode.
My Intended Learning Outcome:
At the end of this episode, I must be able to
a. identify and clarify learning resource materials in the multi-media center;
b. manifest skills in the positive use of ICT to facilitate the teaching-learning process
(PPST.1.3.1);
c.manifest skills in the evaluation, selection, development, and use of variety learning
resources, including ICT to address learning goals (PPST 4.5.1)
d. analyze the level of technology integration in the classroom; and
e. demonstrate motivation to utilize ICT for professional development goals base on the
PPST (PPST 7.5.1)

Task 11.1: Visiting the Learning Resource Center

Resource Teacher:__________________________Teacher's Signature: __________

School name: _______________________Grade year level: _________________
Subject Area: ______________________ Date: ________________

To realize the Intended Learning Outcomes, you should:

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-change about how some equipment or facilities are
used.
3.Make an inventory of its available resources and classify them according to their
characteristics and functions.

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.

a.Go around the Learning Resource Center.

b.Find out what learning resources are present.
c.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?
 d.Red the guidelines/procedures for borrowing of materials. Are these
guidelines/procedures posted are available for the users to refer to?
e.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:
Date of Observation:
Name of Observer:
Course/Year/School:

List Available Learning Resources

Available Learning Characteristics and Unique Teaching Approaches

Resources Capabilities the Resource is most
Useful
(Enumerate in bullet
form)

1. Print Resources




2. Audio Resources




3. Non-electronic Visual
Resources




4. ICT Resources




Impression about the LRC:

Name and Signature of Observer:

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

1. Are the learning resources/materials arranged according to their functions and characteristics?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________

2. Do the guidelines and procedures facilitate easy access to the materials by the teachers?
Why?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_______________

3. What are the strength of this learning Resources Center?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____________

4. What are its weaknesses?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________

5. What suggestions can you make?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

1. Which of the materials in the Learning Resources Center caught your interest the most? Why?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_______________
2. Which gadgets/materials do you feel you need to learn more about?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_______________

3. Which ones do you feel you need to learn more about?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________
Task 11.2: Observing Technology Integration in the Classroom

Resource Teacher/Video Link: __________________________Teacher's Signature: _________

School name: _______________________Grade year level: _________________
Subject Area: ______________________ Date: ________________

To realize your Intended Learning Outcomes, you must observe a class for three meetings if
possible. Describe how technology was integrated in the lessons and how the students were
involved. Use the technology /integration Matrix to analyze the technology integration done by
the teacher. Reflect on what I have learned.
As you observe the class, use the observation sheets provided for you to document your
observation.
1. What is the lesson about?
2. What visual aids/materials/ learning resources is the teacher using?
3. Observe and take note on how the teacher parents/use of learning resources.
4. Clearly observe the learner’s response to the teachers 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 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__________________________________
School____________________________________
Subject______________________________ Topic___________________________________
Grade/Year Level_____________________________________

UTILIZATION OF TEACHING AIDS FORM

 Grade or Year of Class Observed:

Date of Observation:

Subject Matter:

Brief Description of Teaching Approach Used by the Teacher:

Teaching Aids Strengths Weaknesses Appropriateness of the

used Teaching Aids used
(Enumerate in
bullet form)

1. Use Technology Integration Form to analyze the class you observed. Refer to the Technology
Integration Matrix, in which level of technology integration do you think the teacher you
observed operated? Why?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________

2. Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observation that justify your answers.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________

3. Over-all, were the learning resources used effectively? Why? Why not? Give your suggestions.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________

Put yourself in the place of the teacher. What would you do similarly and
what would you like differently if you would teach the same lesson to the
same group of students? Why?

Task 11.3: Exploring Education 4.0

Resource teacher:__________________________ Teacher's Signature: __________
School name: _______________________Grade year level: _________________
Subject Area: ______________________ Date: ________________

Explore Education 4.0 through this steps:

1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provides support materials and/ or interactive programs (web
quest/games) on the topic. Try to ask Siri, Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from open-source
4. Evaluate the materials of 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?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____

2. Note the important concepts that the teacher is emphasizing.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____
3. Note the skills that the teacher is developing in the learners.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 __________________________________________________________________________
__________________________________________________________________________
_____

Analyze 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 criteria discussed in Recall part of
this Episode. Use the form below to not your analysis and evaluation.

Electronic Resources Evaluation Form

Grade Level
Subject Matter/Topic
(based on the class
you observed)
Lesson
Objectives/Learning
Outcomes
Name and Describe the Put a check of the resource satisfies the criterion Describe how
Type of electronic you can use it
Electronic resource if you were to
Resource (include author/ teach in the
publisher/ class you
source) observed

Accurate Appropriate Clear Complete Motivating Organized

1. Describe your experience in surfing the internet for appropriate electronic resources for the
class? What made it easy? Difficult?

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?

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?

Task 11.4 Professional Development through MOOCS

Resource teacher:__________________________ Teacher's Signature: __________
School name: _______________________Grade year level: _________________
Subject Area: ______________________ Date: ________________

To realize the intended learning outcomes, work through the following

steps:
1. Get a copy of the PPST and go over the competencies.
2. On the second column, write the competencies you like to develop more.
3. Search for MOOCs in the internet which are relevant to the competencies you have written
in no.2. You may try these sites:
- https://www.teachtought.com/technology/list-75-moocs-teachers-students/
- https://www.educationworld.com?a_curr.moocs-best-teachers-free-online-courses.shtml
- https://www.forbes.com./sites/skollworldforum/2013/06/10/moocs-for-teachers-theyre-
learners-too/
- https://www.mooc-list.com/categories/teacher-professional-development
https://ww2.kqed.org/mindshift/2013/04/30?new-online-teacher-training-program-joints-
mooc-madness/

4. Indicate the MOOCs provider. You might need to create an account in the different providers
to explore their MOOCs.
 PPST Domain Competencies I want to Work MOOCs related to the MOOC
On competency/ies Provider
(include a short
description)

1. Content Knowledge
and Pedagogy

2. The Learning
Environment

3. Diversity of Learners

4. Curriculum and
Planning

5. Assessing and
Reporting

6. Community Linkages
Professional
Engagement

7. Personal Growth and

Professional
Devlopment

From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.
1. MOOC Title______________________________
Provider
Objectives of the MOOC
Content Outline
Why did you pick this MOOC?

2. MOOC Title__________________________________
Provider
Objectives of the MOOC
Content Outline
Why did you pick this MOOC?
3. MOOC Title__________________________________
Provider
 Objectives of the MOOC
Content Outline
Why did you pick this MOOC?

1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?

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

3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may someday
teach a MOOC?
 THEORY TO PRACTICE
Directions: Road 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 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 them 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
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

7. All the 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 fulfils 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
fulfils 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. course 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 fora Bachelor’s degree
D. they are graded
1. Include here pictures/ illustration of the materials used by the teachers. Put your
comments/annotations about what you observed.
2. Visit www.technology.com or other teacher resource websites. Print useful instruction
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 ww.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 learn more
about. How can this gadget/material be useful in instruction/teaching?
Evaluation Tool for Episode 11 (Utilizing Teaching-Learning Resources and ICT)
Intended Learning Outcome: At the end of this episode, I must be able to
a. demonstrate knowledge of the design and use of formative assessment; and
b. explain the importance of formative assessment.

Name of FS Students _________________________________ Date Submitted: ____________

Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were done One (1) or two (2) Three Four or more
Tasks/ with outstanding tasks not answered tasks/questions were tasks/questions were
Worksheets quality; work exceeds or accomplished not accomplished/ not accomplished/
expectation answered answered

My Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered answered completely; observation questions
answers are in depth completely; answers answers are not were not answered;
and are through are clearly clearly connected to answers were not
grounded on theories; connected to theories; one (1) to connected to theories;
Fee from grammar and theories; grammar three (3) grammatical more than four(4)
spelling errors and spelling are free errors committed errors in grammar and
from errors spelling.

My Reflection Reflection statements Reflection Reflection statements Reflection statements

are profound and clear, statements are are shallow; are unclear and
supported by clear, but not somewhat supported shallow and are not
experiences during supported by by experiences from supported by
observation experiences from the observation experiences from the
the episode and observation
lacks depth
My Learning Portfolio is reflected on Portfolio is reflected Portfolio is not Portfolio is not
Artifacts in the context of the on in the context of reflected on in the reflected on in the
learning outcomes; the learning context of the context of the learning
complete, clear, well- outcomes; learning outcomes; outcomes; not
organized, highly complete, clear, complete, not complete, not
relevant to the learning well-organized, very organized, relevant to organized and not
outcome; all supporting relevant to the the learning outcome; relevant
documentation are learning outcome; supporting
located in sections most supporting documentation are
clearly designated. documentation are located in sections
located in sections clearly designated.
clearly designated.
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