FIELD STUDY 1 LEARNING EPISODE

Utilizing Teaching-Learning
FS 1 11 Resources 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 a variety learning
resources, including OCT 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 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 clustered in six aspects, namely: 1. Understanding ICT in Education, 2. Curriculum
and Assessment, 3. Pedagogy, 4. Application of Digital Skills, 5. Organization and
Administration, and 6. Teacher Professional Learning.
Similar to 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 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 at
https://www.opem.edu/openlearncreate/pluginfile.php/306820/mod_resource/cpntenbt/2/
UNESCO%20ICT%20Competency%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 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 centers with makes 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 administration 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 Mark 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, adaption, 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, constructive, authentic, and goal-directed.
The Technology Integration Matrix connects the Levels of Technology Integration and
the Characteristics of the Learning Environment. Examine the matrix below. To make you
understand how integration is done in each of the levels and environment, explore the TIM
website and learn from the many interesting videos showing technology integration. Go to
http://fcit.usf.edu/matrix/matrix.php
 Observing technology integration in the classroom
Levels of Technology Integration Into Curriculum
Technology
Integration Adaptation:
Matrix Adaptation: The The teacher Infusion: The Transformation:
Entry: The teacher directs encourages teacher creates a The teacher
teacher uses students in the adaptation of learning creates a rich
technology to conventional use of tool-based environment learning
deliver tool-based software try that infuses the environment in
curriculum software. If such allowing power of which students
content to software is students to technology tools regularly engage
students. available, this select a tool and throughout the in activities that
level is the modify its use to day and across would have been
recommended accomplish the subject areas. impossible to
entry point. task at hand. achieve without
technology.

Active: Students have Throughout the Given ongoing

Students are Students use Students begin to opportunities to school day, access to online
actively engaged technology for utilize technology select and students are resources,
in using drill and tools to create modify empowered to students actively
technology as a practice and products, for technology tools select select and pursue
tool rather than computer based example using a to accomplish appropriate topics beyond the
passively training. word processor to specific technology tools limitations of
receiving create a report. purposes, for and actively even the best
information example using apply them to school library.
from the colored cells on the tasks at
technology. a spreadsheet to hand.
plan a garden.
of the Leaning Environment

Collaborative: Students have Throughout the Technology

Students use Students Students have opportunities to day and across enables students
technology tools primarily work opportunities to select and the subject to collaborate
to collaborate alone when utilize modify areas, students with peers and
with others using collaborative tools, technology tolls utilize experts
rather than technology. such as email, in to facilitate technology tolls irrespective of
working conventional ways. collaborative to facilitate time zone or
individually at work. collaborative physical
all times. learning. distances.

Students have Students utilize

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

By means of
Authentic: technology tools,
Students use Students use Students have Students have Students select students
technology tools technology to opportunities to opportunities to appropriate participate in
to solve real- complete apply technology select and technology tolls outside-of-school
world problems assigned tools to some modify to complete projects and
meaningful to activities that content-specific technology tools authentic tasks problem-solving
them rather than are generally activities that are to solve across activities that
working on unrelated to based on real- problems based disciplines. have meaning for
artificial real-world world problems on real-world the students and
assignment. problems. issues. the community.

Goal Directed: Students receive Students have

Students use directions, opportunities to Students use Students engaged
technology tools guidance, and From time to time, select and technology tools in ongoing
to set goals, feedback from students have the modify the use to set goals, metacognitive
plan, activities, technology, opportunity to use of technology plan activities, activities at a
mon rather than technology to tools to facilitate monitor level that would
it or progress, using either plan, goal-setting, progress, and be unattainable
and evaluate technology tools monitor, or planning, evaluate results without the
results rather to set goals, evaluate an monitoring, and throughout the support of
than simply plan activities, activity. evaluating curriculum. technology tools.
completing monitor specific
assignments progress, or activities.
without self-evaluate.
reflection.

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

Evaluation of ICT Resources

The World Wide Web is like an endless network of information, ever-expanding a
almost limitless. Electronic resources come in different forms like websites, webquests,
blogs, social networks sites, on-line courses, a wide range of tools, and so many forms of
apps.
As a future teacher, one of the skills that will be most useful for you is the ability not
only to search information but to make decisions, as to which ones you will take as 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 a reliable source and is accurate, free
from error and is up-to-date.
2. Appropriateness. The resource is grade/level-appropriate. The content matches what
is needed by the teacher.
3. Clarity. The resource clearly address the instructional goals in mind.
4. Completeness. The content is complete. It has all the information needed to be able to
us 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 User Behaviors. Journal of Technology and Teacher
Education. 11(1), 21-15).

Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented speed at which
technology is evolving has disrupted many vital processes that involved how we run
production, business and consequently how we teach and learn. The following Technology
trends have huge potential to transform the ways we teacxh 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 apss, 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 in the Internet, and also
one who sends the most number of text messages per day. This inidicates the high
number of mobile devices users. These devices can also be used as a learning tool byu
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 hoses that monitor temperature and light. Smart TVs that interface
 with the internet. Watches that send our vital signs to our doctors. All ofthese
developments 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 humans such as talking,
learning and solving problems. Virtual assistants such as Siri, Alexa, Bixby and
Google assistant are near samples of AI. Among others, uses of AI in education can
be in the areas of gamification and adaptive instruction for learners with special
needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by a
computer program that allows a person to visit and experience the environment
virtually. In AR, images from computer programs interlay with the actual views of the
real-world, resulting in an extended, expanded, or altered view of a real-world
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 sure 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.

9 “ Fundamental Digital
Skills for 21st
Century Teacher
 Record and Edit
Audio Clips
1.
1.
Create Interactive
Video Content

Youtube Video Editor

Soundcloiud.com
1.
2.
Piktochart.com
Canva.com
“
Create Infographics
and posters

2.
2. Wevideo.com
Audioboom.com 3. Drawings.google.com
3.
3. Magisto.com
Vocoroo.com 4. Thinglink.com
4.
4. Animoto.com
Clyp.it

Create PLNs, connect, Use blogs and wikis to create Creating engaging
discover new content, and participatory spaces for presentations
grow professionally students
1. Blogger.com 1. Docs.google.com/presentation
2.
1. Wordpress.com
Twitter.com 2. Maikudeck.com
3.
2. Edublogs.org
Facebook.com 3. Zaho.com/docs/show.html
4.
3. Wikispaces.com
Plus.google.com 4. Prezi.com
4. Linkedin.com

Creating digital portfolios Curate, organize and share Create digital quizzes
1. Web.seesow.me digital
1. resources
Diigo.com 1. Flipquiz.me
2. Silk.co 2. Scoop.it 2. Riddle.com
3. Sites.google.com 3. Educlipper.net 3. Quizalize.com
4. Weebly.com 4. Edshell.com 4. Testmoz.com

www.educatorstechnology.com

Learning Episode 11: Utilizing Teaching-Learning Resources and ICT FieldStudy 1 6

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 the on-line courses designed for large number of participants,
usually larger than the number of students that can fir 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, simulation, 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 Attributions 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.
OBSERVER, ANALYZE, REFLECT
Activity 11.1 Visiting the Learning Resource Center
Name: _____________________________________
Video Link/s: https://youtu.be/Xf_8XhaskJ7o
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 the materials are arranged and how they are
classifies. 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 observations, classify the resources available that you
believe are most useful. Use the activity form provided for you.
Name of Center Observed: Jamn Chirstian Academy
Date of Observation: ___________________________________________________
Name of Observer: ____________________________________________________
Course / Year / School: _________________________________________________

List of Available Learning Resources

Available Learning Resources Characteristics and Teaching Approaches where the

(Enumerate in bullet form) Unique Capabilities Resource is Most Useful
1. Print Resources These aid in the development Linguistic approach — Assist in
 Books of the learner's reading the development of a person's
 Dictionaries abilities and vocabulary. vocabulary and reading
 Encyclopaedia abilities.

2. Audio Resources It is used to help students It allows pupils to think

 Speaker improve their listening skills extensively about these topics
 Television and make learning more using a metacognitive approach.
 Microphone effective.

3. Non-electronic Visual It is used to visually represent Lecture approach – use in

Resources the lessons. representing the lessons.
 Bulletin board
 Charts
 Chalkboard

4. ICT Resources It keeps you up to date on Learners' different senses will

 Computer current events and information. be involved through the usage of
 Printer these materials in an integrated
 Projector learning approach.

Impression about the LRC:

Their learning resource center includes a lot of resources that help students learn better.

Name and Signature of Observer:

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

ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):
ANALYZE
Are the learning resources/materials arranged properly according to their functions and
characteristics?
Yes, the learning resources/materials are properly structured and classified by category,
function, and qualities. Newspapers and magazines are separated from books at the library.
Even books are divided into categories based on their content.

Do the guidelines and procedures facilitate easy access to the materials by the teachers?
Why? Why not?
Yes, the policies and processes made it easier to access the materials. It not only outlines
correct library behavior, but also instructs borrowers on how to handle books and other
items. It directs users to the exact location of the book, making library use simple and
convenient.

What are the strengths of this Learning Resource Center?

The Learning Resource Center's strengths include providing required information to students
and teachers, motivating students to focus on their studies, and allowing students to conduct
research using their school computer.

What are its weaknesses?

They have a minimal number of books and a limited number of computers.

What suggestions can you make?

I believe it would be more beneficial to sell more books that are both inexpensive and
beneficial to pupils.
R REFLECT
1. Which of the materials in the Learning Resource Center your interest the most? Why?

I'd want to use the computer at the library and look up basic stuff on the internet. This peaked
my interest the most because we didn't have a computer in our primary school while I was in
elementary school.

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

Books and magazines are among the resources with which I am already familiar. They may
be found nearly everywhere in our library. It's quite simple to utilize them, which is why I'm
confident in my ability to do so.

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

I believe I should spend more time learning how to utilize a computer. They are quite useful
to my studies.
 OBSERVER, ANALYZE, REFLECT
Activity 11.2 Observing Technology Integration in the Classroom
Name: _____________________________
Video Link/s: https://youtu.be/Xf_8XhaskJ7o
To realize my Intended Learning Outcomes, I will work my way through these steps:
Step 1. Observe a class for three meetings. Video-tape, if allowed. Step 2. Describe how
technology was integrated 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/learning resources is the teacher using?
3. Observe and take notes on how 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: ______________________________________________________

School: JAMN Christian Academy
Subject: Science Topic: Our Ears
Grade/Year Level: Grade 3

During our observation in a first-grade class, the teacher first goes through the
class's last meeting's topic. She then begins a new lecture on "Our Ears." She utilizes a laptop
and projector to show kids a large image of human ears so they can view and understand the
many components of our ears. Pupils take an active role in class discussions.
 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 Aids used Strengths Weaknesses Appropriateness of the

(Enumerate in bullet Teaching Aids used
form)

The use of a large image

Laptop and The usage of our ear Not every teacher has the of an ear in the classroom
Projector is simply recognized financial means to was really successful. It is
and understood by the purchase a laptop and well appreciated by the
learners. It gives more projector. pupils, who actively
knowledge about the engage in their classes.
topic.

Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on p.3. In which level of technology integration do you think
the teacher you observed operated? Why?
The resource teacher achieved the levels of entry, adoption, adaptation, infusion, and
transformation, according to the Technology Integration Matrix provided in the book. The
resource teacher employed technology, which included a laptop and a projector, from the
beginning of the class, beginning with prayer and the presentation of objectives, and then
allowing students to handle and operate the equipment with her as a guide to explain various
parts of the lesson.
 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.
Active: In the class where I observed the resource teacher, she let her pupils to control the
projector and laptop before and throughout her discussion of the lesson.
Collaborative: In the lesson I attended, the resource teacher divided her pupils into five
groups of five to present certain themes utilizing the technology she had provided, a laptop
and projector.
Constructive: The technology, which included a laptop and a projector, functioned as the
primary teaching aids of the resource teacher whom I saw, and so served as a source of
knowledge from which the students built their understanding.

Overall, were the learning resources used effectively? Why? Why not? Give your
suggestions?
Generally, I believe the resource teacher implements the learning materials well and
successfully since the learners prefer to interact and cooperate in her discussion and they
tend to concentrate on the projected power point presentation on the board. My only
recommendation is to utilize movement on the text that needs to be highlighted next time, and
to include other visuals, such as animal ears, if possible.

R 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 were in the position of a teacher, I would explore creative methods to actively engage the
learners in using learning materials. Similarly, to his strategy, I will employ instructional
materials that are relevant to the topic that I will be discussing in class to help the
learners learn more effectively. Alternatively, I will employ instructional resources to
improve her teaching technique. My educational materials should be visually appealing in
order to capture the attention of the pupils.
OBSERVER, ANALYZE, REFLECT
Activity 11.3 Exploring Education 4.0
Name: _____________________________
Video Link/s: https://youtu.be/Xf_8XhaskJ7o
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? What are the teacher’s objectives?

Our Ears was the topic of the lesson. The teacher's objective is for pupils to be able to
recognize and understand the functioning of the various parts of our ears.

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

The teacher is highlighting the need of memorizing the various functions of the
different components of the human ear.

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

Accuracy, creativity, and intellectual curiosity are among the abilities that the teacher
is instilling in the students. All of these abilities are essential for the topics.
 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
Subject Matter/Topic Our Ears
(Based on the class you observed)
Lesson Objectives/Learning Outcomes To be able to learn the different functions of the parts of our
ear.

Name and type Describe Describe

of Electronic the how you
Resource electronic Put a check if the resource satisfies the criterion. can use it
resource if you
(include were to
author/
teach in
publisher/
source).
the class
you
observed.
Accu Approp Cle Comp Motiva Organi
rate riate ar lete ting zed
It provides facts
Website: about our ears that I may
can be quite utilize
https:// beneficial to pupils' these in my
kids.frontiersin.org/ learning. discussion
articles/10.3389/ by utilizing
frym.2018.00063 all of the
Quizzes on the relevant
Website: human ear are informatio
included. n and
https://kidshealth.org/en/ concepts
kids/earquiz.html from the
Everything you need site..
Website: to know about your
ear may be found
https:// right here.
www.hearinglink.org/
your-hearing/about-
hearing/how-the-ear-
works/
R REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources
for the class? What made it easy? Difficult?

When searching the internet for appropriate electronic materials for the class, I must
first read the resource overview generated by Google. First, I must determine whether
it is relevant to my topic.

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 works as a teacher? Why?

When selecting an online resource, there are several factors to consider. The first is
reliability. It entails selecting materials that have previously been demonstrated and
tested. Then there's the issue of appropriateness. There are numerous more items that
are unrelated and should not be included if you search on Google.

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 were to assess myself, I would say that I already possess adequate computer abilities, as
well as the ability to access the internet and prepare various digital materials. On the other
hand, I need to keep practicing with various technological visual aids such as presentations,
etc.
OBSERVE, ANALYZE, REFLECT
Activity 11.4 Professional Development Through MOOCS
Name: ________________________________
Video Link/s: https://youtu.be/Xf_8XhaskJ7o
OBSERVE
To realize my Intended Learning Outcomes, I will work my way through these steps.
Step 1: Review the seven domains of PPST and identify competencies I like to develop
more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are relevant to
PPST domains I want to work on.
Step 3: Reflect on how I can continue developing mu 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.teachthought.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-teachers-
theyre-learners-too/
 https://www.mooc-list.com/categories/teacher-professional-development
 http://ww2.kqed.org/mindshift/2013/04/30/new-online -teacher-training-
program-joins-mooc-madness/
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 MOOC
competency/ies Provider
(Include a short description)

1. Content Learn about synthetic neutral Neutral Networks Learning COURSERA

Knowledge networks and how they're being emphasizes both the basic
and Pedagogy utilized for knowledge acquisition in
algorithm and the practical
the context of speech and objects. technique required to make
them operate properly.
2. The Learning I need to concentrate on improving Encouraging the COURSERA
Environment my environmental knowledge so that development of young
my pupils can research effectively children in the classroom
and clearly. creates a positive learning
environment.
3. Diversity of I need to concentrate on achieving The psychological function COURSERA
Learners equity and a broad knowledge for of our moral existence is
my future pupils. explored in Moralities of
Everyday Life.

4. Curriculum Apply all of the learning courses for In the twenty-first century, k- COURSERA
and Planning the scholars to have a great 12 education offers new
learning experience and achieve teaching methodologies to
everything. help students learn more.

5. Assessing and To be an excellent destiny educator, Performance evaluation in COURSERA

Reporting I need to improve my performance the virtual classroom was an
skills. This is where I shall put my effective measure of
abilities to the test. performance, and evaluation
is an important part of any
virtual program.
6. Community If you recognize me on what this The effective communication COURSERA
Linkages and world has to offer, I will have a specialization takes you on a
Professional heart to educate my future pupils. self-discovery journey. You'll
Engagement discover that excellent
communication requires the
capacity to articulate
oneself.
7. Personal To improve my skills, I need to work Learners are provided a COURSERA
Growth and on improving my skills in all areas. I thorough introduction to
Professional need to get myself ready for the real computers through computer
Development world. skills and literacy. Pupils
will explore a number of
computer-related subjects.
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: Presentation: Speaking so that People Listen

Provider: This course's provider is the corporation Coursera. Courser is a training

platform that collaborates with major universities and organizations throughout the
world to make publications available online to anybody.

Objectives of the MOOC: This course will give you helpful tips for making effective
speeches and delivering them well in typical American settings. You’ll learn how to
organize a presentation, the way to make it memorable, and the way to speak clearly.
This will assist you to enhance your public speakme skills, both for faculty work.

Content Outline: Content Outline: This course will provide you with several opportunity
to showcase your newly acquired presenting skills. It also allows you to gain the
experience you need to be more confident while giving a speech in a classroom or at
work. Learners will record and submit several videos of themselves delivering assigned
presentations for peer critique.

Why did you pick this MOOC? As a student specializing in English, it will greatly benefit
me in improving my speaking skills. This training helped me gain confidence in my ability
to speak correctly in front of a huge group of people. I may become a better
communicator as a result of this, and it will help me in my future work to boldly stand my
newcomers.

2. MOOC Title: Business English: Networking

Provider: Coursera, a MOOC provider founded by UCI Extension, is dedicated to

continuing education. A welcome message and an outline of the specialism are given at
the start of the course.

Objectives of the MOOC: The approach to acquire knowledge of targets is to determine

whether the specialization's targets correspond with your learning objectives. Determine
your current level of business English communication ability. Present important
information about yourself in a discussion site and expand your vocabulary related to
tasks and companies.

Content Outline: Introduction to Business in English Communication, Introduction,

Meeting Association on the Phone, and finally Assembly Association are the topics
covered in this five-week time/day commitment course (Email). Throughout the course,
you will begin to grasp language and customer service skills related to socializing and
networking in English.
 Why did you pick this MOOC? This MOOC, I believed, would help me become a better
communicator and polish my language abilities. It will help me get experience in starting
a business. In this way, I may become more organized in my future work by expanding my
vocabulary and gaining confidence in speaking in front of a variety of individuals.

3. MOOC Title: Business English: Networking

Provider: Coursera, which was developed by UCI Extension to continue with education,
is the MOOC provider. A welcome message and an overview of the speciality are shown
at the start of the journey.

Objectives of the MOOC: The path mastering targets will help you determine whether or
not the specialization's targets correspond with your mastering objectives. Determine
your current level of business English communication ability. Present relevant
information about yourself in a debate forum and expand your vocabulary related to
processes and businesses.

Content Outline: Introduction to Business in English Communication, Introduction,

Meeting Association on the Smartphone, and finally Assembly Association may take up to
five weeks of time/day concentration in this course ( Email ). Throughout the course, you
will begin to grasp terminology and customer service related to socializing and
networking in English.

Why did you pick this MOOC? This MOOC, I believed, would help me become a better
communicator and polish my language abilities. It will aid me in gaining expertise in the
area of starting a business. In doing so, I may be able to become more organized in my
future work by expanding my vocabulary and gaining the confidence to speak in front of a
group of people.
R REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a
lifelong learner?

MOOCs have enabled me to discover as a future teacher that period has a significant
impact on our lives and, at the same time, our learning. We can learn more new
things through MOOCs, which will benefit us in our coaching-learning process. It is
more convenient for me as a future teacher to obtain knowledge while also allowing
me to improve my computer abilities by investigating online learning via MOOCs. It
is an academic direction content material that may help a lot of students if used
properly. MOOCs help me to show the prospect of having a superb education as a
lifelong learner. The knowledge I get through MOOCs will help me to become a more
informed person, and I plan to share it with my future college students. It also helps
me to become more prepared for my future career. I'll utilize it in my day-to-day
coaching for my college students to help them get a better education.

2. What did you learn from the way the providers use technology to teach in the
MOOCs?

One of the things I learned from the providers' use of generation to educate in
Massive Open-Online Courses (MOOCs) was that generation gives an opportunity for
a large number of people to receive an excellent education. Also, distance is no
longer a barrier to our ability to learn, thanks to technological advancements and, at
the same time, MOOCs. Because MOOCs are on-line courses that are available to a
group of people, it is more convenient to learn via MOOCs for those who have a
hectic job schedule and are unable to attend school. This course is available to
anybody, everywhere, as long as they have access to the internet. Despite the fact that
the courses are offered online, employees of the company create a learning network
by interacting with one another. MOOCs allow participants to test their
understanding of the things they covered, just like they would in a classroom, except
this time it will be done online. Through the use of generation, they also give feedback
on their members' overall performance.

3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may
someday teach a MOOC?

I shall prepare myself as a learner for Massive Open-Online Courses (MOOCs) by

following this path. I'll look at MOOC providers like Coursera, Edx, Udacity, Udemy,
Iversity, and others to learn more about this approach. I became familiar with their
programs as a result of my exploration of these publications. MOOCs will no longer
be as difficult for me to complete. After that, I arranged myself with the assistance of
reading these publications in order for the future trainer who may also teach MOOCs
with the aid of still utilizing it. By that time, I've promised myself that I'll have
improved my talents to be a more effective facilitator. As a result, I will aid my future
college students in properly studying. For me, the learning experiences of on-line
learning and traditional learning are identical. The only difference between the two is
 the location. They are both encouraging members or newcomers to learn in different
ways. To put it briefly, it's not difficult to prepare ready for MOOCs because they're
identical to traditional but now with the aid of technology.

SHOW Your Learning Artifacts

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

2. Visit www.teachnology.com or other teacher resource websites. Print useful instructional

materials (worksheets, visual aids, flashcards, rubrics, etch.) and include them here.
Indicate how they might be useful considering your major or are 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 learner.

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
Name of FS Student:_____________________________Date Submitted:
_______________________
Year & Set: IV-Set-A-MT (8:30AM-11:30AM)___________ Course: Bachelor of
Elementary Education__
Learning Episode Excellent Very Satisfactory Needs
4 Satisfactory 2 Improvement
3 1
Accomplished
Observation Sheet

Analysis

Reflection

Learning Artifacts

Submission

COMMENT/S Rating
(Based on
Overall Score Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-below
18 12
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-below

__________________________________________ _________________________
Signature of FS Teacher above Printed Name Date