Technology in the

Learning Environment
FIELD STUDY

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 teachers 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 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. 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
Technology
Integration Entry: The teacher Adoption: The Adaptation: The teacher Infusion: The Transformation: The
uses technology to teacher directs encourages adaptation teacher creates a teacher creates a rich
Matrix deliver curriculum students in the of tool-based software learning learning environment in
content to students. conventional use of by allowing students to environment that which students regularly
tool-based software. select a tool and modify infuses the power engage in activities that
If such software is its use to accomplish of technology tools would have been
available, this level is the task at hand. throughout the day impossible to achieve
the recommended and across subject without technology.
entry point. areas.

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

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

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

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

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

integration done by the teacher.

Step 4. Reflect on what you learned.

 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 teachers 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 Topic: Paraan sa Pagsulat ng Akademik Pormat
Grade/Year Level: CSS 11 B
 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:
Laptop The Laptop allows In terms of The resource
the resource weakness of the teachers 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, its 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 projector used by teachers chosen
Laptop is too small the teacher during approach is
to be visible up to her class discussion appropriate since
the students on the is that the projector she tends to ask the
last row, by using she used takes a student opinions
this projector, it long time before it and insights about
made possible for starts up. Thus, it their topic, the use
the students to read almost consumes of projector is very
the power point 10 minutes to install useful and ideal for
presentation the projector the students on the
projected on the making the time last row tend to
board. Without this allotted for participate in the
projector, it will be discussion, activity, class discussion for
hard for the and evaluation to be the idea told by the
students at the back lesser. teacher is being
to participate in the projected on the
discussion and also board through
to pay attention to projector. Through
what the resource this, the
teacher is participation that
discussing. Thus, the teacher want to
the main forte of this get from the
projector is making students was
the power point achieved.
presentation of the
resource teacher be
visible in every
corner of the room.
 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 didnt 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
Exemplary Superior Satisfactory Needs
Learning 4 3 2 Improvement
Episodes 1
All episodes All or nearly all Nearly all Fewer than half of
were done with episodes were episodes were episodes were
Learning
outstanding done with high done with done; or most
Activities
quality; work quality. acceptable objectives were
exceeds quality. met but need
expectations. improvement.

4 3 2 1
All Analysis Analysis Analysis questions
questions/episod questions were questions were were not
es were answered not answered answered.
Analysis of answered completely. completely.
the Learning completely; in Grammar and
Episode depth answers; Clear Vaguely related spelling are
thoroughly connection with to the theories unsatisfactory
grounded on theories
theories. Grammar and
Exemplary Grammar and spelling are
grammar and spelling are acceptable.
spelling superior.

4 3 2 1
Reflection Reflection Reflections Reflection
statements are statements are statements are statements are
Reflections/ profound and clear, but not shallow; unclear and
Insights clear; supported clearly supported by shallow and are
by experience supported by experiences not supported by
from the learning experiences from the experiences from
episodes from the learning the learning
learning episodes episodes
episodes
4 3 2 1
Portfolio is Portfolio is Portfolio is Analysis questions
complete, clear, complete, incomplete; were not
well-organized clear, well- supporting answered
Learning and all organized; documentation Grammar and
Portfolio supporting; most s are organized spelling
documentations supporting but are lacking unsatisfactory
are located in documentation
sections clearly s are available
designated and logical and
clearly marked
4 locations 2 1
3
Submitted before Submitted on Submitted a Submitted two
Submission the deadline the deadline day after the days or more after
of Learning deadline the deadline
Episode 4 3 2 1
COMMENT/S Over-all Rating:
Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

19- 13-
Score 20 17 16 15 14 11 10 9-8 7-below
18 12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

_______________________________ _________________________
Signature of FS Teacher Date
above Printed Name
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