Innovative Teaching

Strategies
The Emergent Technologies in the
Classroom: A Closer Look

ELIZER B. ABONA JR., LPT, RC, MSCJ-CRIM

One of the Greek philosophers named
HERACLITUS, who was active
around 540 B. C., remarked, “nothing is
permanent but change”. True, it is
absolutely true especially in the field of
education.
Teaching has gone far. From traditional “chalk and
talk” with the help of wooden blockboard, it has
completely transformed into high tech classroom
wired for audio-visual devices, Internet technology
(wireless fidelity or Wi-fi) and appropraite spots for
equipments and gadgets as liquide Crytal Display
(LCD) PROJECTORS, High Definition Television
(HDTV), audio devices, hig-end laptops, smart
phones, ipods, tablets such as ipads and a lot
more.
“We want technology to be almost a
thougthless, seamless process” said IRVING
(Nick) NICHOLOSON, director of learning
programs, Chicago Public Schools (IL) “when
you go to a classroom, pick up a piece of
chalk. Technology should as automatic as
picking up the chalk. the newer teaches are
expecting it and our students are expecting it
when it come into the classroom.”
One primary concerns of the teachers in the
classroom is to conceptualize highly engaging
teaching strategies to be able to deliver the kid
of instruction that learners truly deserve.
To begin with, Teachers must have a sufficient
background about the learners. As the
experienced educator, HERMAN CRUZ
GREGORIO in 1976 emphasized, “the teacher
who knows great deal about learning, but little
about tle learner, is only half prepared.”
According tp scholarly work entilted, “How people
learn: Brain, Mind, Experirence, and school,”
published by The Natioal Research Council, a
person must be engaged to learn.
People learn actively participating in observing,
speaking, writing, lestening, thinking, drawing, and
doing. The learning enhance when person sees
potential implications, application, and benefits to
others. Learning builds on current understanding.
The final idea which is “Learning
builds on current
understanding” is fundamental to the
teachers' effort of formulating strategies or
techniques that are highly engaging. it simply
calls for the need to draw a clear profile of
the learners prior to the development of hghly
effective strategies in teaching.
As a result, scholars, including
psychologist, ventured in researches
to describe in particular the modern
day learners. These findings thus
served as the basis for the
conceptulization of such highly
engaging teaching strategies.
For instance, in 2001, MARC PRENSKY, an
American writer and speaker on learning,
accentuated in his article entitled, DIGITAL
NATIVES, DIGITAL IMMIGRANTS, “ Today's student
are no longer the people our eductional system was
designed to teach.” while the old pedagogy of
learning still exists, it could be noted that learning
theories for the digital age are introduced by modern
education scholars making the tasks of the teacher
even more challenging. modern day theories of
learning deal mostly about the diversity of learners.
Presently, a mojority of the learners are classified as
DIGITAL NATIVES. They are individuals who are
born after 1980s according to Palfrey and Gasser in
2013. Moreover, the term refers to people born in the
digital era, i.e., Generation X and younger. They are
also referred to as the “iGeneration” or discribed
as having been born with “digital DNA”. They
speak and breathe the language of computers and
the culture of the wed into which they were born.
 In particulars,
digital natives may
be classified into 3
major groups:
 1. AVOIDERS
They do not feel an affinity for digital
technologies and, unlike most of their peers,
they are not enamored by the facebook,
texting or mobile technologies. They use a
cell phone (it's pretty much cripplingly
impratical not to have one these days), but do
not have an email, Facebook or Twitter
account, and may not even have Internet
 2. MINIMALISTS
They realize that technologies is a part of today's world,
and they try to engage with it minimally and only when
they percieve it as necessary. The Google for informtion if
they have to and purchase online only if they cannot do
so in a local store. While they have a facebook account,
they may check it only once a day or every couple of
days. they will ask directions to a friend's house instead
of simply getting the address and looking it up on Google
maps. If absolutely necessary, they will use Skype or a
GPS system, but they are not eager to do so.
 3. ENTHUSIASTIC PARTICIPANTS
They make up most of the digital natives.
They enjoy and thrive on technology and
gadgets. Further, they enjoy tweeting, all
of them are online in some capacity
(YouTube, watching or movies online,
Facebook, surfing, etc.) all day long or as
much as possible.
Of the three groups of digital natives, the
third group poses more challenges for
teachers in terms of crafting teaching
strategies that match their characteristics.
Since they are more technologically
inclined, the more technology-oriented
activities must be prepared to cater to their
needs.
According to the talk delivered by
ROSCUE in 2013, digital natives
possess diferrent ways of thinking,
reacting, responding and getting
motivated and with new traits of
independence, creativity, open-
mindedness, and interpreting minds.
Other learners are categorized as
“MILLENNIALS.” They are individuals
whocame of age in a post-internet world.
Sometimes they are called Echo
Boomers, due to the significant increase
in birth rates during 1980's and into the
1990s. Millennials are mostly the children
of baby boomers or Gen Xers.
The 20th century trend toward smaller families
in developed countries continued, however, so
the relative impact of the “baby boom echo”
was generally less pronounced than the original
boom. Millennial characteristics vary by region,
depending on social and economic conditions. It
is generally marked by an increased use and
familiarity with communication, media,and digital
technologies.
Millenials love to acceptideas that add
some value and provide utility,
entertain, acknowledge one's
inndividuality and get their friends
involved.
Innovation is a key element of today's
societies and economies,and that includes
how we learn. DURHAM SCHOOLS
LITERARY FRAMEWORK cites one of
the characteristics of the 21st century
learners: They use technology and
digital media strategically and
capability.
The emergent technologies enable
the learners to engage actively in the
activities in the classroom and fully
participate in a rapidly evolving
information society
by definition, EMERGENT TECHNOLOGIES
are tools, concepts, innovations and
advancement utilized in diverse education
setting (including distance, face-to-face and
hybrid forms of educational goals) to serve
varied education-related purposes (e.g.
instructional, social and organizational goals.
Some of these technologes include cloud
computing, mobile technology, gaming, open
content, learning analytics and personal
learning environment. The term is often
associated with the emerging technologies
which refers to media that is coming into
view, coming into existence, or coming to
commonality. It is an innovative technology
that is reshaping the nature of education.
Technologies are transforming
classrooms into more engaging,
collaborative and productive learning
environments in which instructions
can be customized to student's
specific needs, interests and learning
styles.
It is redefining the way educator teach as well as
the role they serve-from being the sole source of
information to being a guide, facilitator and coach
in the learning process. The major technologies
include Blogs, RSS, Podcasts, Wikis, Handhelds
and Robotics. It also includes digital Video,
Distance education, Social Bookmarking, Internet
Telephony, one on one, Social Networking Sites,
Tablet Computer, Virtual Worlds, Games in
Education, Interactive Whiteboard Technologies
and Learner Response System.
Broadcast Media such as Radio and Television,
known as the mainstream media, continue
to evolve at present hence also considered as an
emergent technology.
New program formats are beig introduced to the
public which come from various parts of the world
with permission from the owner such as Endemol,
the world's largest independent production
company, with around 90 companies in over 30
countries.
Finally, the social media is another powerful
catalyst of learning nowadays. Several studies
conducted revealed that social media has
tremendously established impact in the
teaching learning process. Dr. Richard J.
Light from the Harvard School of Education
reported that social media, as a technology
that is deemed “cool.” can attract younger
learners.
The Partnership for 21st Century Skills
(P21), a leading national organization in
the USA advcating for 21st century
readiness for every students has
emphasized that one of the significant
requirements for the 21st century is to
allow equitable access to quality learning
tools, technologies and resources.
Further, the organization strongly
believes that effective citizens and
workers today must be tehnology-
fluent and understand how to
access, interpret, and create a
wide range of media and
information.
The 21st century teaching and
learning involves the enhancment
of the (4) leaners' skills namely,
communication, interpersonal,
lifelong-learning and decision
making.
1. COMMUNICATION SKILLS
Involves the ability of the learners in
reading with understanding,
conveying ideas through writing,
speaking so others can understand,
listening actively and observing
critically.
2. INTERPERSONAL SKILLS
Interpersonal communication skills
include guiding and cooperating with
others, advocating and influencing
others, resolving conflict and
negotiating.
3. LIFE-LONG LEARNING SKILLS
Taking responsibility for learning,
learning through research as well as
reflecting and evaluating, using using
information and communiction
technology are essential.
4. DECISION-MAKING SKILLS
Involve planning, using
mathematics in solving real life
problems and making appropriate
and meaningful decisions.
P21 also mentioned that for a real-
world success, schools must promote a
deeper understanding and application
of academic content by integrating the
21st century interdisciplinary theme into
core subjects: Global Awareness,
Financial, Civic, Health and
Environment Literacies.
The author of this book who is a strong and active
advocate of highly engaging teaching strategies has
categorized the emergent technologies into three:
a. Broadcast Media Programs-inspired
(Radio and Television) - consists of
talk/magazine type shows, game shows/quiz
programs, variety shows, new and current affairs
programs, soap operas/drama and special
events (fashion shows, press conference etc.
b. Digital Camera-Inspired - photos and videos that
may be used as evidences of learning.

c. Social Media (Computer, Tablet, Mobile Phones

etc.) and other Media inspired - Facebook, Twitter,
Blogster, Instagram and other social networking sites;
Youtube, Vimeo, Vevo, Dailynotion and a lot more; short
message services (SMS), Multimedia message service
(MMS); Website creation and posting, podcasting,
learning management systems (LMS) and more.
d.A Fusion of Traditional Strategies and
Emergent Technologies - other dynamic
activities performed/conducted in the
classroom using traditional and emerging
technologies.
For well over decade, the focus of the
university classroom hs steadily shifted
from a teaching-centric approach to a
learning-centric appraoch according to
Barr and Tag in 1995. This shifts
calls for a thinking of the traditioal
classroom that regularly involve the
student in the learning process.
Under a learning-entered approach, the
intructor retains “control” of the classroom, but
thought is regularly given to: (a) how well
students will learn the material
presented, and (b) variety of
pedagogically sound methods that may
be employed to help students better
ubderstand the core information to be
learned.
This belief support the idea of D. Leu as
cited by Sue Halsey in her research
entitled, “Embracing Emergent in the
Technology and Envisioning New ways of
Using them for Literacy in the primary
Classroom” published in 2007. D. Leu
emphasized that the literarcy of yesterday is
not the literacy of tody, and it will not be the
literacy of tomorrow”
The activities using emergent technologies may
occur Before, During and After the class.

Actvities conducted prior to the lesson

proper (introduction, opening or
initiatory) are meant to motivate the
learners and prepare them for the
lesson for the day.
On the other hand, activities done during
the lesson known as developmental
activities are meant to engage the
learners more actively in the discussion.
They give reasons for the learners to stay
awake, alert, alive and enthusiastic since
they perceive the lessons delivered to them
very much useful in their future career.
Finally, classroom activities done at the
end are desinged to reinforce, assess or
evaluate the knowledge, skills and
attitude learned from the lesson
discussed by the teacher. This is a perfect
opportunity to determine if learning really
occur such as the attainmet of the
objectives set a particular lesson.
Basic Technology Requirements
1. Availability of computers, LCD projectors,
CD/audio players and ,obile devices like mobile
phones and tablets.

2. Working knowledge in basic computer operations

(surfing, saving, copying, pasting, printing etc.) and
software applicatios such as Microsoft Office (e.g.
Wor;d, Excel, Publisher and Power Point)
3. Familiarity with file formats/extensions
(DOC, DOCX,PDF,MPEG, WMV, MP3
etc.) conversion and transfer.
4. Familiarity in basic computer
application installations.
5. Working knowledge of the use of Lcd
projectors, digital camera, tablets and other
mobile devices.
 Production of Activities Using
Emergent Technologies
Planning stage:
1. Determine/select the lesson/topic you have for the
meeting. Research. Interview. Review.
2. Prepare a lesson plan (detailed or semi-detailed)
Formulate the objectives and make sure they are
SMART (S - Specific; M - Measurable; A -
Achievable; R - Realistic and T - Time Scaled)
Promote the activities that are outcomes-
based and according to the content and
performance standards set by the
department of Education (DepED) and
Commission on Higher Education (CHED).
Script may also be prepared to ensure a
systematic and well-prepared delivery.
3. Choose from any of the highly engaging strategies
given by the author according to the type of the
learners. Activities must be developmenatlly appropriate
to your leaners. Considers the learning styes of your
students as well. (e.g. Dunn and Dunn and Garner's
Multiple Intelligences). Review and include the domains
of learning thoroughly (Cognitive, Affective, and
Psychomotor) Rememeber one of the principles of
learning “The more senses that are involvd, the more
and better the learning”.
The time/season, space, adequacy and
availability of resources and other things
that might affect the entire conduct of the
lesson must be considered. Come up with
a catchy title that is familiar with the
students. Thes said title may be basd from
the media or trending words from the
internet. The title must be wholesome
too.
4. Make arrangements with concerned
departments in your school that are incharge of
your resources (e. g. equpment and materials.
You may communicate with your colleagues
should there be a need to inform them of the
activities that you are going to conduct wich might
create noise forinstance. as much as possible,
select activities that will not distract othe classes
and will ensure the safety of your students and
safegurd the properties of your school.
5. Rehearse prior to the conduct of the
lesson. Success is anchored on a good
preparation. It is advised to have a print-out
of the lesson plan together with your script
so you can go over the material even
before you deliver it in class anytime and
anywhere.
 Broadcast Media-
Inspired (Radio and
Television)
Teaching Strategies
The term broadcast media' covers a
wide spectrum of different communication
methods such as television and radio.
To broadcast is to send entertainment and
information via one-way electronic media to
the general public. Broadcast usually are
intended for recreation, enlightenment,
education, experiment or emergency
messaging.
Broadcasters are the professionals working
in the various electronic mass media.
Unlike other creations, television has no one
inventor. This technology was created over
time and improved upon by many different
people. However, television is one of the
most important inventions of the twentieth
century.
Television is now very affordable
making it accessible to most people.
Studies show that the average
American household watches 7
hours of TV per day. Television has
been used widely as an educational
tool since the 1950's.
GUGLIELMO MARCONI was dubbed as the
inventor of the radio. However, some claim it
was actually NIKOLA TESLA.
Regardless of who invented it, almost from its
inception, radio has been used in education.
Children had the opportunity to listen to
speeches, hear children's programming, listen
to stories and news from around the world on
the radio live.
One such program is called RISE. ABDULLA M.
ABDULLA of the Ministry of Education and
Vocational Training (MOEVT) says, “The RISE
(Radio Instruction to Strengthen Education)
project offers young zanzibaris another avenue for
learning, especially in the areas where we do not
have facilities for preschools. This will help MOEVT
to implement its new policy of including
preschoolers in the basic education for all.
There are learning theories that serve as effective guides
in the use of broadcast media (radio and television) in
the classroom. They are:
1. COGNITIVISM
2. COMMUNITIES OF PRACTICE
3. DISCOVERY LEARNING
4. SITUATED LEARNING
1. COGNITIVISM. It builds on what the
learner already knows. It is a learning
theory thta emphasizes the active mental
processing of information. It came about as a
result of the rejection of the passive view of
learning behaviorism suggested, in which
one learns only as a result of reacting
(output) to one's environment (input)
2. COMMUNITIES OF PRACTICE.
Students learn, in part, by engaging in
activities within their community. Peer
collaboration is required. The term is often
relatively recent coinage, even though the
phenomenon it refers to is .age-old. The
concept has turned out to provide a useful
perspective on knowing and learning.
3. DISCOVERY LEARNING. Discovery learning is
an inquiry-based, constructivist learning theory
that takes place in problem solving situations
where the learners draw on his or her past
experience and existing knowledge to discover
facts and relationships and new truths to be
learned.
4. SITUATED LEARNING. In contrast with
most classroom learning that involve abstract
knowledge which is and out of the context, Lave
argues that learning is situated; that is, as it
normally occurs, learning is embedded within
activity, context culture. It is also usually
unintetional rather than deliberate. Lave and
Wenger (1991) call this process of “legitimate
peripheral participation”.
The above-mentioned characteristics of the
mainstream media make it appropriated for
pedagogical communication. The exposure
of the learners to programs aired on
television and radio generates familiarity
which turn aids in the delivery of a
meaningful, highly enagaging, inovative
teaching-learning experience.
Broadcast networks in the Philippines such
as GMA networks, ABS-CBN Broadcasting
Corporation, TV5 (formerly known as ABC
5) offer various relevant, interesting and
much-awaited programs which can be used
as themes or inspiration in coming up with
classroom activities which can be used for
entertainment and most of all for instruction
purposes.
GMA NETWORK, INC. is the leading broadcasting
company in the Philippines. It operates a network
of 47 very high frequency (VHF) stations including
1 affiliate, 32 ultra high frequency (UHF) television
stations and 21 radio stations throughout the
country.
The network was founded by Roberto La Rue
Stewart in 1950 as Republic Broadcasting system
(RBS) with flagship AM radio station DZBB
operating from the Calvo Building in Escolta,
Manila.
ABS-CBN Kapamilya
ABS-CBN Broadcasting Corporation (Alto
Broadcasting System Chronicle Broadcasting Network),
a Philippine multi-media conglomerate, is the largest
integrated media and entertainment company in the
Philippines with an asset base of more than PHP28
billion (US$613 million) as of 2007. ABS-CBN is
principally involved in television and radio broadcating,
as well as production of television programming for
domestic and international audiencies and other related
business.
It was founded on June 13, 1946,
becoming Asia's first commercial television
broadcaster. It is part of the Lopez Group
of Companies. It also broadcast content to
the rest of the world throught The Filipino
Channel.
TV5 KAPATID
TV5 is a major Filipino commercial
network based in Mandaluyong City,
Philippines. It is owned and operated by the
ABC Development Corporation, solely owned
by MediaQuest Holdings, Inc., a wholly-owned
subsidiary of the beneficial trust fund of the
Philippine Long Distance Telephone Company
headed by business tycoon Manuel V.
Pangilinan.
 FACE TO FACE
STRATEGY IN FOCUS (Talk Show)
 a Philippine reality tabloid talk show aired on TV5 and
hosted by Amy Perez. It produced exclusively by ABC
Developet Corporation (TV5) and bills itself as a
Barangay Hall On-air.
 similar to the US television show The Jerry Springer
Show but has a Filipiono cultural perspective,
predominantly with “marginalized and impoverished
guests.
 aims to resolve minor confict between two a arguing
paties with the help of panel of counsellors that
represent the leagl, emotional and spiritual aspects of
living
GUIDELINES/PROCEDURES:
1. Assign a topic to the class that will serve as the
episode of the program.
2. Ask the students to create a production team
composed of the following:
Host/s, Scriptwriter, Director, Guests, Members of the
Audience, pool of expert/advisers better known as “the
trio-tagapayo” (priest, psychologist and lawyer)
Cameramen, Technical director and the like.
3. Begin the show with the usual station ID, program Id
and the greetings of the host/s as well as the opening
dance number of the dancers. The host/s will then
present the episode of the day to the audience after
their brief intoduction.
4. The hosts will introduce the guests of the day to be
followed by the pool of experts/advisers also known as
trio tagapayo.
5. Let the Guests enter and tell their individual stories
one at a time in front of the live audience. The host may
ask follow-up questions from time to time.
6. Should there be any serious fight (scipted)
among the guests due to heated arguments, the
two arbiters may enter the scene to pacify the
guests.
7. Allow the members of audience to participate in
the Botohan portion where they raise either the red
or the white placards.
8. The hosts may also allow members of the
audience to ask questions or give their comments
about the statement given by the interviewees.
9. Ask the trio tagapayo to give their
valuable advice to the guests as regard
their concerns. It will be followed by the
message of the guests.
10. Let the hosts end the show with a recap
or a brief message and acknowledge those
present in the program.
 Deal or No Deal
STRATEGY IN FOCUS Modified Edition
(Game Show)
 name of several closely related television game shows,
the first which (launching the format) was the Dutch
Miljoenenjacht (Hunt for Millions) produced by Dutch
producer Endemol.
 played with up to 26 cases (or, in some version, boxes)
with certain sums of money. The player chooses a case
or box to knock an amount of money off the board.
 the game revolves around the opening of a set of
numbered briedcases, each of which contains a different
prize (cash or otherwise).
GUIDELINES/PROCEDURES:
1. Determine the topics that will be covered by the game. Assign the
people needed in the activity such as the hosts and 26K girls.
2. Begin the show with a voice over introducing the title of the game
show as well as the name's of the hosts. The background of the
music of the said game show should be played to established the
right mood.
3. The host/s will intorduce the 26K Girls carrying the briefcases that
contain the questions (numbered 1-26) as well as the answer.
4. The 26k Girls will now position themeselves in their designated
area and wait for the mechanics that will be read by the host/s.
 Who Wants
to be a
STRATEGY IN FOCUS Millionaire?
Modified Edition
(Game Show)
 Sometimes informally known as Millionare, and
abbreviated WWTBAM; an international tlevision game
show franchise of British origin, created in 1998 by david
Briggs, Mike Whitehill, and Steven Knight which was
shown on Philippine Television (before IBC-13 and now in
TV-5)
 Money tree (Guaranteed level)
 Lifeline (ask Audience, Phone a Friend, 50-50)
 Is that you final answer?
 Money or continue? (signing of checks)
 Multiple choice with 4 options.
GUIDELINES/PROCEDURES:

1. Identify the topics to be included in the game show.

Assign the people, equipmet and the materials needed in
the activity such as the host.
2. Bgin with show with a voice over introducing the title of
the game show as well as the name of the host. The
background music of the said game show should be played
to establish the right mood.
3. Proceed to the reading of the mechanics.
 Yes or No
Game:
STRATEGY IN FOCUS Public Edition
(Game Show)
 a game show patterned aftr a segment from
Willie Revillame's former noon time show
entitled “Tumpak o Sablay” involving local
celebrities.
 The game, though it benefits those who are
good in guessing, provids an avenue for
discussing several lessons in defferent
disciplines.
GUIDELINES/PROCEDURES:

1. Determine topics to be covered by the game. assign the people

needed.
2. Prepar Power Point presentation slides of questions with the pictures
of celebrities. The said slides must contain the answer to the questions
as well as the either a “YES” or a “NO” answer of the celebrity. Yes
means that the celebrities were able to give the correct answer while
NO means that the celebrities failed.
3. Ask students to position themselves at one area in the classroom.
4. Two posts with YES and No tags shall be placed in the middle of the
classroom.
5. The task of the contestants is to guess
whether the feature celebrity will be able
to answer the question being ask.
6. The contestant should decide for the
answer in 5 seconds only.
7. The contestant who will be left in the
line will be declared as the
champion/winner.
 Junior Master
Chef:
STRATEGY IN FOCUS Modified Class Edition
(Culinary Show)
 Philippine version of the British reality
competitive cooking series, MAster Chef.
 First aired on ABS-CBN last November 12,
2012 hosted by Judy Ann Santos-Agoncillo
with Chefs Fernando Aracama, Rolando
Laudico and JP Anglo as the judges of the
show.
GUIDELINES /PROCEDURES:
1. The teacher and the students agree on a topic to be
discussed together using the concept of cooking. ( e.g.
enumeration of basic concepts and discussion of
guidelines/mechanics/rules in a step by step process
as symbolized by the ingredients/procedures of a
signature dish/recipe.
2. Wearing the attire of real chefs is recommended to
both the teacher and the students for added dramatic
effect.
3. Using props/realias found in the kitchen,
teachers and students collaboration in
presenting a topic. Each ingredients must be
presented by a concept/terminology ( e.g.
computer parts, elements of a research
proposal and the like).
4. The entire class can be involved during the
progam by encouraging them to ask questions
or repeat the processes or procedures
discussed in the show.
 Showtime
STRATEGY IN FOCUS
(Variety Show)
 a Philipine noontime variety show broadcast
by ABS-CBN
 a morning talent show for over four regular
seasons and various special editions.
 had its competitions format, wherein yhree
groups, each made up of two tp twenty-five
members (with no age limit), performing a
single performce whether it is asong and/or
dance number or acting performance.
 Pop the Balloons
STRATEGY IN FOCUS
(Game Show)
 a game inspired by Willie Revillame's Will
Time Big Time popular segment “Putukan Na”
wherein the contestant's aim is to finish
popping the balloon, a head of the others to
be able to win.
 its modificationincludes the first group who
finishes popping the ballon will be given the
chance to answer the prepared questions on
a particular topic in any subjects.
 Soap Opera
STRATEGY IN FOCUS
Galore
 Perfect for dramatization or re-enactment of
various events or incidents in various subjects.
 May be live or videotaped whichever is more
convenient or depends on the availability of time.
 Ideal for collaborative learning, promotes students
creativity, unit resourcefulness and critical thinking.
 Soap operas feaures in local and foriegn
televisions may be used as patterns/samples
 A Minute to
STRATEGY IN FOCUS Win It!
(Game Show)
an American primetime game show that
orginally ran on NBC with host Guy Fieri
and was revived in 2013 on GSN with
host Apolo Ohno. Contestant take part
that are commonly available around the
house.