FIELD STUDY
Technology in the Learning Environment
Episode 5 TECHNOLOGY INTEGRATION IN THE CLASSROOM
My Learning Episode Overview Episode 5 provides an opportunity for me to observe how a teacher utilizes technology for instruction.
My Intended Learning Outcomes In this Episode, I must be able to:
Describe ways in which technology is integrated in the classroom. Analyze the level of technology integration used by the teacher.
My Performance Criteria In will be rated along the following:
Quality of my observations and documentation, Completeness and depth of analysis, Depth and clarity of classroom observation-based reflection, Completeness, organization, clarity of portfolio and Time of submission of portfolio.
My Learning Essential 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 teaching with technology. The teacher’s integration of technology in instruction can be described as progressing in 5 levels: entry, adoption, adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages and enables quality technology integration. The interdependent characteristics of the learning environment are being active, collaborative, constructive, authentic, and goaldirected. 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. http://fcit.usf.edu/matrix/matrix.php
You will use this matrix to analyze and reflect in this episode Levels of Technology Integration into the Curriculum
Characteristics of the Learning Environment
Technology Integration Matrix
Entry: The teacher uses technology to deliver curriculum content to students.
Adoption: The teacher directs students in the conventional use of tool-based software. If such software is available, this level is the recommended entry point.
Adaptation: The teacher encourages adaptation of tool-based software by allowing students to select a tool and modify its use to accomplish the task at hand.
Infusion: The teacher creates a learning environment that infuses the power of technology tools throughout the day and across subject areas.
Transformation: The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology.
Active: Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.
Students use technology for drill and practice and computer based training.
Students begin to utilize technology to create products, for example using a word processor to create a report.
Students have opportunities to select and modify technology tools to accomplish specific purposes, or example using colored cells on a spreadsheet to plan a garden.
Throughout the school day, students are empowered to select appropriate technology tools and actively apply them to the tasks at hand.
Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even the best school library.
Collaborative: Students use technology tools to collaborate with others rather than working individually at all times.
Students primarily work alone when using technology.
Students have opportunities to utilize collaborative tools, such as email, in conventional ways.
Students have opportunities select and modify technology tools to facilitate collaborative work.
Throughout the day and across subject areas, students utilize technology tools to facilitate collaborative learning.
Technology enables students to collaborate with peers and experts irrespective of time zone or physical distances.
Constructive: Students use technology tools to build understanding rather than simply receive information.
Technology is used to deliver information to students.
Students begin to utilize constructive tools such as graphic organizers to build upon prior knowledge and construct meaning.
Students have opportunities to select and modify technology tools to facilitate collaborative work.
Students utilize technology to make connections and construct understanding across disciplines and throughout the day.
Students use technology to construct, share, and publish knowledge to a worldwide audience.
Authentic: Students use technology tools to solve real world problems meaningful to them rather than working on artificial assignments.
Students use technology to complete assigned activities that are generally unrelated to real-world problems.
Students have opportunities to apply technology tools to some contentspecific activities that are based on real world problems.
Students have opportunities to select and modify the technology tools to solve problems based on real-world issues.
Students select appropriate technology tools to complete authentic tasks across disciplines.
By means of technology tools, students participate in outside-ofschool projects and problem-solving activities that have meaning for the students and the community.
Goal Directed: Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection
Students receive directions, guidance, and feedback from technology tools to set goals, plan activities, monitor progress, or self evaluate
From time to time, students have the opportunity to use technology to plan, monitor, or evaluate an activity.
Students have opportunities to select and modify the use of technology tools to facilitate goal-setting, planning, monitoring, and evaluating specific activities.
Students use technology to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum.
Students engage in ongoing metacognitive activities at a level that would be unattainable without the support of technology tools.
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My Map To realize my Intended Learning Outcome, I will work my way through these
steps:
Step 1.Observe a class for three meetings. Videotape, 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 integration done by the teacher.
Step 4. Reflect on what you learned.
technology
My Tools As you observe the class, use the activity forms provided for you to document your observation. Class Observation Read the following statements carefully before you observe. 1. What is the lesson all about? The lesson is all about “Steps in Writing an Academic Format Letter”. 2. What visual aids/material/learning resources is the teacher using? The resource teacher uses; laptop, projector, and blackboard in his teaching. 3. Observe and take notes on how the teacher presents/uses the learning resources. The teacher uses the learning resources in presenting the basic concepts of her report, in giving an assessment to her students and as the main visual aid in the whole class. 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 alternativeness, eagerness, and understanding? The leaners tend to say “wow” on the technology used by the resource teacher in her class discussion and it is very obvious that it really caught their attention for it is seen in their eyes that they are very eager in listening to their teacher. 5. Focus on their non-verbal responses. Are they leaning forward showing their interest in the lesson and in the materials? Are they looking towards the direction of the teacher and materials? Do their actions show attentiveness, eagerness, and understanding? It is clearly seen in the face and reaction of the students that they were amazed at the technology their teacher used, which is the laptop and projector, for most of them tend to listen and focus their attention on their teacher and on the projected power point presentation on the board.
OBSERVATION REPORT Date of Observation: September 7, 8, 14, 15, 2017 School: Colegio de San Sebastian Subject: Pagsulat 12 Grade/Year Level: CSS – 11 – B
Topic: Paraan sa Pagsulat ng Akademik Pormat
My Analysis
UTILIZATION OF TEACHING AIDS FORM Grade or Year level of class observed: CSS – 11 – B Date of Observation: September 7, 8, 14, and 15 Subject Matter: Pagsulat 12 Brief description of teaching approach used by the teacher: The teaching approach used by the teacher is “Learner-Centered Approach” and “Deductive Method” for she allows her students to explain their topic and let her students analyze the theme by themselves before she explains the topic based on the book. Also, the resource teacher also used informal hand raising, in which she asks her students some random questions and invite answers whether right or wrong. The resource teacher used these approaches and strategies in teaching all throughout the discussion. Teaching Aids Strengths Weaknesses Appropriateness Used of the Teaching Aids used The teaching Aids used by the resource teacher are: The Laptop allows In terms of The resource Laptop the resource weakness of the teacher’s decision teacher to make a laptop, there is a to use a laptop in good presentation possibility that presenting her topic of her topic. It during the for that day is an provides the discussion or the advantage for her to resource teacher presentation of the present her lesson with a less expense power point, clear and more means of making a technical failure attracting for the visual aid and at the might occur if the students and by the same time, it’s what teacher is not so fact that her a trend to the skilled in handling students belong to millennial learners computers. Just as the millennial that is. what happened are fond of using when I observed, technology, making the power point them be engaged presentation did not more in the work properly, but discussion. since the resource teacher is computer literate, she manages to solve that small misbehaving of the laptop.
Projector
Possibly, the only The use of projector weakness of the in the resource
Since the screen of Laptop is too small to be visible up to the students on the last row, by using this projector, it made possible for the students to read the power point presentation projected on the board. Without this projector, it will be hard for the students at the back to participate in the discussion and also to pay attention to what the resource teacher is discussing. Thus, the main forte of this projector is making the power point presentation of the resource teacher be visible in every corner of the room.
projector used by the teacher during her class discussion is that the projector she used takes a long time before it starts up. Thus, it almost consumes 10 minutes to install the projector making the time allotted for discussion, activity, and evaluation to be lesser.
teacher’s chosen approach is appropriate since she tends to ask the student opinions and insights about their topic, the use of projector is very useful and ideal for the students on the last row tend to participate in the class discussion for the idea told by the teacher is being projected on the board through projector. Through this, the participation that the teacher want to get from the students was achieved.
My Analysis
Use the Technology Integration Matrix to analyze the class you observed. In what level of technology integration do you think the teacher operated? Why? Based on the Technology Integration Matrix provided by the book, the resource teacher attained the following levels: entry, adoption, adaptation, infusion, and transformation. For the resource teacher used the technology, which are the laptop and projector from the very beginning of her class starting from prayer and presentation of objectives, afterwards, she let the students to manipulate and operate the technology alone to explain some part of the lesson and instead of just merely receiving information from the technology, the resource teacher let the students to discuss the topic by themselves and to raise questions to their classmates which eventually, when the classmate asked didn’t answer the question correctly, she manage to answer it. After that, the resource teacher let the students to use the technology, which is a laptop, to make their own “Academic Format Letter” in Microsoft Office Word” to be passed on their next meeting.
Based on the Technology Integration Matrix, what is the characteristic of the learning environment in the class that you observed? The following are the characteristics of the learning environment in the class that I had observed:
Active: The resource teacher in the class that I had observed let her students to operate and set-up the projector and the laptop before they start and during her discussion of the lesson. Collaborative: The resource teacher of the class that I had observed grouped her students into five-member each to present specific topics using the technology she prepared, the laptop and projector. Constructive: The technology; laptop and projector served as the main teaching aids of the resource teacher that I had observed, therefore it serves as the source of information in which the students construct their understanding. Authentic: The resource teacher that I had observed asked the students to create their own “Academic Format” using laptop in Microsoft Office Word. Goal Directed: the resource teacher that we had observed asked her students to prepare a power point presentation for the next students to report in front of the class.
Over-all, were the learning resources used effectively? Why? Why not? Give your suggestions. Overall, I must say that the resource teacher executes the learning resources well and effectively for the students tend to collaborate and cooperate in her discussion and they tend to focus their attention on the projected power point presentation projected on the board. My only suggestion is that next time, it is more advisable to use animation on the text that needs to get emphasized and also, use more images if possible.
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 would teach the same lesson to the same group of students? Why? If I will be put in the place of the resource teacher and will teach the same topic to the same group of students I will still be using the same technology she used, which are laptop and projector, for the students seems to focus more on what I am going to say if there is a projected presentation of the topic that I will discuss. Maybe the only different thing that I will do compared to the resource teacher is that I will use “Problem-Soling Method” for I want my students to discover for themselves how to do or write an academic format letter, and also, I will use “Differentiated Instruction Method” for the students’ to focus on one part of the letter format then the group leader will explain their part in front of the class. And for the evaluation, I will ask my students to write an academic format letter to the principal of our school on their propose program/projects for the improvement of our own alma matter.
My Learning Portfolio Include here pictures/illustration of the materials used by the teacher. Put your comments/annotations about what you observed.
The flow of the pictures showed above shows the flow of the use of the teaching aids, from the starts up to the last part of the lesson. It is clearly seen and visible based on this documentation that the use of laptop and projectors are effective in engaging your student with your lesson.
My Learning Rubrics Field Study 3, Episode 5 - Technology in the Learning Environment Focused on: TECHNOLOGY INTEGRATION IN THE CLASSROOM Learning Episodes Learning Activities
Exemplary 4 All episodes were done with outstanding quality; work exceeds expectations. 4
Analysis of the Learning Episode
All questions/episod es were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling
Reflections/ Insights
4 Reflection statements are profound and clear; supported by experience from the learning episodes
Learning Portfolio
4 Portfolio is complete, clear, well-organized and all supporting; documentations are located in sections clearly designated
Satisfactory 2
All or nearly all episodes were done with high quality.
Nearly all episodes were done with acceptable quality.
3 Analysis questions were answered completely.
2 Analysis questions were not answered completely.
Clear connection with theories Grammar and spelling are superior.
Submitted before the deadline
3 Reflection statements are clear, but not clearly supported by experiences from the learning episodes 3 Portfolio is complete, clear, wellorganized; most supporting documentation s are available and logical and clearly marked locations 3 Submitted on the deadline
4
3
4
Submission of Learning Episode
Superior 3
Needs Improvement 1 Fewer than half of episodes were done; or most objectives were met but need improvement. 1 Analysis questions were not answered.
Grammar and Vaguely related spelling are to the theories unsatisfactory Grammar and spelling are acceptable.
2 Reflections statements are shallow; supported by experiences from the learning episodes
1 Reflection statements are unclear and shallow and are not supported by experiences from the learning episodes
2 Portfolio is incomplete; supporting documentation s are organized but are lacking
1 Analysis questions were not answered Grammar and spelling unsatisfactory
2
1
Submitted a day after the deadline 2
Submitted two days or more after the deadline 1
COMMENT/S
Score
20
Grade
1.0 99
Over-all Score
Rating: (Based on transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING 191317 16 15 14 11 10 9-8 18 12 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 96
93
90
87
_______________________________ Signature of FS Teacher above Printed Name
84
81
78
75
72
7-below 5.00 71-below
_________________________ Date
Field Study Course 3: Technology in the Learning Environment Episode 5: TECHNOLOGY INTEGRATION IN THE CLASSROOM Name: Jopie D. Aranda Course and Year: BSED – Physical Science IV Year Level: CSS 11B Date: September 7, 8, 14, 15, 2017 Time: 7:30 – 8:30, 7:30-8:30, 7:30-8:30, 8:30-9:30 Resource Teacher: Ms. Maryjoy Cabatlao Cooperating School: Colegio de San Sebastian
