MODULE - II

INTRODUCTION

Lesson 1 Using and Evaluating

Instructional
Materials

Lesson 2 Direct, Purposeful

Experiences and
Beyond

Lesson 3 Teaching with

Contrived Experiences

Lesson 4 Teaching with

Dramatized
Experiences
Lesson 5
Making the Most of
Community Resources
and Field Trips

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MODULE II
TECHNOLOGY FOR TEACHING AND LEARNING-I

INTRODUCTI
This module presents the different instructional materials
through Edgar’s Cone of Experience. You will also learn how to
select and use these materials in order to achieve a desired learning
objectives as well as single out direct-purposeful experiences as
instructional materials. You will also learn that you cannot just
employ direct experiences as materials for instruction but to use an
edited version of direct experience-the contrived experience.
Dramatic experience comes next to contrived experiences in the
Cone. In this lesson, you will be able to understand the impact of
dramatic experiences in teaching and learning process. After
gaining ideas about these important aspect of teaching, you will
also learn on how important community resources and field trips in
teaching and learning process.

OBJECTIV
ES
After studying the module, you should be able to:

1. Identify the guidelines to be considered in the selection and

use of instructional materials.
2. Understand the use of direct, purposeful experiences in
teaching and learning.
3. Understand the importance contrived experiences.
4. Identify the varied types of contrived experiences.
5. Determine the standards to evaluate contrived experiences.
6. Identify the best suitable dramatic experiences.
7. Understand how dramatic experiences be used for effective
teaching.
8. Understand the importance of community resources and field
trips in teaching and learning process.
DIRECTIONS/ MODULE ORGANIZER

There are five lessons in this module. Read each lesson

carefully then answer the exercises/activities to find out how much

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you have benefited from it. Work on these exercises carefully and
submit your output to your instructor through your Google
Classroom account, Messenger or Facebook.

In case you encounter difficulty, discuss this with your

instructor during the face-to-face meeting. If not contact your
instructor through your Google Classroom account, Messenger,
Facebook or even in Gmail.

Good luck and happy reading!!!

Lesson 1
Using and Evaluating
Instructional Materials

Read and study the comic strip below. What do the

conversation between Charlie Brown and Linus imply about
field trips?

One of the instructional materials used to attain instructional

objective is field trip. It is not enough to bring the class out for field
trip and make them observe anything or use other instructional
materials for no preparation and clear reason at all. Perhaps this is
what happened to the field trip joined in by Linus that is why he
seems not able to cite something specific that he learned from the
field trip.

For an effective use of instructional materials such as field

trip, there are guidelines that ought to be observed, first of all, in
their selection and second, in their use.

Selection of Materials

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The following guide questions express standards to consider in the

selection of instructional materials.

1. Does the material give a true picture of ideas they present? To

avoid misconceptions, it is always good to ask when the
material was produced.
2. Does the material contribute meaningful content to the topic
under study? Does the material help you achieve the
instructional objective?
3. Is the material aligned to the curriculum standards and
competencies?
4. Is the material culture-and grades-sensitive?
5. Does the material have culture bias?
6. Is the material appropriate for the age, intelligence, and
experience of the learners?
7. Is the physical condition of the material satisfactory? An
example, is a photograph properly mounted?
8. Is there a teacher’s guide to provide a briefing for effective
use? The chance that the instructional material will be used to
the maximum and to the optimum is increased with a
teacher’s guide?
9. Can the material in question help make students better
thinkers and develop their critical faculties? With exposure to
mass media, it is highly important that we maintain and
strengthen our rational powers.
10. Does the use of material make learners collaborate with
one another?
11. Does the material promote self-study?
12. Is the material worth the time, expense and effort
involved? A field trip, for instance, requires much time, effort
and money. Is it more effective than any other less expensive
and less demanding instructional material that can take its
place? Or is there a better substitute?

The Proper Use of Materials

You may have selected your instructional material well. This is

no guarantee that the instructional material will be effectively
utilized. It is one thing to select a good instructional material, it is
another thing to use it well.

According to Smith and Nagel (1972), to ensure effective use

of instructional material we should follow their guide acronym PPPF:

1. Prepare Yourself

You know your lesson objective and what you expect from the
class after the session and why you have selected such

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particular instructional material. You have a plan on how you

will proceed, what question to ask, how you will evaluate
learning and how you will tie loose ends before the bell rings.

2. Prepare your Students

Set reasonably high class expectations and learning goals. It

sound practice to give them guide questions for them to be
able to answer during the discussion. Motivate them and keep
them interested and engaged.

3. Present the Material

According to Smith (1972), many teachers are guilty of the

R.O.G Syndrome. This means “running out of gas” which
usually result from poor planning.

Using media and materials, especially if they are mechanical

in nature, often requires rehearsal and a carefully planned
performance. Wise are you if you try the materials ahead of
your class use to avoid a fiasco.

4. Follow Up

Remember that you us instructional material to achieve an

objective, not to kill time nor to give yourself a break, neither
to merely entertain the class. You use the instructional
material for the attainment of a lesson objective. Your use the
instructional material is not the end itself. It is a means to an
end, the attainment a learning objective. So, there is a need
to follow up to find out if objective was attained or not.

SUMMING
UP

To ensure that instructional materials serve their purpose in

instruction, we need to observe guidelines in their selection and use.
The materials that we select must:

● Give a true picture of the ideas they present.

● Contribute to the attainment of the learning objective.
● Be aligned to the curriculum standards and competencies.
● Be appropriate to the age, intelligence and experience of the
learners.
● Be in good and satisfactory condition.
● Be culture-sensitive and gender- sensitive.
● Provider’s for a teacher’s guide.

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● Help develop the critical and creative thinking powers of

students.
● Promote collaborative learning.
● Be worth the time, expense and effort involved.

For optimum use of the instructional material, it is necessary that

the teacher prepares:

● Himself/herself
● Her students
● The instructional material and does follow up.
● Promote independent study.

THINK!
What are the Robert Gagne’s nine (9) instructional events in
the subject Facilitating Learning?

APPLICATION

Observe your instructor/professor as he teaches the class.

Find out which guidelines in the selection of instructional materials
did he observe? Not observe?

You may watch the suggested videos below. Use the given links.

1. Demonstration Teaching in TLE

https://www.youtube.com/watch?v=v7t5fv5cerk

2. Demonstration Teaching in MAPEH-ARTS

https://www.youtube.com/watch?v=nZCfHgfB7jc

3. Demonstration Teaching in Social Studies

https://www.youtube.com/watch?v=1gr2ldEUOXU

In his/her use of instructional material, identify (bullet point your

answer) the evidence of:

Preparation of
Self

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Preparation of
Students

Preparation of
Material

Follow Up

Use short size of coupon bond. Take picture or scan your output and
you may send to Google Classroom account, Messenger, Facebook,
Gmail or it depend on the instructor’s direction.

ONLINE READING
RESOURCES

1. Instructional Materials by University of Wisconsin Madison

(2020)
https://designteachengage.wisc.edu/instructional-materials/

2. Advice for Choosing Instructional Materials by Amy Fletcher

(2008)
https://asiasociety.org/china-learning-initiatives/advice-
choosing-instructional-materials

3. The Importance of Learning Materials in Teaching by

ehow.com (2016)
https://education.gov.gy/web/index.php/teachers/tips-for-
teaching/item/2036-the-importance-of-learning-materials-
in-teaching#:~:text=Learning%20materials%20are
%20important%20because,new%20skill%20gained%20in
%20class.

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Lesson 2 Direct, Purposeful

Experiences and
Beyond

Read the following testimonies.

1. My boss assigned me to put the transparencies on the

plate of the overhead projector while he delivered his
lecture on stage. I turned out that the first transparency
was not positioned upright to the audience. I repositioned
the transparency but it was still inverted. I felt nervous and
the woman in the audience who was seated nearby came
to my rescue. I have never been forgotten that experience
but having been assigned the task repeatedly, I can say I
am now expert at the OHP. – Secretary to the Dean

2. The meanings of negative discrimination index and positive

descriminitation index became crystal clear to me only
when we did an item analysis of our test items. - Grade VI
Teacher.

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Whatever skills or concepts we have did not come out of the

blue. We spent hours doing the activity by ourselves in order to
acquire the skill. The same thing is through with the two narrators
above. They learn the skills by doing.

What are referred to as direct, purposeful experiences?

According to Dale (1969), these are concrete and firsthand

experiences that make up the foundation of our learning. These are
the rich experiences that our senses bring from which we construct
the ideas, the concepts, the generalizations that give meaning and
order to our lives. They are sensory experiences.

These direct activities may be preparing meals, making a

piece of furniture, doing PowerPoint presentations, performing a
laboratory experiment, delivering a speech, or taking a trip.

What are indirect experience?

These are experiences of other people that we observe, read

or hear about they are not our own self-experiences but still
experiences in the sense that we see, read, and hear about them.
They are not a firsthand but rather a vicarious or indirect
experiences.

Climbing a mountain is first hand, direct experience. Seeing it

done in films or reading about it is a vicarious, substitute
experience. It is clear, therefore, that we can approach the world of
reality directly through the senses and indirectly with reduced
sensory experience.

For example, we can bake black forest cake or see it done in

the TV or read about it.

Why are these direct experiences described to be

purposeful?

Purposeful because the experiences are not purely

mechanical. They are not a matter of going through the motion.
These are not “merely sensory excitation”. They are experiences
that are internalized in the sense that these experiences involve the
asking of questions that have significance in the life of the person
undergoing the direct experiences.

They are also described a purposeful because these

experiences are undergone in relation of purpose, i.e. learning.

Why do we want our students to have a direct experience in

conducting an experiment in the laboratory?

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Because it is done in relation to a certain learning objective.

Where should these direct, purposeful experiences lead us

to?

Out of these direct experience, thoughts or meanings

following reflection must flow or run the risk of a lesson consisting of
activity after another activity enjoyed by the learners who cannot
make connection with the activities themselves.

If direct, purposeful experiences or firsthand sensory

experiences make us learn concepts and skills effectively,
what does this imply to the teaching-learning process?

1. Let us give our students opportunities to learn by doing.

Let us immerse our students in the world of experience.

2. Let us make use of real things as instructional materials

for as log as we can.

3. Let us help the students develop the five senses to the full
to heighten their sensitivity to the world.

4. Let us guide our students so that they can draw meaning

from their firsthand experiences and elevate their level of
thinking process.

SUMMING
UP

Direct experience is the process of acquiring knowledge by fully and

directly participating in an activity. Generally speaking, this produces more
usable and vivid knowledge than learning about something with
indirect experiences such as a game, video or book.in order to reap the
maximum benefits that come along with technology.

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Direct purposeful experience are the first hand experiences which

serve as the foundation of our learning. We build meaningful information and
ideas through seeing, hearing, touching and smelling. It is learning by doing.

Attitudes formed through direct experience produce more affective

reactions and are better predictors of consummatory behavior. Alternatively,
attitude formed through indirect experience produce more cognitive reaction
and are better predictors of instrumental behavior.

THINK!
What is a practical work experience and how do you gain
practical experience?

APPLICATION

Go over the K 12 Curriculum Guide. Find out which

competencies can be the best taught through direct experience. If
you don’t have a copy of the K 12 Curriculum Guide, download it
form the DepEd website.

1. DepEd Curriculum Guide

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-
education-curriculum/

2. Senior High School Curriculum Guide

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-
education-curriculum/senior-high-school-core-curriculum-
subjects/

3. Grade 1-10 Curriculum Guide

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-
education-curriculum/grade-1-to-10-subjects/

Use short size of coupon bond. Take picture or scan your output
and send to our Google Classroom account, Messenger, Facebook,
Gmail or it depend on the instructor’s direction.

ONLINE READING
RESOURCES

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1. 9 Examples of Direct Experience by John Spacy (2017)

https://simplicable.com/new/direct-experience

2. Enhancement of Learning Through Field Study by

Kandamby (2018)
https://www.jotse.org/index.php/jotse/article/view/403/350

3. Is direct experience enough? A study of young

children’s views of sounds by David P. Butts, Helen
Marie Hofman & Margaret Anderson ( 1994)
https://link.springer.com/article/10.1007/BF03170646

Lesson 3 Teaching with

Contrived
Experiences

Contrived experiences is the second band of experiences in

Dale’s Cone of Experience. These are “edited” copies of reality and
are used as substitutes for real things when it is not practical or not
possible to bring or to do the real thing in the classroom. These
experiences are designed to stimulate to real life situations.

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If the teacher used or described an atom or the earth he/she

use a model. According to Brown 1969), a model is “a reproduction
of a real thing in a small scale, or large scale, or exact size- but
made of synthetic materials. It is a substitute for a real thing which
may or may not be operational.

If the teacher use a planetarium it is considered as mock-up.

According to Brown (1969), a mock-up is an arrangement of a real
device or associated devices, displayed in a way that representation
of reality is created. It is maybe simplified in order to emphasize
certain features. It may be an economical reproduction of a
complicated or costly device, to be observed for learning purposes.

If the teacher use preserved specimen it is fall under

specimens and objects. Specimen is any individual or item
considered typical of a group, class or a whole. Objects may also
include artefacts displayed in a museum or objects displayed in
exhibits or preserved insect specimens in science.

If there is a school election process in practice it is a form of

simulation. According to Orlich, et al (1994), simulation is a
representation of a manageable real event in which a learner is an
active participant engage in a learning behaviour or in applying
previously acquired skills or knowledge.

Another instructional material included in contrived

experiences is a game. Games are played to win while simulations
need not to have a winner.

Why do we make use of contrived experiences?

We use models, mock ups, specimens and objects to:

1. Overcome limitations of space and time

2. To “edit” reality for us to be able to focus on parts or a
process of a system that we intend to study
3. To overcome difficulties of size
4. To understand the inaccessible
5. To help the learners understand abstractions

According to Orlich, et al (1994), there are ten (10) general

purposes of simulation and games in education. These are:

1. To develop changes in attitudes.

2. To change specific behaviors.

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3. To prepare participants for assuming new roles in future.

4. To help individuals understand their current roles.
5. To increase the student’s ability to apply principles.
6. To reduce complex problems or situations to manageable
elements.
7. To illustrate roles that may affect one’s life but that one may
never assume.
8. To motivate learners.
9. To develop analytical process.
10. To sensitize individuals to another person’s life role.

Games are used for any purposes such as:

1. To practice and/ or to refine knowledge/skills already

acquired.
2. To identify gaps or weaknesses in knowledge or skills.
3. To serve as a summation or review.
4. To develop new relationships among concepts and principles.

SUMMING
UP

Contrived experiences are substitutes of real things when it is

not feasible to bring the real thing to the class. These includes
models, mock up, specimens and objects, simulation and games.

The most important things to remember when we make use of

models and mock ups are to make them as close as we can to the
real thing they present. If for one reason or another they could not
replicate the real things in size and color we should at least caution
the user or the reader by giving the scale.

THINK!
Are contrived experiences visual or audio? Or are they
multisensory?

APPLICATIO
N
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Go over to the K12 Curriculum Guide. Choose one subject.

Identify the objectives and topics which can be taught with
contrived experiences such as models, mock ups, specimens and
objects, simulation and games. Present it in a graphic organizer.

Use a long size of coupon bond. Take picture or scan your

output and you may send to Google Classroom account, Messenger,
Facebook, Gmail or it depend on the instructor’s direction.

If you don’t have a copy of the K 12 Curriculum Guide,

download it form the DepEd website.

1. DepEd Curriculum Guide

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-
curriculum/

2. Senior High School Curriculum Guide

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-
curriculum/senior-high-school-core-curriculum-subjects/

3. Grade 1-10 Curriculum Guide

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-
curriculum/grade-1-to-10-subjects/

ONLINE READING
RESOURCES

1. Learning and Experiences by Dr.Jagannath K Dange (2015).

https://www.tojned.net/journals/tojned/articles/v05i03/v05i03-
12.pdf

2. Teaching with Contrived Experiences

https://educationaltechnologyforus.weebly.com/teaching-with-
contrived-experiences.html

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Lesson 4 Teaching with

Dramatized
Experiences
“All dramatization is essentially a process of communication,
in which both participant and spectators are engaged. A creative
interaction takes place, a sharing of ideas.”– Edgar Dale

Something dramatic is something that is stirring or affecting

or moving. A dramatic entrance is something that catches and holds
our attention and has an emotional impact. If our teaching is
dramatic, our students get attracted, interested and affected. If they
are affected and moved by what we taught, we will most likely leave
an impact on them.

Dramatized experience can range from the:

1. Formal Plays – these depicts life, character, or culture or a

combination of all the three. They offer excellent opportunities to
portray vividly important ideas about life. An example is a
historical pageant that based in a local history, presented by
local actors. Play and pantomime require much time for
preparation and so cannot be part of everyday classroom
program.

2. Pantomime – is the art of conveying a story through bodily

movements only.

3. Puppets - Dale (1996) claims that puppets, unlike the regular

stage play, can present ideas with extreme simplicity-without
elaborate scenery or costume-yet effectively.

Types:

a. Shadow puppets – flat black silhouette made from

lightweight cardboard and shown behind the screen.
b. Rod puppets – flat cut out figures tacked to a stick, with
one or more movable parts, and operated from below the
stage level by wire rods or slender sticks.
c. Hand puppets – the puppet’s head is operated by the
forefinger of the puppeteer, the little finger and thumb
being used to animate the puppet hands.
d. Glove-and-finger puppets – make use of old gloves to
which small costumed figure are attached.
e. Marionettes – flexible, jointed puppets operated by
strings or wires attached to a cross bar and maneuverer
from directly above the stage.

4. Role-playing – is an unrehearsed, unprepared and spontaneous

dramatization of a “let’s pretend” situation where assigned

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participants are absorbed by their own roles in the situation

described by the teachers.

SUMMING
UP

Some forms of dramatic experiences are play, pageant,

pantomime, puppets and role playing.

Role playing is highly effective for lessons in an affective domain.

If we want results, we cannot afford to ignore and guiding

principles given by experts on the use of puppets and role-playing.

THINK!

What are the best features of dramatic experiences for (MI)

Multiple Intelligences?

APPLICATION

1. Go over to the K12 Curriculum Guide. Choose one subject.

Identify the competencies with which you can use:

a. Pageant
b. Pantomime
c. puppets
d. role playing.

Present it in a graphic organizer. Use a long size of coupon

bond. Take picture or scan your output and you may send to Google
Classroom account, Messenger, Facebook, Gmail or it depend on the
instructor’s direction.

2. Make a puppet of your choice. Implement a lesson found in

K12 curriculum guide with a puppet presentation

If you don’t have a copy of the K 12 Curriculum Guide,

download it form the DepEd website.

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1. DepEd Curriculum Guide

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-
curriculum/

2. Senior High School Curriculum Guide

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-
curriculum/senior-high-school-core-curriculum-subjects/

3. Grade 1-10 Curriculum Guide

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-
curriculum/grade-1-to-10-subjects/

ONLINE READING
RESOURCES

1. How to use role-playing experiences as an educational

tool
https://aestranger.com/role-playing-games-educational-tools/

2. Kinds of Dramatize Experiences

https://educationaltechnologyforus.weebly.com/dramatized-
experiences.html

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Lesson 5 Making the Most of

Community
Resources and Field
Trips
Let us take a look on the experience of teachers regarding field
trips:

1. I took a group of students to the local museum. We just

wondered from corner to corner without anything specific to
look for. It was an experience but it did not connect with any
specific lesson.

2. The whole trip was a mess. Some lost their way and arrived
very late. Others arrived at the place much earlier and were
inconvenienced waiting for the arrival of the others.

3. The students enjoyed the field trip. But when asked to relate
what they saw to our lesson, they were not able to connect.

The teacher’s comments given indicate failure of the field trips

conducted. This is definitely the consequence of no planning or if
ever there was, planning was done poorly.

Planning field trips includes;

1. Preliminary planning by the teacher

According to Brown (1969), for preliminary planning by the

teacher the following should be follow:

a. Make preliminary contacts, a tour on final arrangements

with the place visited.
b. Make final arrangements with the school principal about
the details of the trip such as time, schedule,
transportation arrangements, finances, and permission
slips from parents.
c. Make a tentative route plan, subject to later alteration
based on class planning and objectives.
d. Try to work out mutually satisfactory arrangements with
other teachers if the trip will conflict with their classes.
e. Prepare a preliminary lists of questions or other materials
which will be helpful in planning with the students.

2. Planning with students joining the trip

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a. Discuss the objectives of the trip and write them down. The
main objectives should be included in the permit slip given to
parents and should be consulted later when the trip is
evaluated.
b. Prepare a list of questions to send ahead to the guide of the
study trip.
c. Define safety and behaviour standards for the journey there
and for the trip site itself.
d. Discuss and decide on ways to document the trip. Everyone is
expected to take a note.
e. List specific objects to be seen on their way to the site, on the
site of the field trip and on their way home from the site.
f. Discuss appropriate dress. Comfortable shoes for walking are
important.
g. Before the trip, use a variety of learning materials in order to
give each student a background for the trip.

Educational Benefits of Field Trip

1. The acquisition of lasting concepts and change in attitudes are

rooted on concrete and rich experiences. Field trips are
opportunities for rich and memorable experiences which are
fundamental to learning that lasts.
2. Field trips bring us to the world beyond the classroom. The
real world connection is more work but the befits of
broadening teaching beyond textbooks far outweigh the little
bit of time it takes from a teacher’s schedule.
3. Field trip has a wide range of application. It is not meant only
for children. It is for adults also. It is for all subject areas also.
4. According to Dale (1969), field trips bring about a lot of
realizations which may lead to changes in attitudes and
insights. It can mature curiosity, build zest for new
experience, and a sense of wonder.

Disadvantage of Field Trips

These educational benefits can compensate for the drawbacks

of field trips, some of which are:

1. It is costly.
2. It involves logistics.
3. It is extravagant with time.
4. Contains an element of uncertainty.

Community Resources

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Community resources can be persons and places in the

community. For persons, let us begin with the parents. Many of
them can be resource speakers in their field of expertise. A dentist
maybe invited to talk to the children on how to care for their teeth.
A journalist may serve as resource speaker on the parts of
newspaper and how to write an editorial. There are a lot of people in
the community who can be excellent resource speaker.

As to places to visit, popular destinations are museums, zoos,

botanical gardens, historical places, place of exhibits, resorts and
among others. Performance like a play, a concert, and dance
presentations also part of community resources. Public and private
libraries, school, colleges and universities can also be community for
learning resources.

SUMMING
UP

Field trips are expensive. They require much time for

preparation and planning. However, considering the intensity and
the extent of concrete experiences that come through field trips, we
are encouraged to use them ONLY, if there is no other less
expensive but equally effective instructional tool. Preparation and
planning for the field trip includes discussions and decisions on what
to do before the field trip, during the field trip and after the field
trip.

Community resources like historical and scenic spots,

museums, zoos, botanical gardens and others can be destinations
for field trips. Other community resources can be people themselves
such as parents, senior citizens and other members of the
community.

THINK!
Some schools have made it a policy not to allow field trips of
all sorts. Can you think of some reasons?

APPLICATION

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Go over relevant virtual field trips offered by various Internet

sites. Evaluate them. Can they take the place of actual field trips?
Create a diagram. You may draw it on a short size of coupon bond.
Take picture or scan your output and you may send to Google
Classroom account, Messenger, Facebook, Gmail or it depend on the
instructor’s direction.

ONLINE READING
RESOURCES

1. The Reasons Why Field Trips Are Important For Students by

Stephen (2019).
https://www.educationalschooltrip.com/reasons-why-
educational-field-trips-important-for-students/

2. The Important of Field Trips and Virtual Field Trip Ideas by

MomsLA (2020).
https://momsla.com/the-importance-of-field-trips/

3. Use of Community Resources to Improve Teaching Learning

(2018).
https://www.teachandtaketime4u.com/2018/01/13/use-
community-resources-to-improve-teaching-and-learning/

Module II
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MODULE
SUMMARY
In module II, you have learned about the broad meaning of
educational technology. There are five lessons in this module.

Lesson 1 Using and Evaluating Instructional

Materials

Lesson 2 Direct, Purposeful Experiences and

Beyond

Lesson 3 Teaching with Contrived Experiences

Teaching with Dramatized Experiences

Lesson 4
Making the Most of Community
Lesson 5 Resources and Field Trips

Congratulations! You have just studied Module II.

You are now ready to evaluate how much you have benefited
from your reading by answering the summative test. Good Luck!!!

SUMMATIVE
TEST
Your test will be posted in testmoz.com or in quizizz.com.

Testmoz is an excellent web tool auto graded tests and

quizzes. The strength of this application lies in its simplicity and

Module II
 24

user-friendliness. Testmoz supports four types of questions:

True/false, multiple choice, multiple response, and fill in the
blank. Each test has a unique URL which the teacher can use to
edit and save your scores.

Quizizz is a creativity software company used in class, group

works, pre-test review, exams, unit test, and impromptu tests. It
allows students and teachers to be online at the same time.

Here are the links:

1. https://testmoz.com/

2. https://quizizz.com/

Please refer to your instructor for the test schedule.

Module II