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121 | F I E L D S T U D Y L E A R N I N G E P I S O D E 1 1
FIELD STUDY 1 Learning Episode
Utilizing Teaching-Learning
Resources and ICT
FS 1 11
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 Multi-Media Center and Learn about its collection, services, equipment, observe how a teacher utilizes
technology for instruction, and explore resources in virtual learning environment. Students will analyze and reflect on how
technology, including artificial intelligence, supports the teaching-learning process.
TARGET Your Intended Learning Outcome
At the end of this Episode, I must be able to:
 Identify and classify learning resource materials in the multimedia center;
 Show skills in the positive use of ICT to facilitate the teaching -learning process (PPST 1.2.1);
 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
 Demonstrate motivation to utilize ICT for professional development goals based on the PPST (PPST 7.5.1)
REVISIT the Learning Essential
UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018)
The Information and Communications 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 cluster 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, the ICT CFT also articulated competencies in levels which guide teachers as they develop their
ICT skills from Level 1, Knowledge Acquisition to Level, Knowledge Deepening, and Level, 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. (Access it
athttps://www.open.edu/openlearncreate/pluginfile.php/306820/mod_resource/content/2/UNESCO%20ICT%20Competec
y%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 this center has evolved. Some of the names are Audiovisual Center, Media and Technology
Resource Center, Teaching-Learning Technology Department, or Simply Learning Resource Center.
2. With the swift development of ICT, the natural outcome was the ever-expanding interface between the traditional
library and ICT both in terms of hardware and software systems and applications.
3. Schools may have different set-ups when it comes to a Learning Resource Center (LRC), Some have replaced the
term library with LRC. Some have a separate library, LRC, and Audio Visual or Media Center. Some only have
the LRC both for teachers and students. Still, some have combined their learning resource centers with maker
spaces.

4. The common purpose among these centers is to provide print, audio-visual and ICT resources to support the
teaching-learning process.
5. The goals of the Center may include orienting and training teachers in the use of audiovisual and ICT resources,
working with teachers and administrators in producing instructional materials, making available useful resources
to the students, teachers and the school community.
6. In order to support the philosophy and aims of the school, the Center must fulfill the following functions; center
of resources, laboratory of learning, 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 learning environment that encourages and enables technology integration.
The interdependent characteristics of the learning environment are being active, collaborative, constructive, authentic, and
goal- directed.
The technology Integration Matrix connects the level of Technology Integration and the Characteristic 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 https://fcit.usf.edu/matrix.php
Observing technology integration in the classroom
Technology
Integration
Matrix
Levels of Technology Integration into the Curriculum
Entry: The
teacher uses
technology to
deliver
curriculum
content to
students
Adoption: The
teacher direct
students in the
conventional use of
tool-based software,
if such software is
available, this level
is the recommended
entry point.
Adaptation: The
teacher encourages
adaptation of tool-
based software by
allowing students to
select a tool and
modify its use to
accomplish the task
at hand.
Infusion: The
teacher creates a
learning
environment that
infuses the power
of technology tools
throughout the day
and across subject
areas.
Transformation: The
teacher creates a rich
learning environment
in which students
regularly engage in
activities that would
have been impossible
to achieve without
technology
Active: Students
are actively
engaged in
using
technology as a
tool rather than
passively
receiving
information
from the
technology
Students use
technology for
drill and
practice and
computer-based
training.
Students begin to
utilize technology
tools to create
products, for
example using a
word processor to a
report.
Students have
opportunities to select
and modify
technology tools to
accomplish specific
purposes, for
example using
colored calls on a
spreadsheet to plan a
garden.
Throughout the
school day, students
are empowered to
select appropriate
technology tools
and actively apply
them to the tasks at
hand.
Given ongoing access
to online resources,
students actively select
and pursue topics
beyond the limitations
of even the best school
library.
Collaborative:
students use
technology tools
to collaborate
with others
rather than
working
individually at
all times.
Students
primarily work
alone when
using
technology.
Students have
opportunities to
utilize collaborative
tools, such as email,
in conventional
ways.
Students have
and modify
technology tools to
facilitate
collaborative work.
Throughout the day
and across the
subject areas,
students utilize
technology tools to
facilitate
collaborative
learning.
Technology enables to
collaborate with peers
export irrespective of
time zone or physical
distances .
Constructive:
Students use
technology tools
to build
Technology is
used to deliver
information to
students,
Students have
opportunities to
utilize constructive
tools such as
Students have
and modify
technology tools to
Students utilize
technology to make
connections and
construct
Students use
technology to construct
and publish knowledge
to a worldwide

understanding
rather than
simply receive
information.
graphic organizers
to build upon prior
knowledge and
construct meaning
assist them in the
construction of
understanding
understanding
across disciplines
and throughout the
day.
audience
Authentic:
Students use
technology tools
to solve real-
world problems
meaningful to
them rather than
working on
artificial
assignment.
Students use
technology to
complete
assigned
activities that
are generally
unrelated to the
real-world
problems.
Students have
opportunities to
apply technology
tools to some
content specific
activities that are
based on real world
problem.
Students have
and modify
technology tools to
solve problems based
on real-world issues.
Students select
appropriate
technology to
complete authentic
tasks across
disciplines.
By means of
technology tools,
students participate in
outside-of-school
projects and problem-
solving activities that
have meaning for the
students and the
community.
Goal Directed:
Students use
technology tools
to set goals, plan
activities,
monitor
progress, and
evaluate results
rather than
simply
completing
assignments
without
reflection
Students
receive
directions,
guidance, and
feedback from
technology,
rather than
using
technology
tools to set
goals, plan
activities,
monitor
progress, or
self-evaluate.
From time-to-time
students have the
opportunities to use
technology to either
plan monitor, or
evaluate an activity.
Students have
and modify the use of
technology tools to
facilitate goal-setting,
planning, monitoring
and evaluating
specific activities.
Students use
technology tools to
set goals, plan
activities, monitor
progress, and
evaluate results
throughout the
curricula.
Students engage in
ongoing metacognitive
activities at a level that
would be unacceptable
without the support of
technology tools.
(Reproduced with permission of the Florida Center for Instructional Technology, College of Education University
of South Florida, fcit.ustf.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 form like websites, web quests, blog, social networking sites, online-courses a wide range of
tools and so many forms of apps.
As 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 skill
in evaluating internet resources. You will be able to choose the best resources that will help you to attain your teaching
learning subject.
Below is a set of criteria which you can use to evaluate resources:
1. Accuracy- The resources material comes from a reliable source and is accurate, free from error and up-to-date.
2. Appropriateness- The resources is grade/level-appropriate. The content matches what is needed by the teacher.
3. Clarity- The resource clearly addresses the instructional goals in m ind.
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 Marib (2003). A Gateway to
Educational Materials; An Evaluation of an Online Resource for Teachers and an Exploration of User Behaviors Journal
of Technology and Teacher Education, 11(1),21-51)

Education 4.0
Shwab described the 4th
wave of the individual 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 Educational Resources (OER). OERs are material 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,
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 Facebook, Twitter, Instagram provide a virtual venue for teachers and learners
to work together interact among themselves and with another classroom locally and globally.
3. Mobile technologies. Filipinos are one of the most active on the internet, and also one who sends the greatest
number of text messages 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 mechanism 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 house that monitors temperature and light. Smart TVs that interface
with the internet. Watches that send our vital signs to our doctors. All of this development can influence the way
we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when computers or machine stimulate
thinking behaviors of human such as talking, learning and solving problems, Virtual assistance 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 simulation of an environment by a computer
program that allows a person to visit and experience the environment virtually. In AR, images form computer
interlay with the actual views of the real-word, resulting in an extended, expanded or altered view of a real -world
environment. In education, among others VR and AR programs and allow more exciting way 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 website, 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 problems of project-based learning approaches.
9. Ethics and privacy protection. We have repeatedly heard about how quickly technology is changing impacting
our lives. Through all this, It is crucial to ensure that human values and principles govern or guide our use of
technology, ethical practices that protect the right of every person need to be upheld.

Massive Open On-line Courses
Massive Open On-line Courses (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 the
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 Edy, Courser, 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
Resource Teacher: ___________________________ Teacher’s Signature: _____________ School: _________________________________
Grade/ Year level: ________________ Subject Area: ____________________ Date: ________________
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look into facilities and support learning areas in the campus, then in the classroom.
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 characteristic and functions.
Activity 11.1

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 arrange and how they are classified. Are they free from dust and
moisture? Are they arranged for easy access?
4. Read the guide /procedures for borrowing of materials. Are these guideline/procedures posted are available for the
users to refer to?
5. Familiarize yourself with then guidelines and guidelines and procedures. Take photos of the center (if allowed)
After you are through with your observation, classify the resources available that you believe are most useful. Use
the activity form provided for you
Name of Center Observed: __________________________________________________
Date of Observation: ________________________________________
Name of Observer: ________________________________________________________
Course/Year/School: ________________________________________
LIST OF AVAILABLE LEARNING RESOURCES
Available Learning
Resources
(Enumerate in bullet form)
Characteristics and
Unique Capabilities
Teaching Approaches where the
Resource is Most Useful
1. Print Resources
•
•
•
2. Audio Resources
•
•
•
3. Non-Electronic Visual
Resources
•
•
•
4. ICT Resources
•
•
•

Impression bout the LRC:
Name and Signature of Observer:
Name and Signature of the Learning Resource Center In-charge:
ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017) :
1. Are the learning resources/materials arranged properly according to their function and characteristic?
2. Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why? Why not?
3. What are the strengths of this Learning Resource Center?
4. What are its weaknesses?
5. What suggestions can you make?
ANALYZE

1. Which of the materials in the Learning Resource Center caught your interest the most? Why?
2. Which gadgets/materials are you already confident to use/ operate?
3. Which ones do you feel you need to learn more about?
REFLECT

Observing Technology Integration in the Classroom
To realize my Intended Learning Outcomes, I will work my way through these steps: Observe a class for three
meeting. 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.
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 is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learner’s response to the teacher’s use of learning resources. Listen to their verbal
responses, 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 toward the direction od the teacher and the materials? Do their actions show
attentiveness, eagerness, and understanding?
OBSERVE
Activity 11.2

Observation Sheet No.
Report
Date of Observation ________________________
School ______________________________________________________________________________
Subject ______________________ Topic __________________________________________________
Grade/Year Level _________________________

ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed:
Date of Observation:
Subject Matter:
Brief Description of Teaching Approach Used by the teacher:
Teaching Aides used
(Enumerate in bullet form)
Strengths Weaknesses
Appropriateness of the
Teaching Aids used

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?
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.
Over-all were the learning resources used effectively? Why? Why not? Give your suggestion.
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?

OBSERVE, ANALYZE, REFLECT
Exploring Education 4.0
Explore Education 4.0 through these steps:
1. Observed a class and take note of the topic being presented.
2. Surf the net to fin sites that provide support materials and/or interactive programs (WebQuests/games) on the
topic. Try to ask Siri, Alexa;
3. List and describe at least 5 open-source sites/interactive programs. From open-source
4. Evaluate the materials or programs;
5. Reflect on your FS experience.
OBSERVE
Class Observation Guide
Activity 11.3
Read the following statements carefully before you observe.
1. What is the lesson about? What are the teacher objectives?
2. Note the important concepts that the teacher is emphasizing.
3. Note the skills that the teacher is developing in the learners.

Analyzing the information, you got from observing the class, surf the internet to select electronic resources,
including OERs, social networking sites, and apps worth virtual or augmented reality that will be useful in the 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
Subject Matter/Topic (Based on the
class you observed)
Lesson Objectives/Learning
Outcomes
Name and
Type of
Electronic
Resource
Describe the
electronic
Resource
(include author/
publisher/source
Put a check if the resource
satisfies the criterion.
Describe how you can
use it if you were to
teach in the class you
observed.
Accurate Appropriate Clear Complete Motivating Organized
ANALYZE

REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources for the class? What made it easy?
difficult?
2. How did you choose which electronic resources to include here? What did you consider? Explain. Which of the new
trends in Education 4.0 would you like to explore more for your work as a teacher? Why?
3. Reflect on your technology skills. What skills would do you already have, and what skills would you continue to work
on to be better at utilizing education 4.0 resources?

Professional Development Through MOOCS
OBSERVE
To realize my Intended Learning Outcomes, I will work my way through these steps.
Step1. Review the seven domains of PPST and identify competencies I like to develop more.
Step2. Visit sites of MOOC providers and explore the courses offered that are relevant to PPST domains I
want to work on.
Step3. 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 internets which are relevant to the competencies you identified. You may try these
sites:
 http://www.teachthought.com/technology/list-75moocs-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-teachers-there-learners-too/
 http://www.mooc-list.com/categories/teacher-professional-development
 http://ww2.kqed.org/mindshift/2013/04/30/new-online-taecher-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 Competencies I want to work on MOOCs related to the
competency/ies (include a short
description)
MOOC Provider
1. Content Knowledge and
Pedagogy
2. The Learning
Environment
3. Diversity of Learners
4. Curriculum and
Planning
5. Accessing and
Reporting
6. Community Linkages
and Professional
Engagement
Activity 11.4

7. Personal Growth and
Professional Development
From among the MOOCs you explored, pick at least three which you believe are the most appropriate for you.
Describe the MOOCs below.
1. MOOC Title _________________________________________
Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?
2. MOOC Title _________________________________________
Provider:
Objective of the MOOC:
Content Outline
3. MOOC Title ___________________________________________
Provider:
Objectives of the MOOC:

Content Outline
REFLECT
1. How can MOOCs help you in future career as a professional teacher and as a lifelong learner?
2. What did you learn from the way the providers use technology to teach in the MOOCs?
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may someday teach a MOOC?
Directions: Read the items given below and encircle the correct answer.
LINK Theory to Practice

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 or grammar errors. Which criterion is she focusing on?
a. Appropriateness
b. Clarity
c. Motivation
d. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergartens. She is making sure the app is uncluttered in
appearance, is arranged in some order of difficulty, and that icons represent what they were intended to represent.
Which criterion is she focusing on?
a. Organization
b. Accuracy
c. Motivation
d. Appropriateness
3. Miss Tanada is evaluating g an app for 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 or too difficult for her students. Which criterion is she focusing on?
a. Organization
b. Accuracy
c. Currency
d. Appropriateness
4. A Science teacher uses a PowerPoint presentation to show the classification in kingdom Animalia. The teacher
then teaches them how to use a software in making graphic organizers. Students then use this to create their own
graphic organizers to classify animals. This shows technology integration which is ___________?
a. Entry-constructive
b. Adoption-constructive
c. Infusion-constructive
d. Transformation-constructive
5. Teacher A demonstrates how to work with a math app that provides practice in adding mixed fractions. The
students then work independently with the app to provide them sufficient practice in adding mixed fractions. This
shows technology integration which is ______.
a. Entry-active
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 Garde 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
b. Adoption-constructive
c. Transformation-constructive
d. Adaption-collaborative
7. All are responsibilities of the Learning Resource/ Audio-Visual/Educational Technology Center for of a school
EXCEPT ________.
a. Make available technology equipment for use of teachers and students
b. Conduct training for teachers on how to use technology tools.

SHOW Your Learning Artifacts
c. C. work with teachers in producing instructional materials
d. Accomplish the student’s technology project for them
8. The Learning Resource/ Audio-visual / Educational Technology Center regularly provides the teachers a list of
website, 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
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. Course can e 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 syllabus that indicted content, objectives, and assessment
b. They are always given by a fully-recognized university in the world
c. They are requirement for a Bachelor’s degree
d. They are graded

1. Include here pictures/illustrations 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 (worksheet,
visual aids, flashcards, rubrics, etc.) and include them here. Indicate how they might be useful considering your
major or area of specialization.
3. Visit ww.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you discovered and share
how these tools be helpful to you. As a teacher.
4. Visit edtechteacher.org this is 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 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 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 & Section: ____________________________ Course: ____________________________________
Learning
Episode
Excellent
4
Very Satisfactory
3
Satisfactory
2
Needs Improvement
1
Accomplished
Observation
Sheet
All observation
questions/tasks
completely
answered/accomplished.
One (1) to two (2)
observation questions/tasks
not answered/accomplished.
Three (3) observation
questions/tasks not
Four (4) or more observation
questions/tasks not
Analysis All questions were
answered completely;
answers are with depth
and are thoroughly
grounded on theories;
grammar and spelling
are free from error.
All questions were
answers are clearly
connected to theories;
grammar and spelling are
free from errors.
Questions were not
answers are not clearly
connected to theories; one
(1) to three (3)
grammatical/spelling
errors.
Four (4) or more observation
questions were not answered;
answers not connected to
theories; more than four (4)
grammatical/spelling errors.
Reflection Profound and clear
supported by what were
observed and analyzed.
Clear but lacks depth;
Not so clear and shallow;
somewhat supported by
what were observed and
analyzed.
Unclear and shallow; rarely
Learning
Artifacts
Portfolio is reflected on
in the context of the
learning outcomes;
Complete, well-
organized, highly
relevant to the learning
outcome
Portfolio is reflected on in
the context of the learning
outcomes. Complete; well
organized, very relevant to
the learning outcome
Portfolio is not reflected
on in the context of the
learning outcomes.
Complete; not organized.
relevant to the learning
outcome
Portfolio is not reflected on
in the context of the learning
outcomes; not complete; not
organized, not relevant
Submission Submitted before the
deadline
Submitted on the deadline Submitted a day after the
deadline
Submitted two (2) days or
more after the deadline
COMMENT/S Over-all Score Rating: (Based on Transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 71 71-below
________________________________________________ ______________________
Signature of FS Teacher above Printed Name Date

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11.docx