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7/17/2013 Iglesia, Raymund Palasol

FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2013-2014

Name of FS Student: Raymund Palasol Iglesia Course: BEED 4 Major: SPED Cooperating School: City Central School Cooperating Teacher: Ms. Marivic Cartin Grade 2 Ms. Marichu Palamine Grade 2

Date of Visit: July 12 and 15, 2013 FS 3 (Section):EDD

Important Reminders: 1) Extend due courtesy to the Administrators, Teachers, and Staff Members of the school. 2) Follow the rules and regulations of the school and the centers you are visiting. 3) Always ask permission from the person-in-charge before touching any material or operating any equipment. 4) After you have completed your observation, express your gratitude for the time and assistance they gave you for this FS episode. Aim of this activity: The activity is designed for you to survey on the available instructional and educational materials in the school. After the identification, you shall classify these materials according to the guidelines provided. Part 1: On Facilities What are the various learning centers in the school? Classrooms Library** Learning Resource Center Computer Laboratories* o Science Laboratory* Music Room Gymnasium/Covered Courts* Others: * Got Burned and rebuilding on progress **used as a temporary classrooms Feeding center Clinic Arabic Language and Islamic Values Educational Center Alternative Learning System Building

How do these learning centers facilitate the learning process? Learning centers facilitates learning by doing. It enables pupils to hand-on on a specific equipment. It enables pupils to do things intended for a particular facility.

Who are in charge for the maintenance and upkeep of these centers? Subject teacher/s Janitors o Hired staff Students Technician Others: o Student Assistants _________________________ Librarian Are there policies for the use of these facilities? ___ Yes ___ No ___ Uncertain (Note: Ask if you can have a copy of the rules.) What materials/equipments are available in these facilities? Reference: Trinidad( 2011)

FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2013-2014

Tables Chairs Shelves Blackboards/Whiteboards Computer units* Laboratory equipments*

Projectors: OHP,LCD Cabinets/Closets Lockers Charts Bulletin boards Others:__________________

* Got Burned Does the school include these learning facilities in their annual budget? ___Yes ___ No ___ Uncertain Which materials/equipments are MOST HELPFUL LEAST HELPFUL Teachers Students/Pupils Teachers Students/Pupils Tables Chairs Shelves Blackboard/Whiteboards Textbooks Blackboard/Whiteboards Computers Textbooks Projectors Tables Cabinets Laboratory Laboratory Chairs Bulletin Boards Equipments Equipments Charts Lockers Posters Charts DVD and/or CD players Posters Textbooks DVD and/or CD players Textbooks and Teachers Manuals/Modules Part 2. On Teachers Instructional Materials What are the instructional materials used by the teachers? Blackboard/Whiteboard: related Drawings paraphernalia Movies Handouts Portable CD/Cassette Player Power Point Slides Puppets Art Supplies Others: Diorama Globe TV & CD/DVD Player Manipulatives Internet (Blocks) Books Puzzle Pieces Flip charts Transparencies Charts Posters Please rank the instructional materials in order of its importance and usefulness for the teachers. 10 Most Brief Description of Advantages Disadvantages Useful/Important IM its use Some The pupils can textbooks read and Used as a Textbooks were not reference by study the user friendly subject area lesson Some were Reference: Trinidad( 2011)

FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2013-2014

Television and DVD Blackboard/Whiteboard

Used as a supplement discussion on a certain topic Used as a writing tool in teaching and learning

shared by 2 3 students Supplement in learning Costly expensive Dusty due to chalk debris Easy to erase writings Electricity dependent Not suitable to those who do not know how to use and manipulate computer Some websites are not reliable to learning Research may lead to inappropriate website. Not applicable to the school without electricity Can be misplaced It is not water resistant. Can be misplaced It is not water resistant Not applicable to the school without electricity It cost electricity bill

Creative writing Express board

Powerpoint presentations

Used as an instructional tool in teaching

Creative presentation

Internet

Used as a supplement in learning Searching engine for a particular topic Used as a media in learning. Learning equipment Used as a reference Outline map exhibiting something. Visual aids Used as a reference Outline map exhibiting something. Visual aids Used as a supplement/ references Instructional materials Used as a tool in learning Used as a

Easy access Wide resources

Computer Charts Posters Videos and other media

Tool Media in learning

Visual aids

Visual aids

Learning supplement

School supplies Diorama

Materials for learning 3d

------------------------- Time

Reference: Trinidad( 2011)

FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2013-2014

scenic representation Visual aid

representation of a particular topic.

consuming in making

Part 3. On Your Insights and Realizations Which of the centers have caught your attention most? Why? The feeding center caught my attention because learning is meaningful if the stomach of every student is full. The pupils can participate actively and engage to different learning activities (inside and outside). Which of the instructional materials caught your attention most? Why? One of the instructional materials that caught my attention most is the foldables. It is a folder made to organize and showcase different segments classified to the different parts of the newspaper. Every segment has a corresponding part of the newspaper with the description of what it is all about. Which instructional materials/gadgets are you confident to use/operate? Among the different instructional materials and gadgets, Im confident in using Computer (Powerpoint presentation) in teaching students. Powerpoint presentation helps me to be creative, brief and concise in teaching. I can insert videos, graphs, pictures, etc. to emphasize my lesson and aid my students in learning. Which instructional materials/gadgets do you feel the need to learn more about? I need to learn more about the different educational websites in the internet. I want t know their purpose, their uses and on how to integrate them in my discussion and in making meaningful learning. More insights and realizations for this episode We are lucky enough that the government still provides facilities and equipment to help us in making meaningful learning but it is not enough to sustain meaningful learning because of the lack of budget provided by the government in education. As a teacher, since we all know that our country is facing problems especially in classrooms and equipments, we must be creative enough and must allocate properly the budget intended for our learners. As a teacher, we must focus on the important things and on what our students needs and should set aside unnecessary the things that are not important in teaching. We should always find ways and means in order to reach for our goal as a teacher which is to make our learners productive and to become a responsible individual who has competence, conscience and commitment. Related reading: 1) Research on policies, standards, and guidelines provided by Department of Education for the use of ICT, educational technology, or instructional materials in teaching. The Philippines Ms. Marivic Abcede of the Department of Education presented these highlights of the integration of ICT in the Philippines' educational system. Policies on the Use Of ICT In Education The Philippines Department of Education (DepEd) has policies on the use of ICT. These are: 1. Technology must be studied first as a separate subject, and then applied in other learning areas as a tool for learning how to learn. Reference: Trinidad( 2011)

FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2013-2014

2. The application of computer skills to the other learning areas is a curriculum policy that stems from the principle that teaching-learning must not be textbook-driven, and educational processes should take advantage of technological developments, including the application of ICT in teaching and learning, where appropriate. 3. An education modernisation programme will equip schools with facilities, equipment, materials and skills and introduce new learning and delivery systems necessary to capitalise on recent technological developments. Financial Resources Since 1996, an annual appropriation has been provided for the procurement of computer hardware, software and courseware for teacher-training. In calendar year 2002, this allocation amounted to P 155 million (US$ 3.1 million). The bulk of investment requirements for implementing ICT in education come from government funding. However, the DepEd involves other government agencies, local governments and the private sector to finance various components of building up a programme in ICT in education. To fast-track the connectivity of schools, DepEd is undertaking Project LINK, which will upgrade computer resources in schools to allow access to the Internet and give training to teachers on the use of the Internet for research and distance learning. The government will finance a large part of the cost for this project. The costs of connectivity will carried out by the local businesses and the operation and maintenance costs shouldered by city and municipality governments. Goals and Objectives of ICT for the Education Programme The goal of the Philippine Education Technology Master Plan is to deliver quality education that is accessible to all through the use of IT and other innovative technologies. Under this framework, the DepEd is implementing an ICT Plan for Basic Education, which has the following objectives: To provide the physical infrastructure and necessary technical support to make ICT accessible and useful to students, teachers, administrators and school support staff; To develop teacher competence in the use of ICT and in the design, production and use of ICT-based instructional materials; To ensure access to the latest developments in ICT and to support research and development; To undertake a curriculum improvement that would integrate technology with the different learning areas; and To promote the use of appropriate and innovative technologies in education and training. The Philippine Education Technology Master Plan has the following operational targets by the year 2009: All public secondary schools shall be provided with an appropriate educational technology package; 75% of public secondary schools shall have a computer laboratory room equipped with basic multimedia equipment; All public secondary schools shall have an electronic library system; 75% of public secondary schools teachers shall have been trained in basic computer skills and the use of the Internet and computer-aided instruction; and All learning areas of the curriculum shall be able to integrate the application of ICT, where appropriate. The said Plan focuses on the following thrusts: Restructuring the curriculum to integrate the application of ICT to teaching and learning; Improving the delivery support system of basic education so that it includes the use of ICT as a component of multi-channel learning; Generating funds through non-traditional financing schemes; and Retooling human resources at different levels involving sub-systems (Central office, field offices, and schools) and focusing on the different components of basic education. Manner Of Introducing ICT In Schools And Non-Formal Education ICT is introduced at the elementary level as a subject called Home Economics and Livelihood Education (HELE) and in the secondary level as Technology and Home Economics (THE). In the majority of cases, ICT materials (software, multimedia) are used to supplement instruction. These materials may be produced by teachers themselves (as in the case of animated Reference: Trinidad( 2011)

FS 3 Technology in the Learning Environment School of Education, Xavier University-Ateneo de Cagayan First Semester, School Year 2013-2014

PowerPoint presentations) or ready-to-use courseware, either purchased from abroad, or leased to the school as part of the hardware. Currently, there is no integration of the application of ICT with textbooks. Professional Development of Teachers Since year 2000, it has been the policy of the DepEd to give preference to the hiring of teachers who are computer literate; most teacher-training institutions offer computer education as a required course. Usually, public schools send a few teachers to computer literacy training, who would then pass on the training of peer teachers. Private schools usually hire ICT service providers to give training to their teachers. Public school teachers handling THE classes receive training on ICT. Since 1997, the DepEd has intensified the provision of ICT training to teachers of English, Science, Mathematics and THE. There has been some private sector support for teacher training. Intel and Microsoft have a current programme called Intel Teach to the Future programme which targets to teach 1,000 teachers on the condition that each teacher would train 20 others. Other training programmes for teachers are funded by other private organisations. Connectivity Eighty-one percent (81%) of schools have no access to the Internet. The schools in Metro Manila, the Philippines capital, have the greatest access to the Internet, but the incidence of connectivity decreases as one goes northwards and southwards throughout the archipelago. Evaluation and Indicators Used The Department of Science and Technology (DOST) conducted a survey of schools that gathered baseline data on schools Mathematics and Science teachers and the extent of the schools use of ICT for instruction and other purposes. The survey, which covered 4,310 public schools, used the following indicators:

The percentage of computers used for instruction and the percentage of computers used for Administrative work, The percentage of classes (by subject types) that use computers in instruction, The percentage of schools that engage an outside technician to maintain the computer system Percentage of schools with telephone lines Observation of teacher and student practice Interviews of innovative teachers on practices (teacher and student) related to innovation, problems, solutions and prospects for sustaining and continuing innovation Problems The following were identified as key problem areas for implementing ICT in basic education: Teachers fear of the technology; School principals closed mindset to and non-appreciation of ICT in education; Constraints of the annual Education Budget; Maintenance of ICT resources and lack of technical staff; Sustainability; and Limited availability of education software and courseware.

Reference: www.deped.gov.ph http://www.unescobkk.org/education/ict/ict-in-education-projects/policy/

Reference: Trinidad( 2011)