LEARNING EPISODE

FIELD STUDY 1
Utilizing Teaching-Learning

FS1 11
SPARK Your Interest
Resource and ICT

With the lightning speed by which technology is evolving, and now with 4.0, technology
continues to be every significant part of the learning environment. This episode provides an
opportunity for student to examine a Learning Resource Center or Multi-Media Center and learn
about its collection, services, equipment, observe how a teacher utilizes technology for
instruction, and explore resource in the virtual learning environment. Student will analyze and
reflect on how technology, including artificial intelligence, supports the teaching-learning
process.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 Identify and classify learning resource material in the multi-media center,
 show skills in the positive use of ICT to facilitate the teaching-learning process (PPST
1.3.1);
 show skills in the evaluation, selection, development, and use of a variety learning
resources, including ICT to address learning goals (PPST 4.5.1);
 analyze the level of technology integration in the classroom; and
 demonstration motivation to utilize IVT for professional development goals based on
the PPST (PPST 7.5.1);

REVISIT the Learning Essentials

UNISCO ICT Competency Framework for Teacher Versions 3(ICT CFT v3, 2018)

The information and Communication Technology Competency Framework for Teachers

(ICT CFT) version 3 is a comprehensive framework guide for teachers’ development on the
effective and appropriate use of ICT in education. It highlights what teacher should know and do
clustered in six aspects, namely: 1. Understanding ICT in Education, 2. Curriculum and
assessment, 3. Pedagogy, 4. Application of Digital Skills, 5. Organization and administration,
and 6. Teacher Professional learning.

Similar to PPST, and ICT CFT also articulated competencies in level which guide teachers
as they develop their ICT skills from level 1, Knowledge Acquisition, to level 2, Knowledge
Deepening, and level 3, Knowledge Creation. The Commission on Higher Education Teacher
Education Curricula (2017) includes the UNISCO IVT CFT so most likely you have tackled this
in your Technology for Teaching and Learning classes.

It will be good to review the UNISCO ICT CFT v3 framework as your work in this episode.
The activities here are meant for you to observe, analyze and reflect about the competencies
discussed in the framework. (Access it at
https://www.open.edu/openlearncreate/pluginfile.php/306820/mod_resource/content/2/UNESCO
%20Competency%20Framework%20V3.pdf)

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2
 Levels of Technology Integration Into the Curriculum

Technology Transformation:
Integration The
Matrix Entry: The Adoption: The
Adaptation: Infusion: the teacher
teacher teacher The teacher creates a learning Teacher creates
uses Directs students Encourage environment that a rich
technology in the adaptation of infuses Learning
to deliver conventional usetool-based the power of environment in
curriculum of tool- software by technology which students
content to based software. allowing
If tools throughout theregularly engage
students. such students to day in activities that
software is select and across subject would have been
available, this a tool and areas. Impossible to
level is the modify its use achieve
recommended to accomplish without
entry point. the task at technology.
hand.

Students have
Active: Students are Students begin opportunities
to Throughout
to the
Given ongoing
Actively engage in utilize select and school day, access to online
using Student use
Technology tools modify technology students are
resources, students
Technology as a tooltechnology to create tools to empowered actively
rather For drill and products, for
accomplish specific
to select appropriateSelect and pursue
than passively practice and example purposes; for
technology tools andtopics
receiving computer using a word
example actively apply them Beyond the
information from thebased training.processor using colored cells
to the limitations of
technology. to create a reporton a task at hand. even the best school
spreadsheet to plan library.
a
garden.

Collaborative: Students have Students have Throughout the day Technology enables
Students Students opportunities Opportunities
to and
to Students to
Use technology toolsprimary work utilize select and across subject areas, collaborate
to Alone whencollaborative Modify technology
students utilize
With peers and
collaborate with
using tools, such tools to technology experts
others technology. as email, Facilitate
in tools to facilitate irrespective of time
rather than working conventional collaborative collaborative zone
individually at all ways. Work. learning. or physical
times. distances.

Students have
Constructive: Students begin opportunities
to Students
to utilize
Students Technology utilize
is select and technology Students use
Use technology toolsused to constructive tools
modify technology To make connection technology to
to deliver such as tools to and construct, share, and
build understanding information tographic assist them in the construct publish knowledge to
rather students. organizers to build
construction of understanding a
than simply receive upon prior
understanding. across disciplines
worldwide audience.
information. knowledge and and
construct throughout the day.
meaning.

By means of
Authentic: Students Students use Students have Students have Students select technology
use technology opportunities to opportunities to appropriate tools, students
Technology tools to complete apply select and technology tools to participate
solve assigned technology tools modify technologycomplete authentic in outside-of-school
real-world problemsactivities that to some tools to tasks across projects and
meaningful to them are generally content-specific solve disciplines. problem-
rather unrelated to activities problems based on solving activities that
than working artificial
real-world that are based onreal-world issues. have meaning for the
assignment. problems. real- students
world problem. and the community
By
Goal
Goal Directed: Students Students have 3
Students receive From to time, opportunities to Students use Students engage in
Use technology tools direction, students select technology ongoing
to set Guidance, andhave the and modify the usetools to set goals, metacognitive
goals, plan activities,
feedback opportunity to of plan activities at a level
 The Learning Resource Center
1. A school usually sets up a center that will provide valuable support to the teaching-
learning process. Over the years the name of this center has evolve. Some of the names
are Audiovisual Center, Media and Technology Resource Center, Teaching-Learning
Technology Development, or Simply Learning Resource Center.

2. With the swift development of ICT, the natural outcome was the ever-expanding interface
between the traditional library and ICT both in items of hardware and software system
and applications.

3. Schools may have different set-ups when it comes to a Learning Resource Center (LRC).
Some have replaced the item library with LRC. Some have a separate library. LRC, and
some have combined their learning resource centers with maker spaces.

4. The common purpose among these centers is to provide print, audio-visual and ICT
resources to support the teaching-learning process.

5. The goals of the Center may include orienting and training teachers in the use of
audiovisual and ICT resources, working with teachers and administrators in producing
instructional materials, making available useful resources to the student, 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 resource, laboratory of learning, agent of teaching, service
agency, coordinating agency, recreational reading center, and a link to other community
resources.

Technology Integration
The Technology Integration Matrix provides a comprehensive framework for you to define
and evaluate technology integration, It will provide you direction and guide you in the process of
achieving effective teaching with technology. The teacher’s integration of technology in
instruction can be described as progressing in 5 levels: entry, adoption, adaptation, infusion and
finally transformation.
The teacher also works at creating a leaning environment that encourages and enables
quality technology integration. The interdependent characteristics of the learning environment
are being active, collaborative, constructive, authentic, and goal-directed.
The Technology Integration Matrix connects the Levels of Technology Integration and the
Characteristics of the Learning Environment. Examine the matrix below. To make you
understand how integration is done in each of the levels and environment, explore the TIM
website and learn from the many interesting videos showing technology integration. Go to
http://fcit.usf.edu/matrix/Matrix.ph

Observing Technology Integration in the classroom

(Reproduced with permission of the Florida Center for Instructional Technology,

College of Education, University of South Florida, fcit.usf.edu)
Evaluation of ICT Resources
The world wide web is like an endless network of information, ever-expanding
and almost limitless. Electronic resources come in different forms like websites, web
quests, blogs, social network sites, on-line courses, a wide range of tools, and so many
forms of apps.

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 As a future teacher, one of the skills that will be most useful for you is the ability
not only to search for information but to make decisions, as to which ones you will take
and use and which ones you will put aside. Aim to develop your skills in evaluating
interne resources. You will be able to choose the best resources that will help you attain
your teaching-learning objectives

Below is a set of criteria which you can use to evaluate resources;

1. Accuracy. The resource material comes from a reliable source and is accurate, free
from error and is up-to-date.

2. Appropriateness. The resource is grade/level-appropriate. The content matches what is

needed by the teacher.

3. Clarity. The resource clearly addresses the instructional goals in mind.

4. Completeness. The content is complete. It has all the information needed to be able to
use them.

5. Motivation. The resource is engaging and rewarding to learners. It will encourage the
active participation of the learners.

6. Organization. The resource. is logically sequenced. It clearly indicates which steps

should be taken. The 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 Evaluate of an Online Resource for teacher and
an Exploration of User Behaviors. Journal of technology and Teacher education. 11(1), 21-51).
Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented speed at
which technology is evolving has disrupted many vital processes that involve how we run
production, businesses and consequently how we teach and learn. The following Technology
trends have huge potential to transform the ways we teach and learn UNESCO, 2018):
1. Open Technology Resources (OER). OERs are materials that can be used for teaching
and learning that do not require payment of royalties nor license fees. There is
abundance of OERs in the form of textbooks course materials, curriculum maps,
streaming videos, multimedia apps, podcast, and many others. They can have a
significant impact on education as they are made available and easily accessible in the
internet. Be sure to explore them to help you work on this episode.
2. Social Networks. Social networks have revolutionized the way we interact, learn about
things and share information. Sites and apps such as face-book, twitter, Instagram
provide a virtual venue for teachers and learners to work together interact among
themselves and with others classroom locally and globally.

3. Mobile Technologies. Filipinos are one of the most active on the internet, and also one
who send the greatest number of text message per day. This indicates the high number
of mobile device users. These devices can also be used as a learning tool by allowing
teachers and students more opportunities to learn inside and even outside the classroom.

4. The Internet of Things. IoT is a system of computing mechanisms that become built-in
into many everyday things, that allow sending and receiving data through the internet. A
lot of things have turned “smart.” We have smart cars that can navigate on its own. Smart
houses that monitor temperature and light. Smart TVs that interface with the internet.
Watches that send our vital signs to our doctors. All of their development can
Influence the way we teach and learn.

5. Artificial Intelligence. Commonly, artificial intelligence is associated when-computers or

machine simulate thinking and behavior of humans such as talking, learning and solving

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 problems. Virtual assistants such as Siri, Alexa, Bixby and Google assistant are near
samples of AI. Among others, uses of AI in education can be in the areas of gamification
and adaptive instruction for learners with special needs.

6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by a

computer program that allows a person to visit and experience the environment virtually.
In AR, images from computer programs interlay with the actual views of the real-word,
resulting in an expended, or altered view of a real-word environment. In education,
among others, VR and AR programs and apps allow more exciting ways of seeing and
experiencing things that add to the motivation and engagement of learners.

7. Big Data. Through the billions of interactions and transactions are done electronically,
and through the internet, an enormous amount of data is generated and stored. The
challenge is how to make sense of this data, through analytics and research, possibly
answer pertinent question about how to make teaching and learning most effective.

8. Coding. Coding is a skill necessary to create computer software, apps, and websites.
Today, there are learning programs that introduce coding activities as early as
kindergarten. Robotics programs in the elementary and secondary program introduce
and hone the skills of young learners. Coding helps learners develop novel ways of
exploring and trying out ideas, especially when done with problem or project-based
learning approaches.
9. Ethics and privacy protection. We have repeatedly heard about how quickly
technology is changing and impacting our lives. Through all this, It is crucial to ensure
that human values and principles govern or guide our use of technology. Ethical practices
that protect the rights of every person need to be upheld.

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Massive Open On-line Courses

Massive Open On-line Courses (MOOCs) are online courses open to a big group of people.
Below is the basic information about MOOCS. Let us focus on each word:
Massive
 MOOCs are on-line courses designed for large number of participants, usually larger
than the number of students that can fit a regular classroom. There can be hundreds
or even be a thousand students or more.
Open
 There is mostly freedom of place, pace and time.
 Courses can be accessed by anyone anywhere as long as they have internet
connection.
 Courses are open to everyone without entry qualifications
 Some courses are for free.
Online
All aspects of the course are delivered online.
Course
The MOOC course offers a full course experience including:

 Educational content. May include video, audio, text, games, simulations, social media
and animation
 Facilitation interaction among peers. Builds a learning community through opportunities
to interact
 Some interaction with the teacher or academic staff
 Activities/tasks, tests, including feedback. Participants are provided with some feedback
mechanism. Can be automatically generated like quizzes, feedback from peers or the
teacher.
 Some kind of (non-formal) recognition options. It includes some kind of recognition
like badges or certificate of completion. A formal certificate is optional and most likely has
to be paid for.
 A study guide/syllabus. This includes instructions as to how you may learn from the
materials and interactions presented.
- Based on Definition Massive Open Online Courses v1.1 licensed under Creative
Commons Attribution 4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Iversity. You will
have a chance to explore them as you go through this Episode.

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 OBSERVE, ANALYZE, REFLECT

Activity 11.1 Visiting the Learning Resource

Resource Teacher: Teacher's Signature: School: __________

Grade/Year Level: ______________ Subject Area: ________________ Date: ____________

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

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

Observe
As you visit and observe the Learning Resource Center, use the observation
guide provided. Ask the assistance of the Center staff courteously.

An Observation Guide for a

LEARNING RESOURCE CENTER

Read the following statements carefully before you observe.

1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified.
Are they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are these
guidelines/ procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center (if
allowed).

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 After you are through with your observation, classify the resources available that
you believe are most useful. Use the activity form provided for you
Name of Center Observe: _____________________________________
Date of Observation: _________________________________________
Name of Observer:
Course / Year / School:
List of Available Learning Resources
Available Learning Characteristics and Teaching Approaches were the
Resources Unique Capabilities Resource is Most Useful
(Enumerate in Bullet Form)
1. Print Resources Lecture: when compared to English
 Books -Increase the students’ vocabulary textbooks for Filipinos, Thai textbooks
 Dictionaries bank lag behind. It’s important to figure out
 -the ability to read has improved. how fast the students are learning.
-these are also useful resources for
educators in terms of preparing
classes.
2. Audio Resources
 Microphones -these audio resources help in keeping
Lecture: These tools are very useful
 Speakers the students’ attention. for increasing volume when music is
 being played (or even during
lectures).
3. Non-electronic
Visual Resources -These traditional materials are someWhen the teacher employs both direct
 Pictures of the most basic resources that are and indirect methods of instruction,
 Blackboard available. These function as consistent
these materials are quite beneficial.
 Chalk partners for teachers during lessons
because they are the easiest to obtain.
4. ICT Resources
 Smart TV -Teachers and students can access These
a tools are flexible, allowing
 Internet wealth of knowledge and teaching them to be used in a variety of
 resources via the internet. educational methods and
approaches.
Impression about the LRC:
The school has a number of resources that are important to the teaching and learning process. The
student was exposed to new concepts and ideas through the usage of electronic resources. The
resources and materials were properly organized. All of the additional materials, such as books in each
subject and dictionaries, are well organized.
Name and Signature of Observer

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

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

ANALYZE

Are the learning resources/materials arranged properly according to their functions and
characteristics?

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Yes, the resources or materials were properly organized. All of the other resources, such as
books and dictionaries, are well organized. The proper management of all learning resources in
the learning resource center should be taught to the students.
Do the guidelines and procedures facilitate easy access to the materials by the teachers? 'Why?
Why not?
When it comes to the use of resources, such as microphones, speakers, and projectors, these
are all closely monitored. The teachers who want to borrow the materials sign up on a
borrower’s slip, specifying when they will return the materials. This is particularly necessary in
order to avoid the loss of valuable educational materials.

What are the strengths of this Learning Resource Center?

The learning resource center’s key strength, thanks to the efforts of the teachers, is its student
attractiveness. Many photos are hung on the walls, which serve as learning materials for the
students on their own. The ICT resources are also well-maintained.
What are its weaknesses?
Because there are so many things stuffed in there, there isn’t enough room to move about.

What suggestions can you make?

Larger room so that other specimens or equipment important to the learning process can be
displayed, and students can undertake various activities inside the learning resource center.

REFLECT

1. Which of the materials in the Learning Resource Center caught your interest? Why?
In the learning resource center, a Smart TV has been installed. This allows students to see in a
large screen.
2. Which gadgets/materials are you already confident to use/operate?
The Smart TV is the gadget that I am most comfortable using or operating because I am familiar
with it.
3. Which one do you feel you need to learn more about?
I believe Smart TV is an emerging trend in both technology and education. Students might be
motivated to participate in classroom discussions if the learning environment becomes dynamic.
It draws students’ attention, making both teaching and learning more successful.

10
 OBSERVE, ANALYZE, REFLECT

Activity 11.2 Observing Technology Integration in the Classroom

Resource Teacher: Teacher's Signature: School: __________

Grade/Year Level: ______________ Subject Area: ________________ Date: ____________

To realize my Intended Learning Outcomes, I will work my way through these steps: Step 1.
Observe a class for three meetings. Video-tape, if allowed. Step 2. Describe how technology
was integrated the lessons and how the students were involved. Step 3. Use the Technology
Integration Matrix to analyze the technology integration done by the teacher. Step 4. Reflect on
what you have learned.

OBSERVE
As you observe the class, use the observation sheets provided for you to document your
observations.
Class Observation Guide

Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners' response to the teacher's use of learning resources. Listen
to their verbal responses. What do their responses indicate? Do their responses show
attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing their
interest in the lesson and in the materials? Are they looking towards the direction of the
teacher and the materials? Do their actions show attentiveness, eagerness, and
understanding?
OBSERVATION SHEET NO.
REPORT

Date Observation_______________________________________________________
School _______________________________________________________________
Subject________________________ Topic __________________________________
Grade/Year Level

ANALYZE
Grade or Year of Class Observed:
Date of Observation:
Subject Matter:
Brief Description of Teaching Approach Used by the Teacher: The teacher’s teaching method
is individualized teaching, in which students read the descriptions on the visual aids and the
teacher engages with them. After that, the teacher offers the students some instances of what
she talked about and assigns them certain activities.

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 Teaching Aids Strengths Weaknesses Teaching Approaches
Used where the Resource is
(Enumerate in Most Useful
bullet form)

 Visual
T the teacher It will only be weak if the teacher writes terms
The visual aid supports
Aidsunderstandsthat are not understandable to the students the teacher in
how to make andtheif the content is not expressed clearly.presenting her lecture
best use of the and, rather than books,
available it captures the attention
resources. of the students.
Students’ attention will
Due to the be drawn to the teacher
legibility of the and the visual aids in
visual aids, the front of the classroom if
students can this material is used.
understand the
text.

If the teacher does not summarize the

contents in the handouts, it will be
ineffective.
 Hand-
outs Although handouts
are a useful tool for
the teachers, the
downside is that
The teacher students are less
provides a likely to pay
summary of attention to the
the topics in teacher.
the hand-
outs, which
is beneficial
to the
students.
UTILIZATION OF TEACHING AIDS FORM

Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on p.123. In which level of technology integration do you think the
teacher you observed operated? Why?
The teacher was motivated to use the resources in the lesson because they were suited for
achieving the day’s learning objectives in a way that the students would appreciate.
Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observations that justify your answer.
As far as I can tell, using the instructional materials is not difficult. Because the visual aids can
attract the students’ attention, I see that they are motivated and interested.
Over-all, were the learning resources used effectively? Why? Why not? Give your suggestions.
The learning tools are, on the whole, good. In the video, the teacher has mastered the art of
incorporating technology into her classroom. She used a variety of ICT tools. She was able to
skillfully use all of the materials in such a way that the students were able to enjoy, listen to, and
participate in the discussion.

REFLECT

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Put yourself in the place of the teacher. What would you do similarly and what would you do
differently if you would teach the same lesson to the same group of students? Why?
It is important to use visual aids in teaching students as a future teacher because they are very
useful. I think it to be quite useful educational resources. Not only will you use visual aids, but
you will also use other instructional materials in such a way that the students were able to enjoy,
listen to, and participate in the discussion.
OBSERVE, ANALYZE, REFLECT

Activity 11.3 Exploring Education 4.0

Resource Teacher: Teacher's Signature: School: __________

Grade/Year Level: ______________ Subject Area: ________________ Date: ____________

OBSERVE

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

Class Observation Guide

Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher's objectives?

The cooperating teacher discussed the lesson “Bias and Prejudice”. “Differentiate Bias
statements from Prejudice statements” is her learning objective.

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

The important concept was focused on the contrast between a bias and a prejudice. The
teacher described how these two concepts differ and the qualifications for a statement to be
considered a bias or a prejudice one.

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

The ability to identify biases and prejudices as well as the ways on how students avoid those
statements are the skills that the teacher is developing in the learners.

ANALYZE

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

Electronic Resources Evaluation Form

Grade Year Level Grade-10
Subject Matter Topics Bias and Prejudice
(Based on the class you
Observe)
Lesson Students will be able to differentiate the bias and the prejudice.
Objectives/Learning
Outcomes

Name and TypeDescribe the Put a check if the resource Describe how
Of Electronic electronic Satisfies the criterion you
Resources resource can use it if you
(include author/ were to teach in
Publisher/ the
Source). class you
observed

Accurate AppropriateClear Complete Motivating Organized

Slideshare I will use ✔️ ✔️ ✔️ ✔️ ✔️ ✔️ One of my
slideshare as references
one of my will be
references. slideshare. It
Slideshare contains a
has a lot of wealth of
topics and information
information and topics
that will be that will be
great help for very useful to
me. I will no me. Because
longer it is a one-
browse any stop site, I
site because will no longer
it is one stop visit any
site. You can other
already get all websites.
the needed You already
information have all of
for your topic. the
Quizzis Quizzis is an✔️ ✔️ ✔️ ✔️ ✔️ ✔️ information
online you need for
assessment your topic.
platform that
allows
professor and As a means
students to of grading
make and the students,
use quizzes I’ll use
creted by one quizziz.
another. This These
is the interactive
website. online games

14
 will test
student’s
ability to
focus under
time
constraints. If
they can
answer the
question
quickly and
correctly, the
ranking will
be my
criterion.

REFLECT
1. Describe your class? What made it easy? difficult? experience in surfing the internet for
appropriate electronic resources for the class? What made it easy? Difficult?
I must first read the outline of the materials that appear on Google before browsing the internet
for relevant electronic resources for the class. I need to figure out if it’s relevant to my topic. Yes,
it’s challenging, but with the help of numerous websites, it’s quite simple.
2.How did you choose which electronic resources to include here? What did you consider?
Explain. Which of the new trends in Education 4.0 would you like to explore more work as a
teacher? Why?
When choosing an electronic resource, there are numerous factors to consider. The first factor
to evaluate is credibility. It requires deciding on resources that have already been proven and
tried. The second factor to evaluate is appropriateness. If you search on Google, you will find a
plethora of other items that are unrelated and should not be mentioned. The next step is to
make yourself available. Choose resources that are easily accessible.
3.Reflect on your technology skills. What skills do you already have, and what skills would you
continue to work on to be better at utilizing education 4.0 resources?
I’d say that after years of surfing the web and using electronic devices and equipment,
I’m now 80% technologically competent. Microsoft Word, PowerPoint, and Excel were
used. My spreadsheet skills are most likely the technology skills that I will continue to
improve. Other tools and code that are being used in it are unfamiliar to me.

15
OBSERVE, ANALYZE, REFLECT

Activity 11.4 Professional Development Through MOOCS

Resource Teacher: Teacher's Signature: School: __________

Grade/Year Level: ______________ Subject Area: ________________ Date: ____________

OBSERVE
To realize my Intended Learning Outcomes, I will work my way through these steps.
Step 1: Review the seven domains of PPST and identify competencies I like to
develop more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are
relevant to PPST domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.

OBSERVE

1. Get a copy of the PPST and 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://vvww.teachthought.corn/technology/list-75-moocs-teachers-students/
 http://www.educationworld.com/a_curemoocS-best-teachers-free-online-
courses.shtml
 http://www.forbescom/sites/skollworldforum/2013/06/10/moocs-for-teachers-theyre-
learners-too/
 https://www.mooc-list.comicategories/teacher-professional-development
 http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-joins-
mooc-madness/

4. Indicate the MOOC provider. You might need to create an account in the different-
MOOC providers to explore their MOOCs.

PPST Domain Competence I want to work on MOOCs related to the MOOC Provider
competency/ies
(Include a short
description)
1. Content I’d like to improve myEffective classroom COURSERA
Knowledge communication strategies in the communication
Pedagogy classroom. strategies.
2. The Learning Social and Physical Environment. Learning activities
COURSERA
Environment and high standards of
learning.
3. Diversity of Understanding the diverse types Diverse
of set COURSERA
of
Learners learners. learning activities.

16
4. Curriculum and I want to work in having a high Teaching learning
COURSERA
Reporting standards of learning outcomes. approaches practices;

5. Assessing and Integration of formative assessment

Teaching learning
COURSERA
Reporting procedures. activities.

6. Community In order to have a successful Foundation of teacher COURSERA

Linkages and cooperation with the school, I will
for learning:
Professional involve parents in the process. Relationship building
Engagement helps in the formation
of solid ties among
school leaders,
families, and
colleagues.
7. Personal GrowthI’d like to improve my computer Computer literacy
COURSERA
and Professionalskills. allows studentsto
Development investigate a wide
range of computer-
related topics.

ANALYZE

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: Time and Stress Management
Provider: COURSERA
Objectives of the MOOC:
 To learn how to identify and overcome time wasters
 To define procrastination
 To discuss the importance of delegation; and
 To identify stressors and describe effective coping measure.

Content Outline
 Personal development
 Stress Management
 Time
Why did you pick this MOOC?
I choose this MOOC because managing stress and time is a useful skill that can be used to
a variety of professional and life scenarios. You’ll discover how to manage your time and
effectively and avoid distractions and time wasters.

2. MOOC Title: Human-Computer Interaction

Provider: COURSERA
Objectives of the MOOC:
 Learn how to design technologies that bring people joy, rather than frustration.
 Learn how to generate design ideas, techniques for quickly prototyping them.
Content Outline
17
  Human-centered design: An introduction
 Design Principles: An introduction
 Social Computing
 Input and Interaction
Why did you pick this MOOC?
This MOOC appealed to me since it will benefit students. Attempt to persuade them of the
significance of technology in all facets of human life, the use of technology to all aspects of
human life.

3. MOOC Title: Foundations of Teaching for Learning: Being a Professional

Provider: COURSERA
Objectives of the MOOC:
 To develop your own philosophy of teaching and making sure that you continue to
improve your knowledge and skills.
 Content Outline
 What it means to be professional
 Ethics, codes of conduct and standards for teachers
 Developing a personal philosophy of teaching

Why did you pick this MOOC?

This MOOC appealed to me since it will educate me on what it means to be a teacher.
This will help me in reflecting on the role of the teacher and the school in each student’s
achievement and development. I’d like to consider teaching, what educators are
expected to do, and what teaching includes.

REFLECT

1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?
MOOC’s can help me in my future career as a professional teacher and lifelong learner by
allowing me to learn on a budget. It will also benefit me in making global connections, learning
about new technology, and providing some teaching ideas.
2. What did you learn from the way the providers use technology to teach in the MOOCs?
Despite the fact that the technology is always evolving, the learning experience is both
enjoyable and rewarding. In my opinion, there are few aspects that distinguish different MOOC
providers: forum participation is a huge benefit for people who want to engage with others in a
more social context. Not only does this make learning more enjoyable, but the flurry of action
from tens of thousands of students also aids in increasing engagement and course completion.
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may someday
teach a MOOC?
Teachers can observe how other educators operate through MOOC’s. I’ve always believed that
observing other educators can provide valuable insight into pedagogy. If they’re good, you
should try to emulate them; if they’re bad you should avoid making the same mistakes they did.
This was one of the key reasons I needed to participate in MOOC’s as a future teacher. They
allow me to observe how they are prepared and delivered, as well as learn from other
participants’ reactions.

18
19
 LINK Theory to Practice

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

1. Mrs. Inton is evaluating a website for her Literature class. She is making sure that factual
pieces of information found on the site are well-documented, and pictures and diagrams are
properly labeled. She is also checking that there are no misspelled words nor grammar errors.
Which criterion is she focusing on?
A. Appropriateness C. Motivation
B. Clarity D. Accuracy
2. Miss Castro is evaluating an early literacy app for the kindergartners. She is making sure the
app is uncluttered in appearance, is arranged is some order of difficulty, and that icons
represent what they were intended to represent. Which criterion is she focusing on?
A. Organization C. Motivation
B. Accuracy D. Appropriateness
3. Miss. Tanada is evaluating an app for her Grade 8 Science class. She is finding out whether
the app taps the skills found in the Grade 8 standards to ensure that this app will help meet her
objectives. She wants to make sure it is not too easy nor too difficult for her students. Which
criterion is she focusing on?
A. Organization C. Currency
B. Accuracy D. Appropriateness
4. A Science teacher uses a power point presentation to show that classification in kingdom
Animalia. The teacher then teaches them how to use a software in making graphic organizers.
Students then use this to create their own graphic organizers to classify animals. This shows
technology integration which is______.
A. Entry-constructive C. Infusion-constructive
B. Adoption-constructive D. Transformation-constructive
5. Teacher A demonstrate how to work with a math app that provides practice in adding mixed
fractions. The students then work independently with the app to provide them sufficient practice
in adding missed fractions. This shows technology integration which is______.
A. Entry-active
B. Adoption-active
C. Infusion-active
D. Transformation-active

6. A Grade 7 Social Studies teacher gave a project where her class in Manila will work together
with other Grade 7 classes in their school campuses in Visayas and Mindanao. They will create
posters and a video clip to communicate a message about peace. They will use social media
to spread their peace campaign. This project involves technology integration which is______.
A. Entry-active C. Transformation-constructive
B. Adoption-constructive. D. Adaption-collaborative
7. All are responsibilities of the Learning Resource/ Audio-visual/ Educational Technology
Center of a school EXCEPT_______.
A. Make available technology equipment for the use of teachers and students
20
B. Conduct training for teachers on how to use technology tools
C. Work with teachers in producing instructional materials
D. Accomplish the students' technology project for them
8. The Learning Resource/ Audio-visual/ Educational Technology Center regularly provides the
teacher's a list of websites, apps, and instructional materials available in the city which are
relevant to the different subjects they teach. This fulfills which function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of learning
D. Center of resources
9. The Learning Resource/ Audio-visual/ Educational Technology Center sponsors a
seminar-workshop for teachers and administrators on the use ofthe latest presenter
applications. This fulfills which function?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center

10. MOOCs are considered massive because______.

A. They need a big amount of computer storage to be able to avail of a course
B. They can accommodate a big number of learners
C. They can only be provided by big universities
D. They were designed and created by a big group of experts

11. MOOCs are open because_______.

A. All courses are offered for free
B. Courses can be accessed by anyone anywhere as long as they are connected
to the internet
C. Openness to ideas is a strict requirement
D. Ona can avail of them only during the opening of a semester

12. MOOCs are considered as a course because______

A. They have a guide or a syllabus that indicates content, objectives, activities, and assessment
B. They are always given by a fully-recognized university in the world
C. They are a requirement for a Bachelor's degree
D. They are graded

21
 SHOW Your Learning Artifacts
1.Include here pictures/illustration of the materials used by the teacher. Put your
comments/ annotations about what you observed.
2.Visit www.teachnology.com or other teacher resource websites. Print useful
instructional materials (worksheets, visual aids, flashcards, rubrics, etc.) and include
them here. Indicate how they might be useful considering your major or area of
specialization.
3.Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-
know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you. as a teacher
4.Visit edtechteacher.org. This a treasure box for you. Explore and share what you
learned.
5.Paste an article about an example of technology gadget/material that you want to
learn more about. How can this gadget/material be useful in instruction/teaching?
SHOW Your Learning Artifacts
1.Include here pictures/illustration of the materials used by the teacher. Put your
comments/ annotations about what you observed.
2.Visit www.teachnology.com or other teacher resource websites. Print useful
instructional materials (worksheets, visual aids, flashcards, rubrics, etc.) and include
them here. Indicate how they might be useful considering your major or area of
specialization.
3.Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-
know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you. as a teacher
4.Visit edtechteacher.org. This a treasure box for you. Explore and share what you
learned.
5.Paste an article about an example of technology gadget/material that you want to
learn more about. How can this gadget/material be useful in instruction/teaching?
SHOW Your Learning Artifacts

1.Include here pictures/illustration of the materials used by the teacher. Put your comments/
annotations about what you observed.
2.Visit www.teachnology.com or other teacher resource websites. Print useful instructional
materials (worksheets, visual aids, flashcards, rubrics, etc.) and include them here. Indicate how
they might be useful considering your major or area of specialization.
3.Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you. as a teacher
This website is extremely helpful and educational. There are several teaching resources
and ideas from various sources. This website may be helpful to students and teachers. On a
certain topic, it provides guides, answers, and opinions, and ideas. What learning styles
work, what skills modern teachers need, educational challenges, how to keep your students
involved in class, and more. If you have any questions or need help on your topic, you may
also approach local and international teachers. This will help me in my chosen profession in
the long run.
4.Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned.
This is a website with a variety of online tools and materials that can be used in the classroom. It
provides its members with a workshop, seminars, free resources, and meetings. This website is
a huge benefit to me as a future teacher since I believe it will help me enhance my teaching
skills. Experience alone is insufficient; however, exploring will provide a key to improving the
quality of education provided.
5.Paste an article about an example of technology gadget/material that you want to learn more
about. How can this gadget/material be useful in instruction/teaching?

22
23
 EVALUATE Performance Task

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 3 1
Accomplished
Observation

Analysis

Reflection

Learning Artifacts

Submission

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

TRANSLATION OF SCORE TO GRADE/RATING

Score 7-Below

Grade 5.00

71-Below

24