Technology in the Learning

Environment

COURSE DESCRIPTION

This course is designed to enrich the students experiences in developing and utilizing technology
to facilitate learning. It shall also provide hands-on opportunities in the exploring, using and evaluating
technology-based materials. It deepens ones understanding of technology frameworks such as the
Technological Pedagogical Content Knowledge (TPACK) and the Technology Integration Matrix (TIM), and
relatively new modes of technology-based course delivery such as the MOOCs.

Field Study 3 can be anchored on the following Professional Education Subjects:

Educational Technology 1 Educational Technology 2

COURSE OUTCOMES
1. Select the teaching materials that are most appropriate for the learners
2. Apply principles of technology integration in the tecahng0learning process
3. Develop and utilize and evaluate technology-based instructional materials
4. Utilize ICT as a tool for lifelong learning

LEARNING ACTIVITIES PLAN

Intended Learning Assessment Content Teaching-Learning Learning References

Outcome Task Activity Resources

Episode 1
An The Schools 1. Visit a schools Resource Corpuz, B. and
In this Episode, I inventory Learning Learning Resource School Lucido P.
must be able to: and Resources Center. Look Learning Educational
describe the classificatio around and see Resource Technology 1
goals of a n of what resource and Center (2012)
learning Learning facilities are Observation
resource/ multi- Resources available inside. Guide
media center. 2. Ask the Learning Lucido, P.
identify and Resource Center Matrix for Educational
classify in-charge about Available Technology 2
resources that how some Learning (2012)
facilitate the equipment or Resources
teaching- facilities are used.
learning 3. Make an inventory
processes. of its available
explain the resource and
services of the classify them
center that according to their
support learning characteristics and
functions.
4. Write down a brief
reflection of your
experience.
Intended Assessment Content Teaching-Learning Learning References
Learning Task Activity Resources
Outcome

1 |Page
Episode 2 An Evaluation Bulletin 1. Look around a Board Corpuz, B. and
Report on Board school for bulletin Displays Lucido P.
In this Episode, I Viewed Displays board displays. Observation Educational
must be able to: Bulletin Board Guide Technology 1
Evaluate Displays 2. Pick one and (2012)
bulletin board evaluate the Board
displays using a A Proposed display. Displays
set of criteria Bulletin Board Evaluation Lucido, P.
for quality. Design 3. Propose Form Educational
Apply Enhancement enhancements to Technology 2
principles in make the display (2012)
designing in more effective.
effective
bulletin board
display.
Episode 3 On a selected Slideshow 1. Select a topic or Slide Corpuz, B. and
topic Biz subject matter. Presentation Lucido P.
In this Episode, I 2. Develop a slide Activity Educational
will be able to A Narrative on presentation to Form Technology 1
apply the the Strengths support a (2012)
principles in and learning
creating effective Weaknesses of activity on the
audio-visual the Materials topic. Lucido, P.
presentations. Developed 3. Try out your Educational
presentation to Technology 2
a group of (2012
An evaluation learners.
report 4. Let the learners
evaluate your
presentation.
5. Write a
narrative
pointing out the
strengths and
weaknesses of
your
presentation.
Episode 4
Teaching Aids Tools of the Step 1. Decide on a Learning TPACK Model
In this Trade specific content are Resources Tpack.org
Episode, I must (Teaching and the level of Survey Guide
be able to use my A compilation Aids Bank) learners technology. Corpuz, B. and
technology of teaching Lucido P.
pedagogical resources Step 2. Find out the Educational
content learning resources Technology 1
knowledge in relevant to topics that (2012)
choosing are available.
appropriate Step 3. Develop a pile
teacher resources of teaching aids Lucido, P.
to use for a (flashcards, pictures, Educational
particular unit of cut-outs Technology 2
study transparencies) (2012
Step 4. Organize them
in a box.
Episode 5
A List of Technology Step 1. Observe a class Resource Technology
In this Episode Teaching Integration for three meetings. School Integration
, I must able Aids that were in the Video-tape , if Matrix
to: utilized Classroom allowed Resource
Describe ways Comments on Step 2. Describe how teacher
in which the technology was
technology is appropriateness integrated in the Class

2 |Page
 integrated in of the Teaching lessons and how the Observation
the classroom. Aids students Guide
Analyze the Step 3. Use the
level of technology integration
technology matrix to analyze the Utilization of
integration A Bank of technology integration Teaching
used by the Varied done by the teacher Aids Form
teacher.
Step 4. Reflect on
what you learned

Intended Assessment Content Teaching-Learning Learning References

Learning Task Activity Resources
Outcome
An Evaluation On-Line 1. Observe a Board Various
Episode 6 on Visited Learning class and take note of Displays Internet
Websites the topic being Observation Sources
In this Report presented. Guide
Episode, I must be 2. Surf the net to
able to evaluate find sites that provide
electronic resources support materials Board
for appropriate and/or interactive Displays
instructional use programs (web Evaluation
quests/games) on the Form
topic.
3. List and
describe at least 5
sites/ interactive
programs.
4. Evaluate the
materials or
programs.
5. Reflect o your
FS experience
Analysis of Step 1 MOOC MOOC
Episode 7 and Reflection Online Review the Seven Providers listings in the
on MOOcs learning domains of NCBTS Internet
In this through and identify
Episode, I must be Massive competencies I like
able to: Open Online to develop more.
Identify Courses
MOOCs (MOOCs) Visit sites of
that align MOOC providers
with the and explore the
NCBTS. courses offered that
Choose are relevant to
MOOCs NCBTS domains I
that will want to work on
contribute Reflect on how I
to ones can continue
own developing your
professiona skills through
l MOOCs
developme
nt.
Explain
how
MOOcs
can be a
tool for
lifelong
learning

3 |Page
Note: The Field Study Teacher may decide:
1. To choose all or any of the suggested activities. However, The Schools Learning Resources Activity is
required as preparatory task of the course.
2. On the mode of implementing the tasks (i.e., individually, dyad, or by group).
3. On the time allotment for each activity to sufficiently cover the 18-hour requirement of the course.

1
FS 3 THE SCHOOLS
FIELD LEARNING
STUDY
Learning RESOURCE CENTER

Episode
My Learning Episode Overview

Episode I provide an opportunity for students to examine a Learning Resource Center

or Multi Media Center and learn about its collection, services, equipment and reflect on
how it supports the teaching learning process.

My Intended Learning Outcomes

In this Episode, I must be able to:
Describe the goals of a learning Resource/ Multi- Media Center.
Identify and classify resources that facilitate the teaching- learning processes.

Explain the services of the center that support learning.

4 |Page
 My Performance Criteria

I will be rated along the following:

Quality of my observations and documentation,
Completeness and depth of analysis,
Depth and clarity of classroom observation- based reflection,
Completeness, organization, clarity of portfolio and
Time of submission of portfolio.

My Learning Essentials
1. A school usually sets up a center which will provide valuable support to the teaching- learning
process. Over the years the name of this center has evolved. Some of the names are Audio- Visual
Center, Media and Technology Resource Center, Teaching- Learning Technology Department, or
simply Learning Resource center.
2. With the very fast development and communications technology (ICT), the natural outcome
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 just have the LRC both for teachers and students..
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 audio visual 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
A link to other community resources
7. With the very fast development and communications technology (ICT), the natural outcome
library and ICT both in terms of hardware and software systems and applications.
8. 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 just have the LRC both for teachers and students..
9. The common purpose among these centers is to provide print, audio- visual and ICT resources to
support the teaching- learning process.
10. The goals of the Center may include, orienting and training teachers in the use of audio visual and
ICT resources, working with teachers and administrators in producing instructional materials,
making available useful resources to the students, teachers and the school community.
11. 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
A link to other community resources
My Map
___________________________________________________________________

To realize my intended Learning Outcomes, I will work my ways through these steps:

5 |Page
 4. Write down a brief reflection of

3. Make an inventory 1. Visit a schools

of its available and Learning
resources and classify Resource Center. Look
them according to around and see what
their characteristics resources and facilities
and functions. are available inside.

2.Ask the Learning Resource Center

in-charge about how some
equipment or facilities are used.

6 |Page
 My Tools

As you visit and observe the learning Resource Center, use activity forms
provided for you to document your observations. Ask the assistance of the one manning the
center courteously.

An Observation Guide for a

LEARNING RESOURCE CENTER

Read the following statements carefully before you observe.

1.Go around the Learning Resource Center.

2.Find out what learning resources are present.
3.Examine and describe how the materials are arranged and how they are
classified. Are they free from dust and moisture? Are they arranged for easy
access?
4.Read the guidelines/procedures posted or available for the users to refer to?
5.Familiarize yourself with the guidelines and procedures. You may choose to
take photos of the center (if allowed).

After you have observed, classify the resources available that you believe are most
useful. Please use the activity form provided for you.

Name of Center Observed: _________________________________________________

Date of Observation: _______________________________________________

Name of Observer: _____________________________________________

Course / Year / School: _______________________________________________

List of Available Learning Resources

Available Learning Resources Characteristics and Unique Teaching Approaches where the
(Enumerate in bullet form) Capabilities Resource is Most Useful

1.Print Resources
Books
Encyclopedia
Newspapers & Magazine
Researches

2.Audio Resources
Speakers
Headphones from their
Speech Laboratory

3.Non-electronic Visual
Resources
Globe
Map
Graph & Charts

7 |Page
 4. ICT Resources
Computers
Widescreen TV
Laptops
Radio

Impression about the LRC:

Name and Signature of Observer:

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

My Analysis

Write your
Were the learning resources/materials arranged
properly according to their functions and
observation
characteristics? here:
.
Do the guidelines and procedures facilitate easy
access to the materials by the teachers? Why?
Why not?
.

What are the strengths of this Learning

Resource Center?
What are its weaknesses?

What suggestions can you make?

My Reflection/Insights

1. Which of the materials in the Learning

Resource Center caught your interest the
most? Why?

2. Which gadgets/materials are you already

confident to use/ operate?

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

1. All are responsibilities of the Learning Resource/ Audio- Visual/Educational

Technology Center of a school EXCEPT________.

A. Make available technology equipment for 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
2. The Learning Resource/ Audio- visual/ Educational Technology Center
regularly provides the teachers a list of websites, apps and instructional
materials available in the city which are relevant to the different subjects
they teach. This fulfills which function?

A. Recreational reading center

B. A link to other community resources
C. Laboratory of learning
D. Center of resources
3. 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
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center

.
Integrating Theory and Practice

Directions: Read the items given and encircle the correct answer.

My Learning Portfolio
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?

9 |Page
 .

My Learning Rubric (How did I perform in this episode?)

________________________________________________________________________
______________
Field study 3, Episode 1 The Schools Learning Resource Center
Focused on:
describing the goals of a learning resource/ multi-media center
identifying and classify resources that facilitate the teaching-learning processes
explaining the services of the Center that support learning

Name of Student _________________ Date Submitted: _________________________

Year & Section: ___________________________________________Course ____BSED- Filipino______
Exemplary Superior Satisfactory Needs Improvement
Learning 4 3 2 1
Episodes
All episodes were done All or nearly all Nearly all episodes Fewer than half of
Learning with outstanding episodes were done were done with episodes were done; or
Activities quality; work exceeds with high quality. acceptable quality. most objectives were met
expectations. but need improvement.
3 2 1
4
All questions/episodes Analysis questions Analysis questions Analysis questions were
were answered were answered were not answered not answered.
Analysis of the completely; in depth completely. completely.
Learning Episode answers; thoroughly Grammar and spelling
grounded on theories. Clear connection Vaguely related to are unsatisfactory
Exemplary grammar with theories the theories
and spelling
Grammar and Grammar and
spelling are superior. spelling are 1
4 3 acceptable.
2
Reflection statements Reflection statements Reflections Reflection statements are
are profound and clear; are clear, but not statements are unclear and shallow and
Reflections/ supported by clearly supported by shallow; supported are not supported by
Insights experience from the experiences from the by experiences from experiences from the
learning episodes learning episodes the learning episodes learning episodes
3
4 2 1
Portfolio is complete, Portfolio is complete, Portfolio is Analysis questions were
clear, well-organized clear, well-organized; incomplete; not answered
and all supporting; most supporting supporting Grammar and spelling
Learning Portfolio documentations are documentations are documentations are unsatisfactory
located in sections available and logical organized but are
clearly designated and clearly marked lacking
locations 1
4 3
2

10 | P a g e
 Submitted before the Submitted on the Submitted a day Submitted two days or
Submission of deadline deadline after the deadline more after the deadline
Learning Episode 4 3 2 1
COMMENT/S Rating:
Over-all Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-below

_______________________________ _________________________
Signature of FS Teacher Date
above Printed Name

2
BULLETIN BOARD

FS 3 DISPLAYS

FIELD STUDY
Learning
Episode
My Learning Episode Overview
Episode 2 provides me with an opportunity to give a more intent look at bulletin
board displays and determine the effectiveness of these displays in delivering in purpose
and message.
My Intended Learning Outcomes
In this Episode, I must be able to:
Identify MOOCs that align with the NCBTS.
11 | P a g e Choose MOOCs that will contribute to ones own professional development.
Explain how MOOCs can be a tool for lifelong learning.
 My Performance Criteria

I will be rated along, the following:

quality of my observation and documentation
completeness and depth of analysis,
depth and clarity of classroom observation-based reflection
completeness, organization, clarity of portfolio and
time of submission of portfolio

My Learning Essentials

1. Bulletin Boards have four general purposes:

Decorative- They offer visual stimulation and appeal to the aesthetics. They set the social
and psychological atmosphere of the school
Motivational- They encourage students to perform better and have greater confidence.
An example would be the display of students outputs that show that each output is
recognized and valued.
Informational They are used as a strategy to disseminate information.
Instructional- They invite students to respond and participate
through interactive displays.
2. The set of criteria for evaluating bulletin board displays includes
effective communication, attractiveness, balance, unity,
interactivity, legibility, correctness and durability.

My Map

Display board, or what we more commonly refer to as bulletin board,

is one of the most readily available and versatile learning resources.
To realize my Intended Learning Outcomes, I will work my way
through these steps:

As you look around and examine board displays, use the activity forms provided for you
to document your observations.

An Observation Guide for BOARD DISPLAYS

Read the following statements carefully before you observe.

1. Go around the school and examine the board displays. How many board displays
do you see?
2. Where are the display boards found? Are they in places where target viewers can
see them?

12 | P a g e
 3. What are the displays about? What images and colours do you see? How are
pieces of information arranged?
4. What materials were used in making the displays? Are borders used?
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the
like)
6. Are the messages clear and easily understood?
7. You may choose to take a photo of the display board (if allowed)

OBSERVATION REPORT

Name of School: __________________________________________________

Observed: __________________________________________________
Location of the School: _________________________________________________
Date of visit: ________________________________________

From among the board displays that you saw, pick the one that you got
most interested in. Evaluate it using evaluation from below.

BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display _________________

Location of the Board Display in School __ _________

Check the column that indicates your ratings. Write comments to

back up your ratings.

4 Outstanding 3 Very Satisfactory

2 Satisfactory 1 Needs Improvement

Criteria NI S V O Comments
1 2 S 4
3
Effective Communication: It The board was located
conveys the messages quickly and where everyone can see
clearly.
Attractiveness: Colours and It complements and eye
arrangement. catching
Balance: Objects are arranged so The post on the board
stability is perceived. were categorized
Unity: Repeated shapes or Colours Less shapes
or use of borders holds display
together.
Interactivity: The style and The display is
approach entice learners to be informative
involved.
Legibility: Letters and illustrations The heading and font
can be seen for good distance. were very visible from a
distance
Correctness: It is free grammar No typo error

13 | P a g e
errors, misspelled words,
ambiguity.
Durability: It is well-constructed, Items are securely
items are securely attached. attached and it is well
constructed but it will be
detached if intended.

An Evaluation Report of a Bulletin Board

(Option 2)

Bulletin Board Evaluated by:

Location:

Brief Description of the Bulletin Board:

EVALUATION

Strengths Weaknesses

Description of
the Bulletin
Board lay-out

Evaluation
of educational
content and other
aspects

Recommendations or
Suggestions for
improvement

_____________________
Signature of Evaluator over Printed Name:

My Analysis

14 | P a g e
_______________________________________________________

Did the board display design reflect the likes/interests of its target audience?
Why? Why not?

Was the language used clear and simple for the target audience to understand?
Why? Why not?

What do you think was the purpose of the board display? Was it effective? Why?
Why not?

What suggestions can you make?

Based on your suggestions, propose an enhanced version of the display board. Use the form
below.
My Proposed Board Display

Theme:___________________

Board Title:_______________________________

15 | P a g e
Rational:
(Purpose)

Objectives:

Best features of my proposed bulletin enhancement:

Content Resources (Name each needed resource and give each a brief description):

Materials for aesthetic enhancement:

My Reflections/Insights
1. Name at least 5 skills that a teacher should have to
be able to come up with effective board displays.
Elaborate on why each skill is needed.
.
2. Which of the skills you named in #1 do you already
have? Recall your past experiences in making board
displays. How do you practice these skills?

16 | P a g e
 3. Which skills do you still need to develop? What concrete steps will you
take on how you can improve on or acquire these skills

My Learning Rubric (How did I perform in this episode?)

Field Study 3, Episode 2 Bulletin Board Displays

Focused on:
evaluating bulletin board displays using a set of criteria for quality
applying principles in designing an effective bulletin board display

Name of FS Student __________ Date submitted ____________________

Year & Section __________________________________ Course __BSED FILIPINO_______

Needs
Exemplary Superior Satisfactory
Learning Episodes Improvement
4 3 2
1
All episodes were All or nearly all Nearly all episodes Fewer than half of
done with outstanding episodes were done were done with episodes were
quality; work exceeds with high quality acceptable quality. done; or most
Learning Activities expectations objectives were
2 met but need
4 3 improvement.
1
All questions/episodes Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in depth completely. completely.
answers; thoroughly Grammar and
grounded on theories. Clear connections Vaguely related to spelling are
Analysis of the Learning
Exemplary grammar with theories. the theories. unsatisfactory.
Episode
and spelling
Grammar and Grammar and
4 spelling are spelling are
superior. acceptable.
3 2 1
Reflection statements Reflection Reflection Reflection
are profound and statements are statements are statements are
clear; supported by clear, but not shallow; supported unclear and
experiences from the clearly supported by experiences shallow and are not
Reflections/Insights learning episodes. by experiences from the learning supported by
4 from the learning episodes. experiences from
episodes. the learning
3 2 episodes.
1

17 | P a g e
 Portfolio is complete, Portfolio is Portfolio is Analysis questions
clear, well organized complete, clear, incomplete; were not answered.
and all supporting; well organized; documentations are
documentations are most supporting organized but are Grammar and
Learning Portfolio located in sections documentations are lacking. spelling are
clearly designated available and unsatisfactory.
logical and clearly
4 marked locations. 1
3 2
Submitted before the Submitted on the Submitted a day Submitted two
deadline deadline after the deadline. days or more after
Submission of Learning
the deadline.
Episode
1
4 3 2

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

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71- Below

________________________________________ _______________________________
Signature of FS Teacher Date
above Printed Name

18 | P a g e
 3
FS
Learning
FIELD STUDY

Episode
3 SLIDESHOW
(Slide Presentations)

My Learning Episode Overview

Episode 3 provides an opportunity for me to develop a teaching-learning

resource for a particular unit of study or lesson.

My Intended Learning Outcomes

In this Episode, I will be able to apply the principles in creating effective

audio-visual presentations.

My Performance Criteria

I will be rated among the following:

quality of my observations and documentation,

completeness and depth of analysis,
depth and clarity of classroom observation-based reflection,
completeness, organization, clarity of portfolio and
time of submission of portfolio.

My Learning Essentials

Presentation softwares are useful in organizing your lesson with a series of

text and graphics, often with audio and video to capture the interest of your
learners. The most popular one is Powerpoint but you can also explore so
many other softwares or apps like, Prezi, Powtoon, Keynote, Prezentit and
Sliderocket.

When creating audio-visual presentations, remember the following:

19 | P a g e
 1. Plan your presentation by drafting an outline. Ensure that information is organized in
proper headings and sub-headings based on how pieces of information relate with each
other.
2. 2. Abide by the Rule of Six. Each slide should have a maximum of six lines and each line
with six words.
3. 3. Ensure that your font size is large enough to be seen by the learners at the back. Font
size for titles should not be less than 36-40 and 32 for the rest.
4. 4. Include more of keywords or phrases and less of whole sentence.
5. 5. Animation should have a clear purpose. It should only be used if it will help highlight
important points, strongly communicate an idea, and not at all distract the learners.
6. 6. Pictures speak a thousand words. Add pictures and even video clips to enrich your
presentation.
7. 7. Follow the 3 Cs for information. All information included should be correct, current
and complete.
8. 8. Proper citation should also be observed. Include a list of references at the end of the
presentation.
My Map

An effective teacher makes it her/his business to create slide presentations that really
enhance instruction.

To realize my Intended Learning Outcomes, I will work my way through these steps.

My Tools

As you prepare your slide presentations, use the activity form below.

Subject Matter/Topic:

Objectives:

Title of my Presentation:

20 | P a g e
 Enhancement (Check appropriate box):

Graphics Music Hyperlink

Animation Voice Narration Embedded video

Sound effects Stylish fonts Others,

please specify
_________________

Description of Appropriate Use:

Presentation Storyboard:

Surf the net. Just key in the

words like

Slide
My Analysis
Presentations
PowerPoint
Presentations After working on your slide presentation, answer the
Clip arts following questions:
Fonts
PowerPoint tutorial What are the good features of a slide
presentation?
and enjoy choosing slide
backgrounds, images,
fonts to download.
21 | P a g e
Just be sure, you follow
the principles you learned
in your Educational
 .

Which of these features are present in the slide

presentation you made?

Which features are not present in the slide

presentation you made?

My Learning Rubric (How did I perform in this episode?)

Field Study 3 Slideshow (Slide Presentations)

Focused on: Applying the principles in creating effective audio-visual

presentations.

Name of FS student: Date Submitted:_______________

Year & Section:___________________________Course:_______BSED FILIPINO__________

Exemplary Superior Satisfactory Needs

Learning
4 3 2 Improvement
Episodes
1
All episodes All or nearly Nearly all Fewer than half of
were done all episodes episodes were episodes were
Learning with were done done with done; or most
Activities outstanding with high acceptable objectives were
quality; work quality quality met but need
exceeds improvement
expectations
2
4 3 1
All Analysis Analysis Analysis questions
questions/epis questions were questions were were not answered
odes were answered not answered
answered completely completely Grammar and
completely; in spelling are
Analysis of the depth Clear Vaguely unsatisfactory
Learning Episode answers; connections related to the
thoroughly with theories theories
grounded on
the theories. Grammar and Grammar and
Exemplary spelling are spelling are

22 | P a g e
 grammar and superior. acceptable
spelling

3 1
4 2
Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clearly shallow; unclear and
Reflections/ clear; supported by supported by shallow and are
Insights supported by experiences experiences not supported by
experiences from the from the experiences from
from the learning learning the learning
learning episodes episodes episodes
episodes

3 2 1
4
Portfolio is Portfolio is Portfolio is Analysis questions
complete, complete, incomplete; were not answered
clear, well- clear, well- supporting
organized and organized; documentatio Grammar and
all supporting; most ns are spelling
documentatio supporting organized but unsatisfactory
Learning n documentatio are lacking
Portfolio S are all ns are
located in available and
sections logical and
clearly clearly marked
designated locations
1
2
4 3
Submitted Submitted on Submitted Submitted two
Submissions of before the the deadline after the days or more after
Learning deadline deadline the deadline
Episodes 4 3 1
2
Rating:
Over-all Score (Based on
COMMENT/S transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 8-8 7-below
18 12
Grade 1.0 1.2 1.5 1.75 2.00 2.2 2.5 2.75 3.0 3.5 5.00
5 5 0 0
99 96 93 90 87 84 81 78 75 72 71-Bellow

Signature of FS Teacher Date

above Printed Name

23 | P a g e
 FS 3
FIELD STUDY

Learning
4
My Learning Episode Overview
Tools of the Trade
(Teaching Aids Bank)
Episode 4 provides an opportunity for me to examine my own
knowledge about how use technology in teaching through

Episode
TPACK framework.
My Intended Learning Outcomes
the

In this Episode, I must be able to use my technology pedagogical

content knowledge in choosing appropriate teacher resources to
use fora particular unit of study.
My Performance Criteria
I will be rated along the following:
quality of my observations and documentation,
completeness and depth of analysis,
depth and clarity of classroom observationbased reflection,
completeness, organization, clarity of portfolio and
time of submission of portfolio.
My Learning Essentials
The TPACK Framework
The TPACK Framework is a framework that shows the types of
knowledge involved in the teachers capacity to integrate
technology in the teachinglearning process. This was propsed by
Mishira and Koehler in2007. These three types or bodies of
knowledge can be described separately but they work together,
each time you (as the future teacher) use technology for
instruction. Reflect on yourself asyou read about the three:

24 | P a g e
 1. Technological knowledge. This refers not only on wether you are computer literate but
also knowing what technology is best to use and how they should be utilized in teaching.
Technology here can be as simple as the chalk and the blackboard or as complicated as
augmented reality. As technology is everchanging, your technological knowledge isalso
somethingthat must be everdeveloping.
2. Pedagogical Knowledge. This refers to the principles and strategies of teaching. It
includes your knowledge of the learners, and in formulating objectives, designing
activities and assessing your learners.
3. Content Knowledge. This refers to how well you know the subject area or topic that you
will teach. It includes how wide and how deep you know about what you will teach.
You can see from the diagram that the two circles overlap with each other, while
all three of them overlap as well. Each twocircle overlap indicates the interaction or
interfacing of technological and content knowledge (TCK), content and pedagogical
knowledge (CPK), and pedagogical and technological knowledge.
The middle most part of the diagram shows the interaction or interfacing of the
three, which is the technological pedagogical content knowledge (TPACK). This is what
is very important for you to be able to use technology effectively in teaching. You need to
be aware of your strengths and weakness in the three and reflect how you can grow in
each one and use them together as best as you can.
Have this framework in mind as you analyze and reflect in this episode about your
own knowledge in using technology in teaching.

Technological
Pedagogical Content
Knowledge (TPACK)

Technological
Pedagogical Knowledge
(TPK) Technological Technological Content
Knowledge Knowledge (TCK)
(TK)

Pedagogical Content
Knowledge Knowledge
(PK) (CK)

My Map
Reproduced with permission of the
To realizePedagogical Content Learning Outcomes, I will work my way
my Intended publisher, c. 2012 by tpack.org
Knowledge (PCK)
through these steps.

Step 1. Decide on a specific content area and

the level of learners technology.

Step 2. Find out the learning resources relevant

to topics that are available.

Step 3. Develop a pile of teaching aids

(flashcards, pictures, cutouts transparencies).

Step 4. Organize them in a box.

25 | P a g e
 My Tools

I should remember:
The Bank of varied An Observation/Survey Guide
TeachingSubject
AidsArea/
that Topic:
I Before preparing
Grade/Year
will create must Level:
Name of the School 1. Are there learning resources useful learning
for your materials,
topic a
containBig Ideas about the topic:
well resourceful teacher:
in the resource center you visited?
_________________________________________________
organized Teaching First, checks the
Aid materials, each available
2. Are the available materials appropriate for learning
your
I. Objectives:
Visited ___________
with a written target grade/year level? resources from
varied
3. List down those that can be useful for sources.
your topic.
description of of
Location the
the School
4. What other materials can you Second,
make? (like determines
flash
following:
__________________________________________________
Grade/year level,
which will be most
cards, posters, cutouts, transparencies, etc.)?
appropriate for her
subjectII.area and
Motivating
Date of Visited Activity
___________________________________ learning goals.
subject matter for OBSERVATION NOTES Third, makes
which the teaching adaptations for more
aid is used. effective use of
Procedures in using materials.
the teaching aid. Fourth, creates own
Teaching Approach materials.
where the teaching
aid could be used
best.

My Analysis
What skills did you have which helped you prepare the materials? What skills
did you lack that made it difficult for you? (Technological Knowledge)
.
Discuss some strategies on how you will use the materials you included here in
this episode. (Pedagogical Knowledge)
.
How well do you know the topic you have chosen? (Content Knowledge) Discuss
the big ideas of this topic that you would want to focus on.
.

26 | P a g e
 My Reflections/Insights
1. Reflect on the technological knowledge (TK), pedagogical knowledge (PK) and content
knowledge (CK) worked together in fulfilling the tasks in this episode.

.
2. What are some of the things you can do to enhance an enrich your technological, pedagogical
content knowledge (TPACK) to be able to facilitate an active, interesting, learning and fun
filled learning environment in the future?

Integrating Theory and Practice

Directions: Read the items given below and encircle the correct
answer.

1. Miss Anyayahan is planning technology integration in her science lesson on states of matter.
She is applying her pedagogical knowledge when she __________.
a. Looks into the characteristics and interests of the learners in order to choose activities
that would match them
b. Studies how to attach a video to her audiovisual presentation
c. Researches further on plasma as another state of matter
d. Learns how to scan pictures to include in her presentation
2. Mr. Taqueban is planning technology integration in his social studies lesson on the EDSA
Revolution. He is applying his content knowledge when he ________.
a. Considers the learners multiple intelligence before preparing his technology
integration lesson plan
b. Includes information from EDSA revolution video documentaries
c. Uses Prezi as an option to using PowerPoint in his presentation
d. Sets up a workspaces account for his students to blog about the EDSA Revolution
lesson
3. Mrs. Gorres is implementing technologyactivity for4th graders to work on multiplication of
two digit numbers. Which of the following illustrates the interaction of the teachers
technological, pedagogical, and content knowledge?
a. The teacher checks the math standards for 4th graders and based on these standards, lets
her students answer multiplication exercises on the blackboard.
b. The teacher makes the children watch a video that she downloaded from You tube and
asks the children to summarize it.
c. The teacher evaluates math apps on multiplication, matches them with her students
skill level, demonstrates how the apps are used, and allow her students to explore and
work on the apps.
d. The teacher makes the children play whatever math apps they find in the internet and let
27 | P a g e
them share in class about their experience.
My Learning Portfolio

Learning Resources on a Specific Content Area

Use this graphic organizer to present the learning resources relevant to the topic chosen.
On the line inside the box, indicate if the resource is already AVAILABLE, MAY BE PURCHASED, OR
WILL BE MADE 9by you, of course!)

TOPIC:

Grade/year level
Available

Available May be purchased

Will be made
Specific Content
Area

28 | P a g e
 My Learning Rubric (How did I perform in this episode?)
Field Study 3, Episode 4 Tools of the Trade (Teaching Aids Bank)
Focused on:
Identifying MOOCs that align with the NCBTS
Choosing MOOCs that will contribute to ones own professional
development
Explaining how MOOCs can be a tool for lifelong learning
Name of FS Student ___________ Date Submitted_____________
Year & Section________________________________________ Course_____BSED FILIPINO______

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
All episodes were done All or nearly all episodes Nearly all episodes Fewer than half of
with outstanding quality; were done with high were done with episodes were done;
Learning Activities work exceeds expectations quality. high quality. or most objectives
were met but need
improvement
4 3 2 1
All questions/episodes Analysis questions were Analysis questions Analysis questions
were answered completely; answered completely. were not answered were not answered.
Analysis of the in depth answers; completely.
Learning Episodes thoroughly grounded on Clear connection with Grammar and
theories. Exemplary theories. Vaguely related to spelling are
grammar and spelling. the theories. unsatisfactory.
Grammar and spelling
are superior. Grammar and
spelling are
acceptable.
4 3 2
1
Reflection statements are Reflection statements are Reflection Reflection statement
profound and clear; clear, but not clearly statements are are unclear and
Reflection/Insights supported by experiences supported by experiences shallow; shallow and are not
from the learning from the learning supported by supported by
episodes. episodes. experiences from experiences from the
the learning learning episodes
episodes 1
4 3
2
Portfolio is complete, clear, Portfolio is complete, Portfolio is Analysis questions
well-organized and all clear, well-organized; incomplete; were not answered.
Learning Portfolio supporting; most supporting supporting
documentations are documentations are documentations Grammar and
located in sections clearly available and logical and are organized but spelling
designated. clearly marked locations are lacking. unsatisfactory.
4 3 2
1
Submitted before the Submitted on the Submitted a day Submitted two days
Submission of deadline deadline after the deadline or more after the
Learning Episode deadline
4 2 1
3
COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.5 2.75 3.0 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-Below

_________________________________________________ _____________________

Signature of FS Teacher above Printed Name Date

29 | P a g e
 FS 3
5
Technology Integration
in the Classroom
FIELD STUDY

Learning
Episode
My Learning Episode Overview
Episode 5 provides an opportunity for me to observe how a
teacher utilizes technology for instruction.

My Intended Learning Outcomes

In this Episode, I must be able to:

Describe ways in which technology is integrated in the

classroom.
Analyze the level of technology integration used by the
teacher.
My Performance Criteria
I will be rated along the following:

Quality of my observations and documentation,

Completeness and depth analysis,
Depth and clarity of classroom observation-based reflection,
Completeness, organization, clarity of portfolio and
Time of submission of portfolio.

My Learning Essentials
The Technology Integration Matrix provides a
comprehensive framework for you to define and evaluate technology
integration. It will provide you direction and guide you on the
process of achieving effective teaching with technology. The
teachers integration of technology in instruction can be described
as progressing in 5 levels: entry, adoption, adaptation, infusion and
finally transformation. 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

The teacher also works at creating a learning environment that

encourages and enables quality technology integration. The interdependent
characteristics of the learning environment are being active, collaborative,
constructive, authentic, and goal-directed.

The Technology Integration Matrix connects the Levels of Technology

Integration and the Characteristics of the Learning Environment. Examine
the matrix below. To

30 | P a g e
 You will use this matrix to analyze and reflect in this
episode.
Levels of Technology Integration into the Curriculum
Technology
Entry: The teacher Adoption: The Adaptation: The Infusion: The Transformation: The
Integration uses technology to teacher directs teacher encourages teacher creates teacher creates a rich
Matrix deliver curriculum
content to
students in the
conventional use
adaptation of tool-
based software by
a learning
environment
learning environment
in which students
students. of tool-based allowing students to that infuses the regularly engage in
software. If such select a tool and power of activities that would
software is modify its use to technology tools have been impossible
available, this level accomplish the task throughout the to achieve without
is the at hand. day and across technology.
recommended subject areas.
Characteristics of the Learning Environment

Active: Students Students use Students begin to Students have Throughout the Given ongoing access
are actively technology for drill utilize technology opportunities to school day, to online resources,
engaged in using and practice and to create products, select and modify students are students actively
technology as a computer based
for example using technology tools to empowered to select and pursue
tool rather than training.
passively receiving a word processor accomplish specific select topics beyond the
information from to create a report. purposes, or appropriate limitations of even
the technology. example using technology tools the best school
colored cells on a and actively library.
spreadsheet to plan apply them to
a garden. the tasks at
hand.
Collaborative: Students primarily Students have Students have Throughout the Technology enables
Students use work alone when opportunities to opportunities select day and across students to
technology tools to using technology. utilize and modify subject areas, collaborate with
collaborate with
collaborative tools, technology tools to students utilize peers and experts
others rather than
working such as email, in facilitate technology tools irrespective of time
individually at all conventional ways. collaborative work. to facilitate zone or physical
times. collaborative distances.
learning.
Constructive: Technology is used Students begin to Students have Students utilize Students use
Students use to deliver utilize constructive opportunities to technology to technology to
technology tools to information to tools such as select and modify make construct, share, and
build students.
graphic organizers technology tools to connections and publish knowledge to
understanding
rather than simply to build upon prior facilitate construct a worldwide
receive knowledge and collaborative work. understanding audience.
information. construct across
meaning. disciplines and
throughout the
day.
Authentic: Students use Students have Students have Students select By means of
Students use technology to opportunities to opportunities to appropriate technology tools,
technology tools to complete assigned apply technology select and modify the technology tools students participate
solve real world activities that are
tools to some technology tools to to complete in outside-of-school
problems generally
meaningful to unrelated to real- content-specific solve problems based authentic tasks projects and
them rather than world problems. activities that are on real-world issues. across problem-solving
working on based on real disciplines. activities that have
artificial world problems. meaning for the
assignments. students and the
community.
Goal Directed: Students receive From time to time, Students have Students use Students engage in
Students use directions, students have the opportunities to technology to ongoing
technology tools to guidance, and opportunity to use select and modify the set goals, plan metacognitive
set goals, plan feedback from
technology to plan, use of technology activities, activities at a level
activities, monitor technology tools to
progress, and set goals, plan monitor, or tools to facilitate monitor that would be
evaluate results activities, monitor evaluate an goal-setting, progress, and unattainable without
rather than simply progress, or self- activity. planning, evaluate results the support of
completing evaluate monitoring, and throughout the technology tools.
assignments evaluating specific curriculum.
without reflection activities.

Reproduced with permission of the Florida Center for Instructional Technology

College of Education, University of South Florida, fcit.usf.edu

31 | P a g e
 My Map
______________________________

To realize my Intended Learning Outcomes, I will work my way

Through these steps:

Step 1.Observe a class for three meetings. Videotape, 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 learned.

My Tools
As you observe the class, use the activity forms provided for you to document
your observation.

Class Observation

Read the following statements carefully before you observe.

1. What is the lesson all about?

2. What visual aids/material/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners response to the teachers use of learning resources.
Listen to their verbal responses. What do their responses indicate? Do their responses
show alternativeness, eagerness and understanding?
5. Focus on their non-verbal responses. Are they learning forward showing their
interest in the lesson and in the materials? Are they looking towards the direction of
the teacher and materials? Do their actions show attentiveness, eagerness, and
understanding?

OBSERVATION REPORT

Date of Observation ____________________________________________________________________

School _____________________________________________________

Subject ___________Topic________________________________________________

Grade/Year Level ____

MY ANALYSIS

UTILIATION OF TEACHING AIDS FORM

32 | P a g e
Grade or Year level of class observed:

Date of observation:

Subject Matter:

Filipino

Brief description of teaching approach used by the teacher:

____________________________________________

Teaching Aids used

(enumerate in bullet Strength Weaknesses Appropriateness of the
form) Teaching Aid used

Visual aid The teacher knows It will only weak of It assists the teacher in
how efficiently how the teacher do not delivering her lesson,
to utilize the know how to so it is appropriate to
materials. efficiently utilize the use this material for
material and if the large number of
content is not clear students inside the
enough to students. classroom and it is
necessary for the
teacher to use it
because most of the
students were visual
students.
Chalkboard It will be effective if It will only be weak I
it used in a proper the teacher does not
way such as writing know how efficiently
on the board must to utilize it.
start in the left side
going to the right
side and writing on
the board must be
legible enough in
order for students to
understand quickly
and clearly.

33 | P a g e
 My Analysis
Analysis can facilitate the Use the technology Integration Matrix to analyze the
evaluative process by class you observed. In what level of technology integration
focusing teachers do you think the teacher operated? Why?
attention on the
effectiveness, efficiency,
and/or appeal of
instructional materials
and events.

.
Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observation that justifies your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________.
Over-all, were the learning resources used effectively? Why ?Why not? Give your suggestions.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________________ On Reflection

Effective teachers
who are competent
My Reflections/Insights in self-reflection are
able to adjust their
plans to match the
1. Put yourself in the place of the teacher. What would you do similarly
changing interests
and needs of their
And what would you do differently if you would teach the same lesson
learners. As an
To the same group of students? Why?
important part of
________________________________________________________________ your own
________________________________________________________________ development as a
________________________________________________________________ pre-service teacher,
________________________________________________________________ reflection will help
________________________________________________________________ you, both in
________________________________________________________________ yourself-evaluation
________________________________________________________________ and in your self-
________________________________________________________________ improvement.
________________________________________________________________
________________________________________________________________
Go ahead Make
Reflection a habit!
34 | P a g e
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Integrating Theory and Practice

Directions: Read the items given below and encircle the correct answer.

1. A Science teacher uses a PowerPoint presentation to show the classification in kingdom

Animalia. The teacher then teaches them how to use 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. entryconstructive
b. adoptionconstructive
c. infusionconstructive
d. transformationconstructive

2. 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 in
adding mixed fraction. This shows technology integration which is __________.

a. entryactive
b. adoptionactive
c. infusionactive
d. transformationactive

3. 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. This
project involves technology integration which is _______.

a. entryactive
b. adoptionconstructive
c. transformationconstructive
d. adaptioncollaborative

35 | P a g e
My Learning Portfolio

Include here pictures/illustration of the materials used by the teacher.

Put your comments/annotations about what you observed.

36 | P a g e
 My Learning Rubric (How did I perform in this episode?)

Field Study 3, Episode 5 Technology Integration in the Classroom

Focused on:
Identifying MOOCs that align with the NCBTS
Choosing MOOCs that will contribute to ones own professional
development
Explaining how MOOCs can be a tool for lifelong learning
Name of FS Student ___________ Date Submitted_____________
Year & Section________________________________________ Course____BSED FILIPINO___________

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
All episodes were done All or nearly all episodes Nearly all episodes Fewer than half of
with outstanding quality; were done with high were done with episodes were done;
Learning Activities work exceeds expectations quality. high quality. or most objectives
were met but need
improvement
4 3 2 1
All questions/episodes Analysis questions were Analysis questions Analysis questions
were answered completely; answered completely. were not answered were not answered.
Analysis of the in depth answers; completely.
Learning Episodes thoroughly grounded on Clear connection with Grammar and
theories. Exemplary theories. Vaguely related to spelling are
grammar and spelling. the theories. unsatisfactory.
Grammar and spelling
are superior. Grammar and
spelling are
acceptable.
4 3 2
1
Reflection statements are Reflection statements are Reflection Reflection statement
profound and clear; clear, but not clearly statements are are unclear and
Reflection/Insights supported by experiences supported by experiences shallow; shallow and are not
from the learning from the learning supported by supported by
episodes. episodes. experiences from experiences from the
the learning learning episodes
episodes 1
4 3
2
Portfolio is complete, clear, Portfolio is complete, Portfolio is Analysis questions
well-organized and all clear, well-organized; incomplete; were not answered.
Learning Portfolio supporting; most supporting supporting
documentations are documentations are documentations Grammar and
located in sections clearly available and logical and are organized but spelling
designated. clearly marked locations are lacking. unsatisfactory.
4 3 2
1
Submitted before the Submitted on the Submitted a day Submitted two days
Submission of deadline deadline after the deadline or more after the
Learning Episode deadline
4 2 1
3
COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.5 2.75 3.0 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-Below

___________________________________________________ ___________________________
Signature of FS Teacher above Printed Name Date

37 | P a g e
 6
FS MY E-WORLD

3 CHECK OUT THIS OUT:

Learning
FIELD STUDY

Episode
My Learning Episode Overview
Episode 6 provides opportunities for me to
explore the electronic resources for instructional use.
My Intended Learning Outcomes
In this Episode, I must be able to evaluate electronic
resources for appropriate instructional use.
My Performance Criteria
I will be rated along the following:
Quality of my observations and documentation,
Completeness and depth of analysis,
Depth and clarity of classroom observation-based
reflection,
Completeness, organization, clarity of portfolio and
Time of submission of portfolio.
My Learning Essentials

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 to search for information
but to make decisions, as to which ones you will take and use
and which ones you will put aside. Aim to develop your kills
in evaluating internet resources. You will be able to choose.

38 | P a g e
 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:

Accuracy. The resource comes from a reliable source and is accurate, free from
error and is up-to-date.
Appropriateness. The resource of grade/level-appropriate. The content
matches what is needed by the teacher.
Clarity. The resource clearly addresses the instructional goals is mind
Completeness. The content is complete. It has all the information
Write yourneeded to be
personal
able to use them. notes here:
Motivation. The resource is engaging and rewarding to learners. It will
encourage active participation of the learners.
Organization. The resource is logically sequenced. It clearly indicate what steps
should be taken. The procedures or processes flow smoothly.

(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch, Robert
Maribe (2003). A Gateway to Educational Materials: An Evaluation of an Online
Resource for Teacher and an Exploration Of User Behaviors. Journal of
Technology and Teacher Education. 11(1),21-51).
My Map
For 5.
this process,
Reflect on yourexplore the world through these steps:
FS experience

Observe a class and

take note of the topic
being presented

4. Evaluate the
Material or
Program

2. Surf the net to find sites

that provide support
materials and/or
interactive programs (Web
quests/ games) on the
3. List and describe at least topic.
5 sites/ interactive
programs.

39 | P a g e
 MY TOOLS

Please use the Class Observation Guide provided for you.

Class Observation Guide

Read the following Statements carefully before you observe.

1. What is the lesson about? What are the teachers objectives?

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

3. Note the skills that the teacher is developing in the learners.

40 | P a g e
 MY ANALYSIS

Using the information you got from observing the class, surf the
internet for electronic resources that will be useful in
teaching the same lesson. Evaluate the resources you found.
Fill out the form below.

Electronic Resources Evaluation Form

Grade/year ______________________
level
Subject Filipino___________________
matter/ Topic
(based on the
class you
observe
objectives _________________________________________________________________

Name and Describe Describe

type of the Put a check if the resource satisfies the criterion. how you
electronic
electronic can use it if
resources Accurate Appropriate Clear Complete Motivating Organized
resources (include you were to
author/publ teach in the
isher/source class you
). observed.
Presentations Slideshare
about_____ ___________
__________ ___________
__________ ___________
__________ ___________
_ ___________
___________
__________.
Edictionaries Filipino ___________
Dictionary ___________
___________
___________
___________
___________
________.
Tools Laptop/Spe ___________
aker/Overh ___________
ead ___________
projector ___________
_____.

MY REFLECTION/ INSIGHTS

41 | P a g e
1 .Describe your experience in surfing the internet for appropriate electronic resources
for the class? Did you find it difficult or easy?

2. How did you choose which electronic resources to include here? What did you
consider? Explain.

3. Reflect on your technology skills. What skills do you already have and what skills
would you continue to work onto be better at utilizing electronic resources?

INTEGRATING THEORY AND PRACTICE

Directions; Read the items given below and encircle the correct word
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?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergartens. 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
B. Accuracy
C. Motivation
D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade Science class. She is finding out
whether the app taps the skills found in the grade standards to ensure that this app
will be helpful in meeting 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
B. Accuracy
C. Currency
D. Appropriateness

42 | P a g e
 My Learning Portfolio
Enjoy exploring these
For your portfolio, do at least one of the three
Power of Social Media suggested activities below.
Edmodo Grockit-
Edublogs Skype-
Wikispaces Pinterest-
Schoology Quora 1. Visit www.teachnology.com or other
Ning Open Study- teacher resource websites. Print useful
EPals- My Big Campus- instructional materials (worksheets,
visual aids, flash cards, rubrics, etc.)
Make Lesson Fun
and include them here. Indicate how
Khan Academy-
Manga High- Fun Brain- they might be useful considering your
Educations- Animoto major or area of specialization.
Socrative Knewton
Kerproof Study Sync-
Carrotsticks - E-turo
2. Visit www.edudemic.com/50-
Lesson Planning Tools educationtechnology-tools-every-teacher-
Teachers Pay Teachers- should-know-about/
Plan board-Timetoast
Capzles Prezi
Wordle QR codes Explore and enjoy the fantastic education
Quizlet Matery Connect tools. Try them out. Describe what you
Google Docs You tube discovered and share hoe these tools can be
Teacher tube Ted-Ed helpful to you as a teacher.
Glogster Creaza
Mentor Mob EDMODO it is social tool for
learning which is similar to
Useful Tools
Evernote Facebook. This kind of educational
Twitter Google tool connects teachers and students
Educreations Dropbox and saves and download files.
Diigo Aviary EDUBLOGS some teachers require
Jing Popplet - their students to have their own blogs
Google Earth Slideshare and this one tool would be very
Live binders Audio Boo -
affective and useful because it offers
a safe and secure place to set up
blogs for one self or for classroom
purposes.
PREZI this tool is like a power point
presentation on a higher level. It
simple to do all kind of cool things
with your lessons, even allowing
collaboration between teachers.
SLIDESHARE with this tool, you
can upload and download
presentations documents and videos
and share them with students or
colleagues. You can also take
advantage of it through using other
presentations as reference to your
certain topic.

Field Study 3- Technology in the Environment Page 64

 3. Visit edtechteacher.org. This is a treasure box for you. Explore and share what
you learned.

My Learning Rubric (How did I perform in this episode?)

____________________________________________________________________
__________________
Field study 3, Episode 6 My E-word

Focused on:
describing the goals of a learning resource/ multi-media center
identifying and classify resources that facilitate the teaching-learning
processes
explaining the services of the Center that support learning

Name of Studen: _____________Date Submitted: ____________________

Year & Section: ___________________________________________Course ____BSED FILIPINO____
Exemplary Superior Satisfactory Needs Improvement
Learning 4 3 2 1
Episodes
All episodes were done All or nearly all Nearly all episodes Fewer than half of
Learning with outstanding episodes were done were done with episodes were done; or
Activities quality; work exceeds with high quality. acceptable quality. most objectives were
expectations. met but need
3 2 improvement.
4 1
All questions/episodes Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
Analysis of the completely; in depth completely. completely.
Learning answers; thoroughly Grammar and spelling
Episode grounded on theories. Clear connection with Vaguely related to the are unsatisfactory
Exemplary grammar and theories theories
spelling
Grammar and spelling Grammar and
are superior. spelling are 1
4 3 acceptable.
2
Reflection statements Reflection statements Reflections Reflection statements
are profound and clear; are clear, but not statements are are unclear and
Reflections/ supported by experience clearly supported by shallow; supported shallow and are not
Insights from the learning experiences from the by experiences from supported by
episodes learning episodes the learning episodes experiences from the
3 learning episodes
4 2
1
Portfolio is complete, Portfolio is complete, Portfolio is Analysis questions
clear, well-organized and clear, well-organized; incomplete; were not answered
all supporting; most supporting supporting Grammar and spelling
Learning documentations are documentations are documentations are unsatisfactory
Portfolio located in sections available and logical organized but are
clearly designated and clearly marked lacking 1
4 locations
3 2
Submitted before the Submitted on the Submitted a day after Submitted two days or
Submission of deadline deadline the deadline more after the
Learning 4 3 2 deadline
Episode 1
COMMENT/S Rating:
Over-all Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

Field Study 3- Technology in the Environment Page 65

 99 96 93 90 87 84 81 78 75 72 71-below

_________________________________________ _________________________
Signature of FS Teacher above Printed Name Date

Check this out:

FS 3
FIELD STUDY

Learning
Episode
My Learning Episode Overview
7 ON-LINE LEARNING
THROUGH MOOCS

Episode 7 provides an opportunity for me to use my computer

skills to explore online learning through MOOCs.

My Intended Learning Outcomes

In this Episode, I must be able to:

Identify MOOCs that align with the NCBTS.
Choose MOOCs that will contribute to ones own professional
development.
Explain how MOOCs can be a tool for lifelong learning.

My Performance Criteria

I will be rated along, the following:

quality of my observation and documentation

completeness and depth of analysis,
depth and clarity of classroom observation-based reflection
completeness, organization, clarity of portfolio and
time of submission of portfolio
My Learning Essentials

Massive Open On-line Course (MOOCs) are online courses

open to 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
thousand students or more.

Field Study 3- Technology in the Environment Page 66

Open

There is mostly freedom of place, pace, 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 animation
Facilitation interaction among peers. Builds a
learning community through opportunities to
interact.
Some interaction with the teacher or academic staff
Activities/task, tests, including feedback.
Participants are provided with some feedback
mechanism. Can be automatically generated like
quizzes, feedback from peers or teacher.
Some kind of (non-formal) 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 Attribution4.0

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.

Field Study 3- Technology in the Environment Page 67

 My Map

To realize my Intended Learning Outcomes, I will work my way through

these steps.

Step 1

Review the seven

domains of NCBTS and

identify competencies I

like to develop more.

Visit sites of MOOC

provider and explore the

courses offer that are

are relevant to NCBTS domains

I want to work on.

Reflect on how I can

continue developing my

skills through MOOCS.

My Tools

1. Get a copy of the NCBTS and go over the competencies.

2. On the second column, write the competencies you like to work on.
3. Search for MOOCS in the internet which are relevant to the competencies you
identified. You may try these sites:

http://www.teachthought.com/technology/list-75-moocs-teachers-students/
http://www.educationalworld.com/a_cur/moocs-best-teachers-free-online-
courses.shtml
http://www.forbes.com/sites.skollworldforum/2013/06/10/moocs-for-
teachers-theyre-learners-too/
https://www.mooc-list.com/categories/teacher-professional-development
http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-
program-joins-mooc-madness/

Field Study 3- Technology in the Environment Page 68

 4. Indicate the MOOC provider. You might need to create an account in the
different MOOC providers to explore their MOOCs.
NCBTS Domain Competencies MOOCs related to the MOOC
I want to competency/ies (include a short Provider
work on description)
1. Social Regard for ______________ ____________________________________ Coursera
Learning ______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
__________ ___________________________________.
2. The Learning ______________ ____________________________________ Coursera
Environment ______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
______________. _____________________________.
3. Diversity of ______________ ____________________________________
Learners ______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
_____________. ___________________________________.
4. Curriculum ______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
____________. _________________________.
5. Planning, ______________ ____________________________________
Assessing and ______________ ____________________________________
Reporting _____________. ____________________________________
____________________________________
____________________.
6. Community ______________ ____________________________________ Coursera
Linkages ______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
____________. _________________________.
7. Personal Growth ______________ ____________________________________ Coursera
and Professional ______________ ____________________________________
Development ______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
______________ ____________________________________
___________. __________________________________.

Field Study 3- Technology in the Environment Page 69

 My Analysis
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: Coursera

Objectives of the
MOOC:______________________________________________________________________
____________ _________________________________________
Content Outline
Week 1: What it means to be professionals
Week 2: Ethics, codes pf conduct and standards for teachers
Week 3: Legal and administrative responsibilities of a teacher
Week 4: Developing a personal philosophy of teaching
Week 5: Being part of a professional learning community
Week 6: Continuing to develop as professional

Why did you pick this MOOC?

2. MOOC Title:

Provider: Coursera

Objectives of the MOOC:

Content Outline:
Week 1: The importance of relationships for educational settings.
Week 2: Developing positive teacher-student relationships.
Week 3: Working with your colleagues and school leaders
Week 4: The importance of parent involvement for student success
Week 5: It takes a whole village to educate a child: Working with your
community
Week 6: Recognizing diversity: Social, Cultural and Values differences in
the school.

Why did you pick this MOOC?

3. MOOC Title:

Provider: Cousera

Objectives of the MOOC:

Field Study 3- Technology in the Environment Page 70

 Content Outline:
Week 1: The lives of children
Week 2: How children learn
Week 3: Engaging with students
Week 4: The power of the peer group
Week 5: Learning that travels

Why did you pick this MOOC?

My Learning Portfolio
Make a listing of MOOC providers (like Coursera, Edx, Udemy, Udacity, etc). Under
each one, include the most relevant MOOCs they offer for teachers. You may print
their icons and course listings. Highlight the ones you want to enroll in the future. Or
if it is already possible, enroll in one MOOC and document here what you learned and
maybe paste your certificate of completion here.

Field Study 3- Technology in the Environment Page 71

 My Learning Rubric (How did I perform in this episode?)

Field Study 3, Episode 7 On-line Learning through MOOCs

Focused on:
Identifying MOOCs that align with the NCBTS
Choosing MOOCs that will contribute to ones own professional
development
Explaining how MOOCs can be a tool for lifelong learning
Name of FS Student _____________________________ Date Submitted_____________
Year & Section________________________________________ Course___BSED FILIPINO__________

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
All episodes were done All or nearly all episodes Nearly all episodes Fewer than half of
with outstanding quality; were done with high were done with episodes were done;
Learning Activities work exceeds expectations quality. high quality. or most objectives
were met but need
improvement
4 3 2 1
All questions/episodes Analysis questions were Analysis questions Analysis questions
were answered completely; answered completely. were not answered were not answered.
Analysis of the in depth answers; completely.
Learning Episodes thoroughly grounded on Clear connection with Grammar and
theories. Exemplary theories. Vaguely related to spelling are
grammar and spelling. the theories. unsatisfactory.
Grammar and spelling
are superior. Grammar and
spelling are
acceptable.
4 3 2
1
Reflection statements are Reflection statements are Reflection Reflection statement
profound and clear; clear, but not clearly statements are are unclear and
Reflection/Insights supported by experiences supported by experiences shallow; shallow and are not
from the learning from the learning supported by supported by
episodes. episodes. experiences from experiences from the
the learning learning episodes
episodes 1
4 3
2
Portfolio is complete, clear, Portfolio is complete, Portfolio is Analysis questions
well-organized and all clear, well-organized; incomplete; were not answered.
Learning Portfolio supporting; most supporting supporting
documentations are documentations are documentations Grammar and
located in sections clearly available and logical and are organized but spelling
designated. clearly marked locations are lacking. unsatisfactory.
4 3 2
1
Submitted before the Submitted on the Submitted a day Submitted two days
Submission of deadline deadline after the deadline or more after the
Learning Episode deadline
4 2 1
3
COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.5 2.75 3.0 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-Below

___________________________________________________ ___________________________
Signature of FS Teacher above Printed Name Date

Field Study 3- Technology in the Environment Page 72

Bibliography

CHED (2004). Commission on Higher Ed. Memorandum Order 30, series 2004.

Corpuz, B. amd Lucido P. (2012) Educational Technology 1, 2nd ed.

Philippines: Lorimar Publishing

DepEd Order No. 73, s ,(2012). Guidelines on Assessments and Ratings of

Assessment Outcomes under the K to 12 Basic Education Curriculum

Lucido, P. (2012) Educational Technology 2. Philippines; Lorimar Publishing

Steinaker, N. W. & Bell, M. R. (1979). The Experiential Taxonomy: a new

approach to teaching and learning, London: Academic Press

SEAMEO INNOTECH (2010). Teaching Competency Standards in Southeast

Asian Countries, Philippines: SEAMEO INNOTECH

Teacher Education Council, DepEd (2009). Experiential Learning Handbook.

TEC, DepEd , Manila

Evaluating MOOCs. University of South Africa. Retrieved from

http://libguides.unisa.ac.za/content.php?pid=626297&sid=5184464

Fifty Educational Technology Tools That Every Teacher Should Know. Retrieved
from http://www.edudemic.com/50-education-technology-tools-every-
teacher-should-about/

Florida Center for Instructional Technology.The Technology Integration Matrix.

Retrieved from http://fcit.usf.edu/matrix/

Four Ways to Evaluate Massive Open Online Courses (MOOCs). Retrieved

from http://www.explorance.com/blog/2013/11/4-ways-evaluate-
massive-open-online-courses moocs/

MOOC List Teacher Education. Retrieved from https://www.mooc-

list.com/tags/teacher-education

MOOCs for Teachers : Coursera Offers Online Teacher Training Program.

Retrieved form http://ww2.kqed.org/mindshift/2013/04/30/new-online-
teacher-training-program-joins- mooc-madness/

MOOCs For Teachers: Theyre Learbers, Too. Retrieved from

http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-
teachers-theyre-learners-too/

R.A. 10533, The Enhanced Basic Education Act of 2013

Tech Tools by Subject and Skills. Retrieved from

http://edtechtecaher.org/tools/

The TPACK Framework. Retrieved from http://www.tpac

Field Study 3- Technology in the Environment Page 73

Field Study 3- Technology in the Environment Page 74
Appendix A

Orientation Notes for

Field Study and this Workbook Series

Legal and Historical Foundation

CHED Memorandum Order No. 30 (CMO 30) was promulgated on
September 13, 2004 for the purpose of rationalize the undergraduate teacher
education in the country to keep pace with the demands of global
competitiveness. It is in accordance with the pertinent provisions of Republic
Act No. 7722, the Higher Education Act of 1994. CMO 30 embodies the policies
and standards for the undergraduate teacher education curriculum.

Article 5, Sec. 13 of CHED Memorandum Order No. 30 states that, Field

Study courses are intended to provide students with practical learning
experiences in which they can observed, verify, reflect on in actual school
settings. The experiences will begin with field observation and gradually
intensify until students undertake practice teaching. In the teacher education
curriculum before the issuance of CMO 30 s. 2004, field observation came in
the senior year long after learning all the theories were learned. In the present
curriculum, the learning of theories takes place side by side with field
observation. This is to enable students to connect theories learned with
practice immediately.

The Field Study courses are composed of six field study subjects and
practice teaching. This workbook addresses Field Study 3.

The intended learning outcomes of the FS courses are derived primarily

from the National Competency-Based Teacher Standards (NCBTS), the
standards of effective teaching developed by the Teacher Education Council,
the Department of Education and the Commission on Higher Education. To
alignment, the NCBTS were seen vis--vis the competencies in the Table of
Specifications of the Licensure Examination for Teachers (LET) and also side by
side with the Competency Framework for Southeast Asian for Teachers in the
21st century researched by SEAMEO INNOTECH. (See matrix below).

Table 1. A Comparison of Teacher Competencies from 3 Sources

Competency Framework for Southeast National Competency-Based LET Table of Specifications

Asian Teachers for the 21st Century Teacher Standards
(SEAMEO INNOTECH Study)
1. Facilitating the development of Domain 2- The Learning 3. Facilitating Learning, Child
learners life and career skills Environment and Adolescent Development
A.1 Equip oneself with knowledge, skills, 2.1 Creates an environment that 3.1 Analyze the cognitive,
attitudes and values of the 21st century promotes fairness metacognitive, motivational
A.2 Facilitate development of students 2.2 Makes the physical socio-cultural factors that affect
learning to Know knowledge, skills, environment safe and conducive learning
attitudes and values to learning 3.2 Apple theories of learning
A.3 Facilitate development of students 2.3 Communicates higher and development to the
Learning to Do knowledge, skills, attitudes learning expectations to each teaching- learning process
and values learner 3.3 Draw educational
A.4 Facilitate development of students 2.4 Establishes and maintains implications of research
Learning to Be knowledge, skills, attitudes consistent standards of learners findings related to child and
and values (e.g. emotional intelligence) behavior adolescent learning and
A.5 Facilitate development of students Domain 3- Diversity of Learners development along with the
Learning to Live Together knowledge, skills, 3.1 Is familiar with learners biological, linguistic, cognitive,
attitudes and values background knowledge and social and psychological
A. 6 Assess students knowledge, skills, experiences dimensions
attitudes and values on the 4 pillars of 3.2 Demonstrates concern for 3.4 Organize a learning
education holistic development of learners environment that is responsive
to learners needs and that
promotes fairness among
learners of various cultures,
family, background and gender
Competency Framework for National Competency- LET Table of
Southeast Asian Teachers Based Specifications
For the 21 st Century Teacher Standards
(SEAMEO INNOTECH Study)
2. Creating a conducive learning Domain 2- The Learning 3. Facilitating Learning,
environment Environment Child and Adolescent
D.1. Foster a safe, clean and 1. Creates an Development
orderly learning environment environment that 1. Analyze the
D.2. Promote a caring and learning promotes fairness cognitive,
friendly environment 2. Makes the metacognitive,
D.3. Motivate active learning physical motivational
D.4. Foster an understanding to environment safe socio-cultural
maintain a high standard of and conducive to factors that
learning performance learning affect learning
D.5. Respect diversity of learners 3. Communicates 2. Apply theories
D.6. Maintain a collaborative higher learning of learning and
learning environment expectations to development to
each learner the teaching
4. Establishes and learning
maintains process
consistent 3. Draw
standards of educational
learners behavior implications of
2. research
findings related
Domain 3- Diversity of to child and
Learners adolescent
1. Is familiar with learning and
learners development
background along with the
knowledge and biological,
experiences linguistic,
2. Demonstrates cognitive, social
concern for and
holistic psychological
development of dimensions
learners 4. Organize a
learning
environment
that is
responsive to
learners needs
and that
promotes
fairness among

Field Study 3- Technology in the Environment Page 76

 learners of
various
cultures, family,
background and
gender.
4. Facilitating learning Domain 2- The Learning 3. Facilitating Learning,
3.1. Acquire mastery of subject Environment Child and Adolescent
matter 2.1. Creates an Development
3.2. Employ strategies that cater to environment that 3.1. Analyze the
students learning styles and to promotes fairness cognitive,
elicit active learning 2.2. Makes the physical metacognitive,
3.3. Communicate at learners level environment safe motivational socio-
3.4. Promote students participation and conducive to cultural factors that
and collaboration learning affect learning
3.5. Apply questioning and 2.3. Communicates 3.2. Apply theories of
reaching skills higher learning learning and
3.6. Integrate HOTS in the lesson expectations to each development to the
3.7. Contextualize teaching to local learner teaching learning
situations 2.4. Establishes and process
3.8. Manage classroom activities maintains consistent 3.3. Draw educational
standards of implications of
learners behavior research findings
3. related to child and
adolescent learning
Domain 3- Diversity of and development
Learners along with the
3.1. Is familiar with biological,
learners background linguistic, cognitive,
knowledge and social and
experiences psychological
3.2. Demonstrates dimensions
concern for holistic 3.4. Organize a
development of learning
learners environment that is
responsive to
learners needs
and that promotes
fairness among
learners of various
cultures, family,
background and
gender.

Field Study 3- Technology in the Environment Page 77

4. Preparing appropriate lesson plans Domain 4- Curriculum 2. Principles of Teaching
in line with the school vision and 4.2. Communicates clear 2.3 Apply principles in
mission learning goals for the lessons the preparation and
C.1. Assess existing learning needs that are appropriate for utilization of the
C.2. Formulate specific learning learners conventional and non-
objectives incorporating conventional technology as
knowledge, skills, attitudes and well as traditional and
values, if applicable alternative teaching
C.3. Prepare lesson plan based on strategies
syllabus and time frame
C.4. Consider diversity of learners
in preparing lesson plans
C.5. Select the right methodologies
according to subject and
learners level
C.6. Determine appropriate learning
resources available for
teaching and learning
C.7. Construct appropriate
assessment measures
C.8. Utilize results of the learner
assessment and teachers
reflection in developing lesson
plans
Competency Framework for
National Competency-
Southeast Asian Teachers for the LET Table of
Based
21st Century Specifications
Teacher Standards
(SEAMO INNOTECH Study)

5. Developing higher order thinking Domain 4- Curriculum 2. Principles of Teaching

skills (HOTS) 4.1.6 Demonstrates mastery 2.6 Use activities that
of the subject enhance critical, creative
F.1- Equip oneself with HOTS concepts and metacognitive reading
and strategies skills
F.2- Develop HOTS in learners
F.2.1 Develop creativity
F.2.2 Develop critical thinking skills
F.2.3 Develop problem solving &
decision making skills
F.3 Strengthen HOTS in learners
F.4 Assess HOTS of learner

6. Developing and utilizing teaching Domain 4- Curriculum 2. Principles of Attacks

and learning resources 4.4.2 Communicates clear 2.1 Employ activites,
learning goals for the lessons teaching methods,
E.1 Acquire knowledge and skills in the that are appropriate for the instructional materials and
use of teaching and learning resources learners technology, classroom
E.2 Develop teaching and learning 4.4.3 Select teaching management techniques
resources appropriate for the lesson methods, learning activities, appropriate for a chosen
E.3 Utilize appropriate teaching and and instructional materials or subject area
learning resources for the lesson resources appropriate to the 2.3 Apply principles in the
E.4 Integrate use of ICT in teaching learners and aligned to the preparation and utilization
and learning objectives of the lesson of the conventional and
E.5 Monitor and evaluate the use of non-conventional
teaching and learning resources technology as well as
traditional and alternative
teaching strategies

Field Study 3- Technology in the Environment Page 78

7. Enhancing ethical and moral values Domain 1- Social Regard for 1. Teaching Profession
Learning 1.1 Determine ways and
G.1. Internalize tearchers; professional 1.1 Acts as a porsitive role means to ensure high
code of ethics as specified in ones model for students standards of the teachers
country personal and
G.2. Uphold and model teachers unprofessional development
professional code of ethics Domain 7 Personal Growth 1.2 Describe the roles and
G.3. Educate learners and co-teachers and Professional responsibilities of the
with ethics and moral values Development teacher in the local and
7.1.1 Takes pride in the global community
nobility of teaching as a 1.6. Apply ethical principles
profession in the teachers personal life
7.1.2 Builds professional links and in his/her relationship
with colleagues to enrich with other people
teaching practice 1.7 Reflect on the
7.1.3 Reflects on the extent of professional teachers
the attainment of learning accountability to learners
goals performance and to the
teachers total involvement
in the teaching profession.

8. Assessing and evaluating learner Domain 5- Planning, 4. Assessmen of Leaning,

performance Assessing and Reporting Field Study, Practice
H.1 Acquire knowledge and skills on 5.1 Communicates, promptly Teaching
testing, assessment and evaluation and cleanrly to learners, 4.1 Apply principles in
(e.g., authentic and portfolio parents, and superiors about constructing traditional and
assessment) the progress of learners alternative/authentic forms
H.2. Develop formative and summative 5.2 Develops and uses a of high quality assessment
and assessment fools variety pf appropriate 4.2 Interpret assessment
H.3 Ass students learning using assessment strategies to results
different and appropriate assesment monitor and evaluate learning 4.3 Utilize processed data
tools 5.3 Monitors regularly and and assessment results in
H.4 Utilize assessment results provides feedback in leanrers reporting learners
understanding of content performance t o improve
teaching and learning
4.4 Demonstrate skills in
the use of techniques and
tools in assessing affective
learning
4.5 Assign students
marks/ratings
Competency Framework for
Southeast Asian Teachers for the National Competency- LET Table of
21 st Century Based Teacher Standards Specifications
(SEAMEO INNOTECH Study)

Field Study 3- Technology in the Environment Page 79

9. Engaging in professional Domain 7 Personal Growth 1. Teaching Profession
development and Professional 1.1 Determine ways
Development and means to
I.1 Conduct development needs 7.1.1 Takes pride in ensure high
analysis the nobility of standards of the
I.2 Prepare ones professional teaching as a teachers personal
development plan profession and professional
I.3 Engage in professional 7.1.2 Builds development
development professional links with
I.4 Reflect on the relevance of colleagues to enrich 1.5 Apply the four pillars of
professional development teaching practice learning learning to
undertaken 7.1.3 Reflects on know, learning to do,
I.5 Apply, share and disseminate the extent of the learning to live together,
new knowledge and skills attainment of learning learning to be in
gained from professional goals responding to the
development activities, study aspirations of the
visits and exchange programs learner
I.6 Mentor/coach/novice/student and the community
teachers
I.7 Assess the impact of
professional development
activities

10. Networking with stakeholders Domain 6 Community 2. Principles of Teaching

especially with parents Linkages
2.5 Distinguish the roles
J.1 Enhance public relation skills 6.1 Establishes learning of
J.2 Develop partnership with environments that stakeholders
parents and other stakeholders respond to the (students;
J.3 Share the responsibility of aspirations of the teachers;
educating students with the community employers;
community parents; and
J.4 Participate actively in socio- community)
civic events of the community in the delivery of the
curriculum
11. Managing students welfare and Domain 2 The Learning 3. Facilitating Learning
other Environment 3.3 Draw educational
tasks 2.4 Establishes and implications of
maintains research
J.1 Enhance public relation skills consistent findings related to
J.2 Develop partnership with standards of child
parents and other stakeholders learners and adolescent
J.3 Share the responsibility of behavior learning
educating students with the Domain 3 Diversity of and development
community Learners along
J.4 Participate actively in socio- 3.1 Is familiar with with the biological,
civic events of the community learners linguistic,
background cognitive, social
knowledge and psychological
and experiences dimensions
3.4 Organize a
3.2 Demonstrates learning
concern environment that
for holistic is
development of responsive to
learners learners

Field Study 3- Technology in the Environment Page 80

 needs and that
promotes
fairness among
learners
of various cultures,
family
background, and
gender

The authors were also mindful of the qualification standards set for Level 6 of the Philippine
Qualifications Framework (PQF) and the ASEAN Qualifications Framework (AQRF) in their choice of
learning tasks in the FS courses for quality assurance and goal competitiveness.

What is PQF? The PQF is a national policy issued by the Office of the President of the Philippines
in 2012 through Executive Order No. 82. The PQF describes the levels of educational qualifications and
sets the standards for qualification outcomes per level in the country. The qualifications per level are based
on standards of knowledge, skills and values acquired by the learners, the application of these knowledge,
skills and values and the degree of independence in which these knowledge, skills and values are applied.
The bachelors degree (BEEd/BSEd), pursued by the FS students and any bachelors degree for that
matter, is in Level 6. (Refer to Figure 1 and Tables 1 and 2). Take note of the description of the standards
of knowledge, skills and values and the degree of independence in which these are applied.

APPENDIX B

Philippine Qualifications Framework

Field Study 3- Technology in the Environment Page 81

 PQF PROGRESSION CHART
LVL TECHNICAL EDUCATION &
BASIC EDUCATION SKILLS DEVELOPMENT HIGHER
EDUCATION
8 _____________________________________ DOCTORAL &
POST
DOCTORAL
7 _____________________________________ POST
BACCALAUREATE

6 ____________________________________ BACCALAUREATE

5 _____________ DIPLOMA

4 _____________ NC IV

3 _____________ NC III

2 END OF G12 NC II

1 END OF G10 NC I
Figure 1. The Philippine Qualification Framework

Table 2 Descriptions for level PQFBaccalaureate Degree (BEEd and BSEd)

Knowledge, Skills and Application Degree of Independence

Values
Graduates at this level will Application in professional Independent or in teams of
have a broad and coherent work in a broad range of related field.
knowledge and skills in discipline and or further
their field of study study.
(elementary or secondary
teacher education) for
professional work and
lifelong learning.

The ASEAN Qualifications Reference Framework is the PQF for the ASEAN member
nations. It is a common reference framework that will function as a translation device to enable
comparisons of qualifications across participating ASEAN countries. The recognition of
qualifications of professionals or credit transfer for students from one ASEAN member country
to another is facilitated by way of the AQRF. Like the PQF, the AQRF has 8 levels of qualifications.
It also describes the knowledge and skills, he application of these knowledge and skills and the
degree of responsibility and accountability in which these knowledge and skills are applied.

Appendix C

Philosophical and Psychological Foundations

Field Study 3- Technology in the Environment Page 82

 This workbook adheres to the Vygotskian principle of social construction of
knowledge., i.e., meaningful learning and construction of knowledge will occur if
learners work hands-on in relevant settings with the proper guidance. Complementary
to Vygotskys theory is Albert Banduras social learning theory. Bandura asserted that
learning takes place not only through imitation but also through observation.
Recantly, the situated learning theory reiterates Vygotskys and Banduras view. The
situated learning theory asserts that knowledge needs to be presented and applied in
an authentic context or setting that involves social interaction and collaboration. The
Field Study Experience is geared towards this, to give pre-service teachers the
opportunity to learn through meaningful and systematic exposure in actual settings.

Another important theoretical basis of this Field study experience is reflective

education. John Dewey stressed the vital role that reflection plays in the growth and
development of teachers. Reflection allows the learner to explore his/her experiences
in order to arrive at new understanding or insights. It may be done individually or
through sharing and discussion with others.

In 1979, Steinaker and Bell proposed an experiential learning model which

included five steps: (1) Exposure, where you are exposed to the topic, (2) participation,
where you become physically a part of a school experience, (3) identification, when you
connect with the experience and analyze it, (4) Internalization, where you begin to be
affected of influenced by the experiene, and (5) dissemination, where you express and
share your learnings and insights. These five also function as a taxonomy to classify
the nature of specific learner responses as one goes through experiential learning
experiences.

This field study workbook will help your journey through these five steps as you
study the episode map (exposure), visit the field study sites (participation0, document
and analyze your observations and data (identification), reflect (internalization), and
prepare and share your portfolio (dissemination)

In 1984, Kolb described an experiential learning cycle model (1984) which consisted of
1) concrete experience0, 2) reflection (on the experience), 30 formation of abstract
concepts and 4) testing in new situation. (See Figure below).

Effective learning is seen when a person progresses through a cycle of four

stages: of (1) having a concrete experience follwed by (2) observation of and reflection
on that experience which leads to (3) the formation of abstract concepts (analysis) and
generalizations (conclusions) which are then (4) used to test hypothesis in future
situations, resulting in new experiences. For Kolb, learning is an integrated process
where a new experience of situation is encountered, this experience is reflected upon
where one may discover any inconsistencies between experiene and understanding.
The reflection process gives rise to a new idea (abstraction) or a modification of an
existing abstract concept which the FS student applies and experiments on and again
observes what results.

Applied in the FS courses, this means for example, that first the FS students
observes a teacher in a class; second he/she analyzes and reflects on his/her
observation; third, he/she comes up with an abstraction of his experience and
reflection; fourth, tests his/her abstraction in new situation. Experience without
reflection does not lead to learning.

According to Buod et al (1997) just having an experience does not necessarily

mean that learning has occurred. The important factor which can turn raw experience
into learning is the process of reflection (p. 129) Brown and McCartney (1999) point

Field Study 3- Technology in the Environment Page 83

out that reflection on both the content and the process of learning help learners move
towards and stay within deep approach to learning As Immanuel Kant put it
Experience without theory is blind, but theory without experience is mere intellectual
play.

Through the FS Workbooks, reflection is an integral component which leads to

My Portfolio authentic evidence of reflective learning.

APPENDIX D

Approach to Field Study

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 In 2006, an approach used in this Workbook was derived from all the
theoretical underpinnings previously discussed. This is OAR approach. Living in an
archipelago, Filipinos would likely have in our collective unconscious the ancestral
memory of the boat and the oar. The oar is a tool that helps the boat move into its
intended direction. We use acronym OAR to represent the general cycle pattern of the
task that pre-service teachers are expected to do in the different learning episodes.
After the intended learning outcome and the map are given per episode, the per
episode, the pre-service teachers will basically, Observe in actual setting or
Orchestrate a plan, or Organize an output. They will Analyze/Synthesize the
experience, and Reflect on the experience.

Observation in actual setting is meant for the FS students to train their senses
to really focus on important details of the learning situation and perceive them with
clarity and objectivity. It entails FS students ability to differentiate making an
observation and interpreting observation.

Analysis involves the use of critical thinking to break down the components of
what was observed, orchestrated or organized. Further on it leads also to the ability to
synthesize, i.e,to organize into a coherent pattern the salient points of what one has
been observed, analyzed and learned.

Reflection involves the past, the present and the future of the Field Study
students. In the light of each field experience episode, the Field Study students reflect
on relevant past experience that ight have affected their beliefs, values and attitudes
about the learning. The students also reflect on how each episode affects their present
thinking and finally, how their learnings will impact on their future as teachers. This
allows for the integration of the future teacher as first and foremost a person with
beliefs, values and attitudes.

The fruits of reflection then affect subsequent observation and analysis, thus
making the model cyclical.

This approach responds in part to the challenge of developing effective

mechanism for the Experiential Learning Component of Pre-Service Teacher
Education. It moves away from the old view that, Teacher for teachers. It adheres to
the NCBTS paradigm that Teacher development is transformational, experiential. And
contextual; it involves engaging teachers to critically reflect on old and new technical
knowledge as these facilitate student learning in actual contexts.

Through the six Field Study coursed, the FS students have repeated exposure
and practice in reflective teaching. The end goal is for them to imbibe reflective
teaching that it becomes second nature to them.

Field Study 3- Technology in the Environment Page 85

 The OAR Approach

Involves training of the

senses. Make FSs more
Provide keenly aware and sensitive
Integration of to learner and the learning
FS Past, present environment.
And future. Observation/organize/
Reflect
Reflective Orchestrate
(Dewey) (Bandura and Vygotsky)
Teaching

Practice

Analyze/Synthesize
(Bruner)

Trains FSs to become

critical thinker.

Appendix E

Table of Specification of General Education of the

Licensure Examination for Teachers (LET)*

Cluster/ Subject/ Competency *Weight Cluster/ Subject/ Competency *Weight

ENGLISH 20% 4.2 Solve, evaluate, manipulate symbolic and
1. English i Study and Thinking Skills 6% numerical problems in statistics and probability 2%
by applying fundamental rules, principles and processes
1.1 Use English language correctly and appropriately 3% SCIENCE 20%
1.2 Comprehend written text 3% Biological Science (General Biology)
2. English 2 Writing in the Discipline 5% Physical Science (Earth Science)
2.1 Use accurate, meaningful and 1. Identity scientific traits and attitudes exhibited in
appropriate language in written discourse various situations
5% 3%
3. English 3 Speech and Oral Communication 3% 2. Use scientific inquiry to investigate materials,
3.1 Use accurate, meaningful, and appropriate Events and phenomena in the natural world
Language in oral discourse
3% 5%
4. Literature I Philippine Literature 4% (designing experiments, collecting organizing,
4.1 Apply knowledge gained from local 1% Analyzing and interpreting, data, making
Literary pieces Conclusions, and communicating results)
4.2 Manifest comprehension to extract elements 1% 3. Use scientific knowledge to explain natural
in major literary genres Phenomena and protect earths resources

5%
4.3 Relate insights to given situations 2% 4. Analyze advantages and disadvantages of
5. Literature 2 Master Works of the World 2% Different solutions to particular problems 4%
5.1 Evaluate master works of the world 2% 5. Analyze the impact of technology on
FILIPINO 15% Living and nonliving things
3%
1. Filipino I Komunikasyon sa Akademikong Filipino 6% SOCIAL SCIENCES 20%
1.1 Nagagamit nang may lalong mataas na 6% 1. Philippine Government New Constitution with Human Rights 3%
antas ng kasanayan at kahusayan ang 1.1 Demonstrate understanding of the various
Filipino sa akademikong larangan forms of government from the barangay 1%
2. Filipino 2 Pagbasa at pagsulat tungo sa Pananaliksik 5% to the present system
2.1 Nababasa nang may wastong pagunawa 5% 1.2 Explain the nature and provisions of the present
ang mga teksto sa ibatibang disiplina Constitution, its advantages and disadvantages
3. Filipino 3 Masining na Pagpapahayag 4% over the others in the past and its function as 2%
3.1 Nagagamit nang may husay ang Filipino 2% fundamental law of the state
Sa pagbuo ng isang sulating pananaliksik 2. Philippine History 4%
3.2 Nagagamit ang angkop na repertwal 2% 2.1 Trace the history pf the Philippines from 2%
(repertoire) ng wika sa pagpapahayag ng Precolonial to contemporary periods
Kaalaman, karanasan at saloobin 2.2 Draw the implications of the historical evolution 2%
MATHEMATICS 20% of the Philippines to its present sociopolitical condition
I. Math I Fundamentals of Math 7% 3.Economics, Taxation, Land Reform and Cooperative 3%
1. Use of four fundamental operations in problem 3.1 Manifest understanding of the Philippine
Solving involving: economic condition with respect to taxation
1.1 operations with whole numbers, decimals, land reform and cooperative as well as to the 2%
Fractions & integers growth of its Gross National Product
1.2 prime, composite, denominate numbers 3.2 Apply the fundamental economic principles to the 1%
1.3 prime factorization 4% current economic condition of the Philippines
1.4 LCM, GCF 4. Society and Culture with Family Planning 2%
1.5 Divisibility rules 4.1 Apply basic concepts, theories and perspectives

Field Study 3- Technology in the Environment Page 86

1.6 Ratio and Proportion which relate to society, culture and family 1%
1.7 Percentage, Rate and Base planning in life
1.8 Measurement and unit of measure 4.2 Recognize cultural elements that are distinctly Filipino 1%
1.8.1 Perimeter 5. Rizal and other Heroes 2%
1.8.2 Area 2% 5.1 Analyze how Rizals life and works have 1%
1.8.3 Volume contributed to the countrys development
1.8.4 Capacity 5.2 Evaluate the contribution of other Philippine 1%
1.8.5 Weight heroes and heroines to the development of the country
1.9 Convert units in the metric system 1% 6. Philosophy 2%
2. Plane Geometry 5% 6.1 Analyze the nature of the Filipino, the Filipino 1%
2.1 Show mastery of basic terms and concepts society and the emerging Filipino philosophy
in Plane Geometry 6.2 Manifest a critical and analytical attitude toward 1%
2.1.1 lines and curves, perpendicular and parallel lines 3% specific issues and problems in daily life
2.1.2 angles, angle properties 7. Art Appreciation/ Humanities 2%
2.1.3 special triangles and quadrilaterals 7.1 Demonstrate understanding of the totality of human
2.1.4 polygons experience by formulating a human perspective that 1%
2.2 Solve problems involving basic terms and concepts 2% integrates all areas of knowledge
in plane geometry 7.2 Manifest appreciation of art as a result of an 1%
3. Elementary Algebra 5% integrative and wholistic view of ife
3.1 Show mastery of basic terms and concepts in 8. Psychology 2%
3.1.2 Polynomials 3% 8.1 Apply the basic concepts an theories of human
3.1.3 Linear equations behavior 2%
3.14 Linear inequalities

3.2 Solve, evaluate, and manipulate symbolic and INFORMATION AND COMMUNICATION TECHNOLOGY 5%
numerical problems in elementary algebra by applying Introduction to Computer
fundamental rules, principles and processes 2% 1. Manifest mastery of fundamental concepts,
4. Statistics and Probability 3% principles and operations of information and 3%
4.1 Show mastery and knowledge of basic communication technology (ICT)
terms and concepts in statistics and probability 1% 2. Identify varied and appropriate use of technology 1%
4.1.1 counting techniques 3. Analyze the effect/ impact of ICT on the environment 1%
4.1.2 probability of an event
4.1.3 measure of central tendency
4.1.4 measure of variability

*Promulgated by the board for professional Teachers, Resolution No. 10, s. 2009

Appendix G

FIELD STUDY 3

KEY TO CORRECTION

QUESTIONS
Learning 1 2 3
Episodes

1 D B A
2 A C C
3 D C B
4 A B C
5 B A C
6 D A D
7 B B A

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