FIELD

LEARNING EPISODE
Utilizing Teaching-
STUDY 1 Learning Resources

FS 1 11 and ICT

SPARK Your Interest

With the lightning speed by which technology is evolving, and now with 4.0,
technology continues to be an ever-significant part of the learning environment. This episode
provides an opportunity for students to examine a Learning Resource Center or Multi-Media
Center and learn about its collection, services, equipment, observe how a teacher utilizes
technology for instruction, and explore resources in the virtual learning environment.
Students will analyze and reflect on how technology, including artificial intelligence,
supports the teaching-learning process.
TARGET Your Intended Learning Outcomes
At the end of this Episode, I must be able to:
 Identify and classify learning resource materials in the multi-media center;
 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 variety learning
resources, including ICT to address learning goals (PPST 4.5.1);
 Analyze the level of technology integration in the classroom; and
 Demonstrate motivation to utilize ICT for professional development goals based on
the PPST (PPST 7.5.1).

REVISIT the Learning Essentials

UNESCO ICT Competence Framework for Teachers Version 3 (ICT CFT v3, 2018)
The Information and Communication Technology Competency Framework for Teachers
(ICT CFT) version 3 is a comprehensive framework guide teachers’ development on the
effective and appropriate use of ICT in education. It highlights what teachers should know
and do clustered in six aspects, namely: 1. Understanding ICT in Education, 2. Curriculum
and Assessment, 3. Teacher Professional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels which guide
teachers as they develop their ICT skills from Level 1, Knowledge Acquisition, to Level 2,
Knowledge Deepening, and Level 3, Knowledge Creation. The Commission on Higher
Education Teacher Education Curricula (2017) includes the UNESCO ICT CFT so most
likely you have tackled this in your Technology for Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work in this
episode. The activities here are meant for you to observe, analyze and reflect about the
competencies discussed in the framework. (Assess it at
https://www.open.edu/openlearncreate/pluginfile.php/30620/mod_resource/content/2/
UNESCO%20ICTCompetency%20Framework%20V3.pdf)
The Learning Resource Center
1. A school usually sets up a center that will provide valuable support to the teaching-
learning process. Over the years the name of their center has evolved. Some of the
names are Audiovisual Center, Media and Technology Resource Center, Teaching-
Learning Technology Department, or Simply Learning Resource Center.

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

3. School may have different set-ups when it comes to a Learning Resources Center
(LRC). Some have replaced the term library with LRC both for teacher and students.
still some have combined their learning resource centers with maker spaces.

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

5. The goals of the Center may include orienting and training teachers in the use of
audiovisual and ICT resources, working with teachers and administrators in
producing instructional materials, making available useful resources to the students,
teacher, 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, coordination 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 describe as progressing in 5 levels: entry, adoption,
adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages and enables
quality technology integration. The interdependent characteristics of the learning
environment are being active, collaborative, authentic, and goal-directed.
The Technology Integration Matrix connects the Level of Technology Integration and
the Characteristics of the Learning Environment. Examine the matrix below. To make you
understand how integration is done in each of the levels and environment, explore the TIM
website and learn from the many interesting videos showing technology integration. Go to
http://fcit.usf.edu/matrix/matrix.php

Observing technology integration in the classroom

(Reproduced with permission of the Florida Center for Instructional Technology,
College of Education, University of South Florida, fcit.usf.edu)

Evaluation of ICT Resource

 The world wide web is like an endless network of information, ever-expanding and
almost limitless. Electronic resources come in different forms like website, WebQuests, blog,
social network sites, on-line course, 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 skills in evaluating internet
resources. You will be able to choose the best resources that will help you attain your
teaching-learning objectives.

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

1. Accuracy. The resource material comes from the 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 Evaluation of an Online Resource
for Teachers and an Exploration of Users Behavior. Journal of Technology and
Teacher Education. 11(1), 21-51).
Education 4.0
Shwab describe the 4 th wave of the industrial revolution. The unprecedented speed at
which technology is evolving has disrupted many vital processes that involve how we run
production, business 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 Educational 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 an abundance of OERs in the form of textbooks course materials, curriculum maps,
streaming videos, multimedia apps, podcasts, and many others. They can have a
significant impact on education as they are made available and easily accessible in the
internet. Be sure to explore them to help you work on this episode.
2. Social Networks. Social networks have revolutionized the way we interact, learn
about things and share information. Sites and apps such as Facebook, twitter,
Instagram provide a virtual venue for teachers and learners to work together interact
among themselves and with other classrooms locally and globally.
3. Mobile Technologies. Filipinos are one of the most active on the internet, and also
one who sends the most number of text messages per day. This indicates the high
number of mobile devices users. These devices can also be used as a learning tool by
allowing teachers and students more opportunities to learn inside and even outside
and even outside the classroom.
4. The Internet of Things. IoT is a system of computing mechanisms that become
build-in into many everyday things, that allow sending and receiving data through the
internet. A lot of things have turned “smart” We have smart cars that can navigate on
its own. Smart houses that monitor temperature and light. Smart TVs that interface
 with the internet. Watches that send our vital signs to our doctors. All of these
development can influence the way we teach and learn.
5. Artificial intelligence. Commonly, artificial intelligence is associated when
computers or machine simulate thinking and behaviors of human such as talking,
learning and solving problems. Virtual assistant such as Siri, Alexa, Bixby and
Google assistant ae near sample 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 program interlay with the actual views of the
real-word, resulting in an extended, expanded, or altered view of a real-word
environment. In education, among others, VR and AR programs and apps allow more
exciting ways of seeing and experiencing 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 questions about how to make teaching and
learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and websites.
Today, there are learning programs that introduce coding activities as early as
kindergarten. Robotics programs in the elementary and secondary programs introduce
and hone the skills of young learners. Coding helps learners develop novel ways of
exploring and trying out ideas, especially when done with problem or project-based
learning approaches.
9. Ethics and privacy protection. We have repeatedly heard about how quickly
technology is changing and impacting our lives. Through all this, it is crucial to
ensure that human values and principles govern or guide our use of technology.
Ethical practices that protect the rights of every person need to be upheld.
g
9
Record and edit Audio
“Fundamental Digital Skills
for 21st Century Teachers”
Create interactive video Create infographics and
clips content posters
1. Soundcloud.com 1. Youtube video editor 1. Piktochart.com
2. Audioboom.com 2. Wevideo.com 2.Canva.com
3. Vocaroo.com 3. Magisto.com 3.Drawings.google.com
4. Clyp.it 4. Animoto.com 4.Thinglink.com
Create PLNs, connect, Use blogs and wikis to create
discover new content, participatory spaces for
and grow professionally Create engaging presentations
students
1. Twitter.com 1.
1. Blogger.com
Docs.google.com/presentation
2. Facebook.com 2. Wordpress.com
2.Haikudeck.com
3. Plus.google.com 3. Edublogs.org
3.. Zoho.com/docs/show.html
4. Linkedin.com 4. Wikispaces.com2
4. Prezi.com
Create digital portfolios Curate, organize and share
1. Web. Seesaw.me digital resources
Create digital quizzes
2. Silk.com 1. Diigo.com
1. Flipquiz.com
3. Sites.google.com 2. Scoop.it
2. Riddle.com
4. Weebly.com 3. Educlipper.net
3. Quizalize.com
4.Edshelf.com
4. Testmas.com

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

 Educational content. May include video, audio, text, games, simulations, social media, and
animation
 Facilitation interaction among peers. Builds a learning community through opportunities to
interact
 Some interaction with the teacher or academic staff
 Activities/task, 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.
 OBSERVE, ANALYZE, REFLECT
Visiting the Learning Resource Center
Activity 11.1

Resource Teacher: Marilou Navarro Teacher’s Signature: School: UCV-SHS

Grade/Year Level: 12 Subject Area: Philosophy Date: October 2021

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

1. Visit a school’s Learning Resource Center. Look around and see what resources and
facilities are available inside.
2. Ask the Learning Resource Center in-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 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).

After you are through with your observation, classify the resources available that you believe
are most useful. Use the activity form provided for you.
 Name of Center Observed: Marilou Navarro
Date of Observation: October 2021
Name of Observer: Mikee Galla
Course/ Year/ School: BSED SS4 UCV

List of Available Learning Resources

Available Learning Resources Characteristics and Unique Teaching Approaches where

(Enumerate in bullet form) Capabilities the Resource is Most Useful
1. Print Resources These will be use by the students Lecture approach - source of
 Books for their studies. information for the teacher's
 Dictionary Improve the students’ reading lessons
 Magazines skills and vocabulary Linguistic Approach - help to
development. develop one’s vocabulary and
reading skills.
2. Audio Resources These will be used when the These will help the students
 Speaker teacher presenting audio or video specially to develop their
 Lapel presentation. auditory skills.
Develop the students listening
skill
3. Non-electronic Visual These will help the teacher in These resources help the teacher
Resources discussing the lesson. in the classroom discussion.
 Instructional materials Lecture approach - use in
representing the lessons.

4. ICT Resources These computers help the These resources both needed by
 Computers students on their paper works student and teacher in the
 Television and the television and projector classroom.
 Projectors used by the teacher in presenting Integrated learning approach -
the lesson. different senses of the students
will be involved through the use
of ICT resources.
Impression about the LRC:
 Their Learning Resource Center has a great help to the students on their learning

Name and Signature of Observer:

 MIKEE S. GALLA

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

 MRS. MARILOU NAVARRO

ICT Competency Standards for Teaches (CHED Teacher Education Program

(2017)
ANALYZE

Are the learning resources/materials arranged properly according to their functions and
characteristics?
 Yes, the learning materials are arranged properly according to their function and
characteristics to easily get the students when they need to use it.
Do the guidelines and procedures facilitate easy access to the materials by the teachers?
Why? Why not?
 Yes, by help of the guidelines and procedures the students to easily access the
materials and the Learning Resource Center in charge will guide them when they
using.
What are the strengths of this Learning Resource Center?
 Their LRC will give well ventilated because it is air-conditioned, it also clean and to
big so that many students can use it.
What are its weaknesses?
 They don’t have internet connection so that the students cannot use it more to get
information.
What suggestions can you make?
 I will suggest that they to buy a Wi-Fi to have an internet connection for the students
to use in their learning.

REFLECT

1. Which of the materials in the Learning Resource Center caught your interest the most?
Why?
 Their computers are clean and new, and also it is easy to open and it is working so
fast.

1. Which gadgets/materials are you already confident to use/operate?

 The computer is the most familiar on me because I know its part and their functions
and this is I used when I am presenting my projects.

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

 In operating the projector, I am not much familiar on it and I don’t know how to
operate it so I need to learn more.
OBSERVE, ANALYZE, REFLECT
Observing Technology Integration in the
Activity 11.2
Classroom
Resource Teacher: Marilou Navarro Teacher’s Signature: School: UCV-SHS
Grade/Year Level: 12 Subject Area: Philosophy Date: October 2021

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

steps: Observe a class for three meetings. Video-tape, if allowed. Step 2. Describe how
technology was integrated in the lessons and how the students were involved. Step 3. Use the
Technology Integration Matrix to analyze the technology integration done by the teacher.
Step 4. Reflect on what you have learned.

OBSERVE
As you observe the class, use the 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/learnings 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 of Observation OCTOBER 2021

School UCV-SHS
Subject PHILOSOPHY Topic THE FREEDOM OF THE HUMAN PERSON

Grade/Year Level 12
ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed: Grade 12

Date of Observation: October 11, 2021

Subject Matter: The freedom of the Human Person

Brief Description of Teaching Approach Used by the Teacher:

The teaching approach used by the teacher is the individualized teaching approach – the
students read the descriptions on the power point presentation and the teacher discuss to
the students. After that, the teacher gives the students some examples on what she
discussed about.
Teaching Aids used Strengths Weaknesses Appropriateness of
(Enumerate in bullet the Teaching Aids
form) used
Power point The teacher knows It will be only weak The power point
presentation using how to utilize the if the laptop of presentation assists
Laptop materials. teacher is stop and the teacher in
The students can have a difficulty and delivering her lesson
understand the the content is not and it catches the
content on the power clearly stated. In attention of the
point because of terms of weaknesses students because of
legibility. of the laptop, there the attractive designs
is a possibility that of the bullets. It
during the helps the teacher’s
discussion, technical in presenting her
failure occurs when topic for the day is
she not skilled in an advantage for her
handling her laptop. to present her lesson
clear and more
attracting for the
students.
Hand-outs The teacher It will be weak if the The hand-outs are a
summarizes the teacher didn’t great tool for
topics in the hand- summarize the teachers but the
outs which is good topics in the hand- disadvantage is that
for the students. outs. the students can’t
focus eagerly in the
teacher.

Used the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on p. 123, In which level of technology integration do you
think the teacher you observed operated? Why?
 Based on the Technology Integration Matrix, the resource teacher attained the
following levels: entry, adoption, adaptation, infusion and transformation. The
teacher used technology in teaching from the beginning of the class, prayer, and then
presentation of objectives. The resource teacher let the students to discuss the topic by
themselves and if they have question, they raise their hands. The teacher adds the
explanation of the student if she not much gets the question.
Based on the Technology Integration Matrix, what is the characteristics of the learning
environment in the class that you observed? Point your observations that justify your answer.
  Active: The resource teacher in the class that I observed she is the one who operate
and set-up the laptop before and after her discussion of the lesson.
 Collaboration: The resource teacher of the class that I observed she grouped them into
five-member and the students create a presentation so that they present in their class
next meeting.
 Constructive: The technology used is laptop served as the teaching aid of our resource
teacher in teaching. I have observed that when the lesson is they read the power point
and then, the student easily construct their understanding.
 Authentic: The resource teacher that I observed is giving assignment and activity
using the Microsoft Office Word.
 Goal Directed: The resource teacher that I observed she asked the students to prepare
their presentation through the used of power point presentation to see their classmates
what is they want to share.
Over-all, were the learning resources used effectively? Why? Why not? Give your
suggestions.
 I must say that our resource teacher that she executes well and effectively the learning
resources then the students collaborate and cooperate in her discussion and they are
more focus their attention on the power point presentation on the class. I suggest that
make use of animations on the text so that it emphasized well and use more pictures if
possible.

REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what would you
do differently if you would teach the same lesson to the same group of students? Why?
 If I will be put in the place of our resource teacher, I will teach the same topic to the
same group of students I will be using same technology which is the laptop for
presenting my lesson. For my student I will used power point for the topic that I will
discuss to enable them clearly understand well.
 OBSERVE, ANALYZE, REFLECT
Exploring Education 4.0
Activity 11.3

Resource Teacher: Marilou Navarro Teacher’s Signature: School: UCV-SHS

Grade/Year Level: 12 Subject Area: Philosophy Date: October 2021
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 Siri, Alexa; 3. List and
describe at least 5 sites/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?

 The lesson that our resource teacher discussed during our observation was
“Freedom of the Human Person”. The objectives of our resource teacher are:
Discern the essence of true freedom, Discuss the moral responsibility and
accountability in their exercise of freedom, Evaluate the exercise of prudence
in choices and Show situations that demonstrate freedom of choice and the
consequences of choice.

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

 The important concept that the teacher emphasized are: The essence of
freedom, Kinds of Freedom and Elements of Freedom.

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

 Based on what I observed, the resource teacher wants to develop the student’s
ability to express their self well in explaining and their shyness by raising an
open-ended question and asking the student’s opinion on how does freedom
help us in shaping our experiences.

ANALYZE
Analyzing the information, you got from observing the class, surf the internet to select
electronic resources, including OERs, social networking sites, and apps with virtual or
augmented reality that will be useful in teaching the same lesson. Evaluate the resources
you found, using the set of criteria discussed in the Revisit the Learning Essentials part
of this Episode. Use the form below to note your analysis and evaluation.
 Electronic Resources Evaluation Form
Grade/ Year Level Grade 12
Subject Matter/Topic Method of Philosophizing
(Based on the class you
observe)
Lesson Objectives/ Define the role of philosophy in determine truth and knowledge;
Learning Outcomes Distinguish opinion from truth;
Analyze situations that show the difference between opinion and truth;
Realize that the methods of philosophy lead to wisdom and truth.
Name and Describe Put a check if the resource Describe
type the satisfies the criterion. how you
Electronic electronic can use it
Resource resource if you
(include were to
author teach in
/publisher/ the class
source you
observed
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Guide/ deped.gov. for
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MELC 12-
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provides
Textbook: Textbook       complete
Introductio of Senior informati
n to the High on easy to
Philosophy School by understan
of the Robert D. d the
Human Abella, topics.
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D.Min

Philosophy http://   
Project: philosoph
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 REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources for
the class? What made it easy? Difficult?
 Yes, it is quite difficult to access especially we are in the remote place that the
connection is poor but because it is easy because it can download file.

2. How did you choose which electronics resources to include here? What did you consider?
Explain. Which of the new trends in Education 4.0 would you like to explore more for
your work as a teacher? Why?
 There are many ways to consider in choosing an electronic resource. First is
credibility because in choosing those resources that are already proven and tested.
Nest is appropriateness because we will search on google and other things are
irrelevant so you do not include them. And the is availability is chosen resources that
are attainable to our budget.
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?
 If I will evaluate myself, I can say that I already have a good skill in manipulating
computers, laptops, surfing the internet and in using various resources and I know
also how to create electronic visual aids like slides.
OBSERVE, ANALYZE, REFLECT
Professional Development Through MOOCS
Activity 11.4

Resource Teacher: Marilou Navarro Teacher’s Signature: School: UCV-SHS

Grade/Year Level: 12 Subject Area: Philosophy Date: October 2021
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 provides and explore the course 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://www.techthought.com/technology/list-75-moocs-teachers-students/
 http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-
courses.shtml
 http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-techers-theyre-
learners-too/
 http://www.mooc-list.com/categories/teacher-professional-development
 http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-
joins-moocs-madness/
4. Indicate the MOOC provider. You might need to create an account in the different MOOC
providers to explore their MOOCs.

PPST Domain Competencies I MOOCs related to the MOOC

want to work on competency/ies (include a short Provider
description)

1.Content
Knowledge
and Pedagogy
2.The Searching character The teacher applies those lessons to Coursera
Learning & creating positive maximize students’ engagement and
Environment classroom accomplishment.
3. Diversity of Foundation of This provides an opportunity for you Coursera
Learners Teaching for to identify and understand student’s
Learning: Learners expectations and prior learning.
& Learning
4. Curriculum Foundation of This provides an opportunity for you Coursera
and Planning Teaching for to consider the relationship between
 Learning: the teacher, the learner and the
Curriculum curriculum.
5. Assessing Self-directed Coursera
and Reporting teacher
improvement
6. Community Foundation of Help you to develop strong Coursera
Linkages and Teaching for relationship with families to enable
Professional Learning: them to support children’s learning.
Engagement Developing Positive relationship with colleagues
Relationship and school leaders are necessary to
help the school improve.
7. Personal Time & Stress Learn to prioritize daily tasks and
Growth and Management responsibilities and reprioritize on a
Professional moment’s notice. And identify
Development stressors and describe effective
coping measures.

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: Foundation of Teaching for Learning: Curriculum
Provider: COURSERA
Objectives of the MOOC:
 This provides an opportunity for you to consider the relationship between the teacher,
the learner and the curriculum.
Content Outline
 Getting to know the curriculum
 Curriculum development
 Putting student first
 Putting Curriculum to work
 Optimizing Curriculum Outcomes
Why did you pick this MOOC?
I choose this MOOC because as I read the rating & review of the students the Rated
4.4 of 5 of 42 ratings. Here some comment of the student to Foundation of Teaching for
Learning: Curriculum MOOC:
 This course is very well structures and rich with resources. I enjoy it a lot!
 It was an amazing journey.
2. MOOC Title: Learners and Learning
Provider: COURSERA
Objectives of the MOOC:
 This provides an opportunity for you to identify and understand student’s
expectations and prior learning.
Content Outline
 Engaging with students
 How children learn
 The lives of children
Why did you pick this MOOC?
I choose this MOOC because as I read the rating & review of the students the Rated
4.4 of 5 of 36 ratings. Here some comment of the student to Foundation of Teaching for
Learning: Curriculum MOOC:
  Excellent course!
 Great course! I learned about how to approach multicultural classes.
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?
MOOCs can help me in my future career as professional teacher and as a lifelong learner
by seeing what are the updates about latest technology and MOOCs will provide some tips
of how to teach.
2. What did you learn from the way the providers use technology to teach in the MOOCs?
The learning experience is both enjoyable and satisfying. The forum interaction is a huge
bonus for anyone who like to interact with others.
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may
someday teach a MOOC?
MOOCs give teachers a chance to see how other teachers work. As a future educator this
was one of my main reasons why participate in MOOCs is they allow me to observe how
they are designed and taught, and to learn how to react other participants.

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 kindergarteners. She is making
sure the app is uncluttered in appearance, is arranged in some order of difficulty, and that
icons represent what they were intended to represent. Which criterion is she focusing on?
A. Organization C. Motivation
B. Accuracy D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding out
whether the app taps the skills found in 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 the classification in kingdom
Animalia. The teacher then teaches them how to use a software in making graphic
organizers. Students then use this to create their own graphic organizers to classify
animals. This shows technology integration which is __________.
A. entry-active C. infusion-constructive
B. adoption-active D. transformation-active
5. Teacher A demonstrates how to work with a math app that provides practice in adding
mixed fractions. The students then work independently with the app to provide them
sufficient practice in adding mixed fractions. This shows technology integration which is
__________.
A. entry-active C. infusion-active
 B. adoption-active D. transformation-active

6. A Grade 7 Social Studies teacher gave a project where her class in Manila will work
together with other Grade 7 classes in their school campuses in Visayas and Mindanao.
They will create posters and video clip to communicate a message about peace. They will
use social media to spread their peace campaign. This project involves technology
integration which is __________.
A. entry-active C. Transformation-constructive
B. adoption-constructive D. adaptation-collaborative
7. All 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
B. Conduct training for teachers on how to use technology tools
C. Work with teachers in producing instructional materials
D. Accomplish the students’ technology project for them
8. The Learning Resource / Audio-visual / Educational Technology Center regularly
provides the teachers a list of websites, apps and instructional materials available in the
city which are relevant to the different subjects they teach. This fulfills which 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 sponsor a
seminar-workshop for teachers and administrators on the use of the latest presenter
applications. This fulfills which function?
A. Center of resources C. Coordinating agency
B. Agent of teaching D. Recreational reading center
10. MOOCs are considered massive because ___________.
A. They need a big amount of computer storage to be able to avail of a course
B. They can accommodate a big number of learners
C. They can only be provided by 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. One can avail of them only during the opening of a semester
12. MOOCs are considered as a course because __________.
A. They have a guide or a syllabus that indicates content, objectives, activities, and
assessment
B. They are always given by a fully-recognized university in the world
C. They are a requirement for a Bachelor’s degree
D. They are graded
SHOW Your Learning Artifacts

1. Include here pictures/illustration of the materials used by the teacher. Put your
comments/annotation about you observed.

2. Visit www.teachnology.com or another 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?
EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 11 – Utilizing Teaching-learning resources and ICT

Learning Outcomes: - identify and classify learning resources materials in the multi-media center; – show skills in the
positive use of ICT to facilitate the teaching-learning (PPST 1.3.1); – Show skills in the evaluation, selection, development,
and use of a variety learning resources, including ICT to address learning goals ( PPST 4.5.1); -Analyze the level of
technology integration in the classroom – Demonstrate motivation to utilize ICT for professional development goals based
on the PPST ( PPST 7.5.1

Name of FS Student ___________________ Date Submitted: ________________________

Year & Selection: _____________________ Course: _______________________________

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1

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