fs3-EP-5-to-7.docx

Republic of the Philippines CARLOS HILADO MEMORIAL STATE COLLEGE Talisay City, Negros Occidental COLLEGE OF EDUCATION FIELD STUDY 3 – TECHNOLOGY IN THE LEARNING ENVIRONMENT

LEARNING EPISODE 5: TECHNOLOGY INTEGRATION IN THE CLASSROOM MY INTENDED LEARNING OUTCOMES: Describe ways in which technology is integrated in the classroom. Analyze the level of technology integration used by the teacher. •

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The Technology Integration Matrix provides a comprehensive framework for you to define and evaluate technology integration. It will provide you direction and guide you on the process of achieving effective with technology. The teacher’s integration of technology in instruction can be described in 5 levels: entry, adoption, adaption, infusion and 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 oriented. You will use this matrix to analyze and r eflect in this episode.

To realize my Intended Learning Outcomes, I will work my way through the steps: Step1. Observe a class for three meetings. Video-tape, if allowed Step2. Describe how technology was integrated in the lessons and how the students were involved Step3. Use the Technology Integration Matr ix to analyze the technology integration done by the teacher. Step4. Reflect on what you learned.

REFERENCE: LUCAS, MARIA RITA D. PHD. FIELD STUDY 3 (TECHNOLOGY IN THE LEARNING ENVIRONMENT), LORIMAR PUBLISHING 2015.

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Class Observation Guide Read the following statements carefully before you observe. 1. What is the lesson about? 2. What visual aids/materials/learning resource is the teacher using? 3. Observe and take notes on how the teacher presents/uses the learning resources. 4. Closely observe the learners’ response to the teacher’s use of learning resources. Listen to their verbal responses. What do their responses indicate? Do their re sponses show attentiveness, eagerness and understanding? 5. Focus on their nonverbal responses. Are they leaning forward showing their interest in the lesson and in the materials? Are they looking towards the direction o f the teacher and the materials? Do their actions show attentiveness, eagerness and understanding?

OBSERVATION REPORT Date of Observation: October 10, 2018_________________________________________________________ School: Rafael B. Lacson Memorial High School__________________________________________________ Subject: Contact Center Services__ Topic: Call Structure and Call Flow________________________________ Grade/Year Level _Grade 11__________________________________________________________________

The lesson for our observation is about Call Structure or Call Flow. The visual aids that was used by the teacher are: Digital Light Projector (DLP), white screen and a computer they conducted their class at the ICT Laboratory. As observed, the teacher uses the technology with ease and expertise. The students are also actively participating by responding to the teacher’s questions and by also asking their own questions and further clarifications. There were also nonverbal responses that was observed such as: students’ eyes were seen fixated on the teacher, following where he is standing as he moved from one place to another which shows attentiveness of the students. We also seen some students nodding there heads agreeing to the statement that was presented and there was no student that we had seen yawning in the class.


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Republic of the Philippines CARLOS HILADO MEMORIAL STATE COLLEGE Talisay City, Negros Occidental COLLEGE OF EDUCATION FIELD STUDY 3 – TECHNOLOGY IN THE LEARNING ENVIRONMENT UTILIZATION OF TEACHING AIDS FORM Grade Level of Class Observed: Grade 11 Date of Observation: October 9, 2018 Subject Matter: Call Structure or Call Flow

Brief Description of Teaching Approach Used by the Teacher :

Teaching Aids Used

Strengths

Weaknesses

Teaching Aids Used

(Enumerate in bullet form) 





Digital Light The teaching aids Projector (DLP) can be used in wide White Screen areas. The computer can add, edit Computer information for the presentation.

Appropriateness of the

The teaching aids cannot be use if there is no electricity.

The teaching aids is best used for showing images and videos, presentation, discussion and instructional activity.

MY ANALYSIS Use the Technology Integration Matrix to analyze the class you observed. In what level of te chnology integration do you think the teacher oper ated? Why?

The level of Technology that was observed based on the Integration Matrix was Adaptation. The students have already learned this topic in their previous lesson. In this case, with the use of computer, they apply what they learned based in real life situation on the case-to-case basis. They need to assume what will be the possible questions and answers from the customer during a call on a certain topic.

Based on the TIM, what is the characteristic of the learning environment in the class that you observed? Point your observations that justify your answer.

The characteristic of the environment based on TIM was Authentic. The students were given an activity where they were given a problem relating to real-world situation and make a script of what could be their responses and what they will do in that situation.

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

Yes, because if there is no learning resources available, the class would not be delivered effectively and efficiently. The computer was utilized in the class, which was the vital component of the topic in order for the student to experience what would be questions to be asked by the customers and the answer to it. REFERENCE: LUCAS, MARIA RITA D. PHD. FIELD STUDY 3 (TECHNOLOGY IN THE LEARNING ENVIRONMENT), LORIMAR PUBLISHING 2015.

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MY REFLECTIONS/INSIGHTS 1. Put yourself in the place of the teacher. What would you do similarly and what would you do differently if you teach the same lesson to the same group of students? Why? I will do exactly what the teacher did. I believe that it is the best way to teach the student about Call Structure. With the help of very good facility and a teacher, students will be able to understand the lesson. In previous lessons, the teacher already discuss the lesson, then on the next day, a simple rec all to be followed by activity was the correct way of teacher this topic. In this method, students can improve their problem solving skills and apply real-world situations that every employee encountered. HOTS can be develop through critical thinking skills by predicting or assuming what the customer should ask.

MY LEARNING PORTFOLIO Include here pictures/illustrations of the materials used by the teacher. Put your comments/annotations about what you observed.

In these pictures, the teacher uses a very good facility with Digital Laser Projector (DLP), white screen, laptop and personal computers with LAN connection. This is the perfect scenario or set-up for a real life situation of being a call center agent. The best thing here is, every student is handling a computer, not by two or by group. They can familiarize how to use or manipulate a computer easily and faster.


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LEARNING EPISODE 6: My E-World MY INTENDED LEARNING OUTCOMES: Provides opportunities for me to explore the elet ronic resources for intrustional use. •

The world wide web is like an endless network of information, ever expanding and almost limitless. Electronic resources come in different forms like websites, webquests, logs, social network 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 for information but to make decisions as to which ones you will take and use and which ones you will put aside. Aim to develop your skills in evaluating internet resources. Below is set of criteria which you can use to evaluate resources:

Accuracy- the resource comes from a reliable source and is accurate, free from error and is up-to-date. Appropriateness-grade/level appropriate and contents matches waht is needed by the t eacher Clarity-clearly addresses the instructional goal in mind Completeness-has all the information needed to be able to use them. Motivation- engaging and rewarding to learners and encourage s active participation of learners Organization- is logically sequences, clearly indicates what steps should be t aken and procedures or processes flow smoothly For this process, explore the world through these steps:

1. Observe a class and take 5. Reflect on your FS experience

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

4. Evaluate the materials or programs

3. List and describe at least 5 sites/interactive programs


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Please use the Class Observation Guide provided for you.

Class Observation Guide Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher’s objectives?

The lesson is about Call Structure or Call Flow. The objectives were: 1. To identify customers complaints by eliminating irrelevant questions by the customer. 2. To create a script on gathering the customers’ information or complaints. 3. To appreciate gathering information process of the customer.

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

The important concept that the teacher emphasize is, as a Customer Service Representative, following call structure or call flow is very important in handling calls in order to be systematic and address customers’ need within minimum amount of time.

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

The skills that the teacher is developing in the learners are: 1. Proper gathering of information by eliminating irrelevant questions to the customers. 2. Interpersonal Skills 3. Problem solving skills


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Using the information you got from observing the class, surf the internet for electronic resources that will be useful in teaching the same lesson. Evaluate the re sources you found. Fill out the form below.

Electronic Resources Evaluation Form Grade/Year Level Subject Matter/Topic (Based on the class observed) Objectives

Grade 11 Call Structure or Call Flow

At the end of the lesson the student should be able to: 1. identify customers complaints by eliminating irrelevant questions by the cutomer. 2. create a script on gathering the customers’ information or complaints. 3. appreciate gathering information process of the customer.

Put a check if the resource satisfies the criterion Name and Type of Electronic Resource Computer Program: Chaotica Virtual Call Centre

Website: www.callcent rehelper.com

Website: www.theresu ltscompanies. com

Describe the electronic resource (include author/publis her/source) A software program that emulates a real-life customer service experience. Measure callflow accuracy and helpfulness. A contact centre online magazine aimed at giving BPO people advice on making their business work more effectively. A site of a BPO company that provide call centre customer service and sales solutions.

Accurate

Appropriate

Clear

Complete

Motivating

Organized


Describe how you can use it if you were to teach in the class you observed

I can use this program as an activity to simulate call centre experienc e to students. Can be use as reference for discussion.

The information that I gathered in this site can be used in my presenatati on and discussion.

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MY REFLECTIONS/INSIGHTS 1. Describe your experience in surfing the internet for appropriate electronic resources for the class? Did you find it easy or difficult? Surfing the internet for the electronic resource was easy as the internet has vast amount of information about the topic, what made the task difficult was discerning what resource should I use or consider. I read many articles about the topic in order to sort what information I can use and see to it that the site that I am looking was legit and reliable.

2. How did you choose which electronic resources to include here? What did you consider? Explain.    

Accuracy - the resource came from a reliable source and it is free from error Match with the objectives - content matches with my objectives Completeness - the content has all the information that I needed Suitability - the information is suitable for my students’ intellectual capacity

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 electronic resources? As a millennial, being exposed to a computer is a usual thing. Being a cyber-gamer also has great impact. I am already familiar with the World Wide Web and some parts of the computer. I am also familiar on how to operate and manipulate a computer. In this case, I can assure to teach with no hesitance these subjects with the use of electronic resources.


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LEARNING EPISODE 7: On-Line Learning through MOOCS MY INTENDED LEARNING OUTCOMES: Identify MOOCs that align with the NCBTS. Choose MOOCs that will contribute to one’s own professional development Explain how MOOCs can be a tool for lifelong learning •

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Massive Open On-Line Courses (COOCs) are online courses open to a big group of people. Be low are the basic information about MOOCS. Let us focus on each word:

Massive •

MOOCS are on-line courses designed for large number of participants, usually larger than the number of students that can fit a regular classroom. There can be hundreds or even be a thousand students or more.

Open There us mostly freedom of place, pace and time Course 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 •

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Online All aspects of the course are delivered online •

Course 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 •

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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.

My Map To realize my Intended Learning Outcomes, I will work my way through these steps. Step1

Step2

Step3

Review the seven domains of NCBTS and identify competencies I like to develop more.

Visit sites of MOOC providers and explore the courses offered that are relevant to NCBTS domains I want to work on.

Reflect on how I can continue developing my skills through MOOCS.

My Tools 1. Get a copy of the NCBTS and go over the compete ncies. 2. On the second column, write the co mpetencies you like to work on. 3. Search for MOOCs in the internet which are relevant to the competencies you identified. http://www.teachthought.com/technology/list-75-moocs-teachers-students/ http://www .educationaworld.com/a_curr/moocs-best-teachers-free-online courses.shtml http://www.mooc-list.com/categories/teacher-professional-development


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4. Indicate the MOOC provider. You might need to create an account in the different MOOC providers to explore their MOOCs.

NCBTS Domain 1. Social Regard for Learning

Competencies I want to work on Interpersonal Skills

2. The Learning Environment

Classroom Management

3. Diversity Learners

Understanding learners

of

different

4. Curriculum

Teaching methods and approaches and Skills in Teaching

5. Planning, Assessment and Reporting

Assessment Skills

6.Community Linkages

Leadership Skills

7.Personal Growth and Prof-

Professionalism

MOOCs related to the competency/ies (include a short description) The Teacher’s SEL introduce you to various rationales for why teacher SEL is needed as well as examine and reflect on various emotions in teaching and learning. Teaching Character and Creating Positive Classroom. This course explores key ideas of positive psychology and shows how great teachers apply those lessons to maximize student engagement and accomplishment. Learn how to integrate character-based objectives into your own teaching. Negotiating Different Learners. Examines social-cultural theories of difference, as well as considering alternative responses to these differences in educational settings ranging from broad, institutional responses to specific pedagogical responses within classes of students. The course also focuses on the application of learning technologies and new media to meet the needs of diverse populations of learners. The Foundations of Teaching for Learning: Curriculum. Is a programme designed for teachers and educators of all abilities and backgrounds; from those who are new to the classroom and looking for development, to experienced teachers ready to reboot their skills for modern education. Curriculum is a framework for guiding teaching and learning. This course provides an opportunity for you to consider the relationship between the teacher, the learner and the curriculum. The Foundations of Teaching for Learning: Introduction to Student Assessment. This course helps teacher to acquire the skills to develop and use appropriate assessment procedures. There are various techniques which help to assess student learning. Leadership and Management in Education develop your skills in leading, supporting, and positively transforming learning organizations. To inspire others so you can be an effective leader and influence others toward a common goal. The Foundations of Teaching for Learning: Being a Professional. This

MOOC Provider Coursera

Coursera

Coursera

Coursera

Coursera

edX

Coursera

essional Development

course will emphasise what you can do to act professionally. This includes developing your own philosophy of teaching and making sure that you continue to improve your knowledge and skills. It also considers what it means to be part of a community of professionals, working with others to improve what happens in your school, community and profession.

MY ANALYSIS From among the MOOCs you explored, pick at least one which you believe is the most appropriate for you. Describe the MOOCs below. 1. MOOC Title INTRODUCTION TO TRANSLATIONAL SCIENCE Provider: Coursera Objectives of the MOOC: The field of Translational Science aims to bridge these gaps by: Developing new approaches, technologies, resources and models  Demonstrating the usefulness of new approaches, technologies, resources and models  

Disseminating the resulting data, analyses, and methodologies to the broad scientific community

Content Outline Translational Science - The Big Picture and T1 - Translation to Humans T2 - Translation to Patients and T3 - Translation to Practice T4 - Translation to Communities and Participating in Clinical and Translational Research

Why did you pick this MOOC? I pick this MOOC because of rapid spreading of some diseases nowadays. Through this research, we can rapidly discover new medical treatments to the patients. In this topic, Introduction to Translational Science is an introductory course that provides students with a broad understanding of translational science, the types of research that are conducted under the translational science umbrella, and how this research impacts the public at large. The course will compare and contrast current impediments to clinical research with the potential of translational science and will include selected case studies from t he University of Rochester.


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MY REFLECTIONS/INSIGHTS 1. How can MOOCs help you in your future career as a professional teacher and as a lifelong learner? It is true that information is everywhere; there are a few benefits to gaining it through a MOOC. Taking these courses from accredited, well-known universities, helps guarantee the information is good and up to date. Seeing this website makes me driven and will go find knowledge I w ant or need to fill holes on my own. It is an opportunity for me to learn new techniques, new ways to explain things and convey information, new pathways of understanding. Most especially, my future students benefit from all of these things.

2. What did you learn from the what the providers use technology to teach in the MOOCs? The MOOCS or the Massive Open Online Courses are taught through the digital platform, requiring the student a computer and internet connection. The producers who create the MOOCS makes courses out of the ordinary and maximize them by making videos that go beyond the traditional blackboard-chalk room setting. They create visuals that are engaging and interactive. The use of the digital platform provides real time results.

3. How will you prepare yourself for MOOCs as a learner, and as teacher who may someday teach a MOOC? Being new to this online teaching and I still don’t have teaching experience, i have to learn how to design my lectures and my teaching style to accommodate students who aren’t in the classroom and may not be watching me in real time. For example, carefully designed slides and other visual aids rather than blackboards or whiteboards; assignments and exams that can be performed without a lot of assistance from lab assistants; not requiring extensive in-class interaction, etc. I t is a lot like how TV and Movies have to get your attention. It can take time to figure all this out.


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fs3-EP-5-to-7.docx

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