FS 3

FIELD STUDY

Learning Episode

My Learning Episode Overview

Episode 4 provides an opportunity for me to examine my own knowledge about

how to use technology in teaching through the TPACK framework.

My Intended Learning outcomes

In this Episode, I must be able to use my technology pedagogical content knowledge

in choosing appropriate teacher resources to use for a particular unit of study.

My Performance Criteria

I will be rated along the following:

a. Quality of my observation and documentation,
b. Completeness and depth of analysis,
c. Depth and clarity of classroom observation-based reflection,
d. Completeness, organization, clarity of portfolio and
e. Time of submission of my portfolio.

My Learning Essentials

The TPACK Framework

The TPACK is a framework that shows the types of knowledge involved in the
teacher’s capacity to integrate technology in the teaching-learning process. This was
proposed by Mishra and Koehler in 2007. These three types or bodies of knowledge can be
described separately but they work together, each time you (as the future teacher) use
technology for instruction. Reflect on yourself as you read about the three:

1. Technological Knowledge. This refers not only on whether you are computer literate but
also on knowing what technology is best to use and how they should be utilized in
teaching. Technology here can be as simple as the chalk and the blackboard or as
complicated as augmented reality. As technology is ever-changing, your technological
knowledge is also something that must be ever-developing.

LEARNING EPISODE 4 – Tools of the Trade (Teaching Aids Bank)

2. Pedagogical Knowledge. This refers to the principles and strategies of teaching. It
includes your knowledge of the learners, and in formulating objectives, designing activities
and assessing your learners.

3. Content Knowledge. This refers to how well you know the subject area or topic that you
will teach. It includes how wide and how deep you know about what you will teach.

You can see from the diagram that two circles overlap with each other, while all
three of them overlap as well. Each two-circle overlap indicates the interaction of
technological and content knowledge (TCK), content and pedagogical knowledge (CPK), and
pedagogical and technological knowledge.
The middle most part of the diagram shows the interaction or interfacing of the
three, which is the technological pedagogical content knowledge (TPACK). This is what is
very important for you to be able to use technology effectively in teaching. You need to be
aware of your strengths and weakness in the three and reflect how you can grow in each
one and use them together as best as you can.
Have this framework in mind as you analyze and reflect in this episode about your
own knowledge in using technology in teaching.

LEARNING EPISODE 4 – Tools of the Trade (Teaching Aids Bank)

My Map

To realize my Intended Learning Outcomes, I will work my way through these steps:

Step 1. Decide on a specific content

area and the level of learner’s
technology.

Step 2. Find out the learning resources

relevant to topics that are available.

Step 3. Develop a pile of teaching aids

(flashcards, pictures, cut-outs
transparencies).

Step 4. Organize them in a box.

LEARNING EPISODE 4 – Tools of the Trade (Teaching Aids Bank)

 My Tools

Subject Area/ Topic: English - Stress

Grade/ Year Level: Grade 8 Students

Big Ideas about the topic

 Degrees of Stress
 Word Stress
 Noun Construct

Objectives:
At the end of the discussion, students must be able to:
 Identify the meaning of stress;
 Differentiate the degrees of stress; and
 Read sentence that emphasizes the word stress and noun construct.

LEARNING EPISODE 4 – Tools of the Trade (Teaching Aids Bank)

 An Observation/Survey Guide
1. Are there learning resources useful for your topic in the resource center you visited?
2. Are the available materials appropriate for your target grade/year level?
3. List down those that can be useful for your topic.
4. What other materials can you make? (Like flash cards, posters, cut-outs, transparencies, etc)?

OBSERVATION NOTES
Name of the School Visited
Location of the School
Date of Visit

My Analysis
1. What skills did you have which helped you prepare the materials? What skills did
you lack that made it difficult for you? (Technological Knowledge)
 One of my skills that helped me to prepare the materials is I am good in using
computers and I have knowledge making power points but I am impatient in
putting effects on my power point.

2. Discuss some strategies on how you will use the materials you included here in this
episode. (Pedagogical Knowledge)
 One of strategies that I will use is I will make sure that my materials can get
the attention of my students so they will nit get bored when I am teaching.

3. How well do you know the topic you have chosen? (Content Knowledge) Discuss the
big ideas of this topic that you would want to focus on.
 Before choosing the topic, I make sure that I have knowledge about the topic.
The big ideas of my topic are the degrees of stress: Primary, Secondary,
Tertiary and weak stress. Another big ideas are word stress; the shifting
depending on what the speakers want to emphasize.

LEARNING EPISODE 4 – Tools of the Trade (Teaching Aids Bank)

My Reflection/Insights

1. Reflect how your technological knowledge (TK), pedagogical knowledge

(PK) and content knowledge (CK) worked together in fulfilling the tasks in
this Episode.
 By having technological knowledge the teacher can easily discuss his/her
topic thru the help of computers; to get ideas and also it help the teacher
to present and discuss the lesson to the student. And by having a
pedagogical knowledge the teacher can teach the lesson effectively
because of the strategies or principles that will help him/her to get the
attention of the student and to help the student to understand the lesson
easily. And lastly by having a content knowledge you will be have a smooth
discussion to the students because you are familiar to the lesson you are
discussing, you have wide knowledge to the topic. If you will combine
these three you will be having an effective teaching.

2. What are some of the things you can do to enhance and enrich your
technological, pedagogical content knowledge (TPACK) to be able to
facilitate an active, interesting, learning and fun-filled learning
environment in the future?
 To enhance my TPACK framework, Create a learning and sharing culture
where there are opportunities for me to develop my technological skills. I
will also make sure that I will make student an opportunity to show their
technological skill so I will learn from them.

LEARNING EPISODE 4 – Tools of the Trade (Teaching Aids Bank)

 Integrating Theory and Practice
Direction: Read the items given below and encircle the correct answer.

1. Miss Anyayahan is planning technology integration in her science lesson in states of matter.
She is applying her pedagogical knowledge when she .

A. looks into the characteristics and interests of the learners in order to choose activities that
would match them
B. studies how to attach a video to her audio-visual presentation
C. researches further on plasma as another state of matter
D. learns how to scan pictures to include in her presentation

2. Mr. Taqueban is planning technology integration in his social studies lesson on the EDSA
Revolution. He is applying his content knowledge when he .

A. consider the learners’ multiple intelligences before preparing his technology integration
lesson plan
B. includes information from EDSA revolution video documentaries
C. uses Prezi as an option to using PowerPoint in his presentation
D. sets up a wiki spaces account for his students to blog about the EDSA Revolution lesson

3. Mrs. Gorres is implementing a technology-integration activity for 4th graders to work on

multiplication of two digit numbers. Which of the following illustrates the interaction of the
teacher’s technological , pedagogical, and content knowledge?

A. The teacher checks the math standards for 4 th graders and based on these standards, lets her
students answer multiplication exercises on the blackboard.
B. The teacher makes the children watch a video that she downloaded from you tube and asks
the children to summarize it.
C. The teacher evaluates math apps on multiplication, matches them with her students skill
level, demonstrates how the apps are used, and allows her students to explore and work on the apps.
D. The teacher makes the children play whatever math apps they find in the internet and less
them share in class about their experience.

LEARNING EPISODE 4 – Tools of the Trade (Teaching Aids Bank)

 My Learning Portfolio

Learning Resources on a Specific Content Area

Use this graphic organizer to present the learning resources relevant to the topic
chosen. On the line inside the box, indicate if the resource is already AVAILABLE, MAY BE
PURCHASED, OR WILL BE MADE (by you, of course!)

TOPIC Grade/year level

AVAILABLE:

AVAILABLE: AVAILABLE:
Laptop/ Projectors
Books Blackboard/ Chalk

WILL BE MADE:
WILL BE MADE: Specific Content
Area
Visual Aids/
Power point Handouts
presentation

MAYBE MAYBE PURCHASED: MAYBE

PURCHASED: PURCHASED:

Xerox of hand outs Internet

Manila Papers Connection

LEARNING EPISODE 4 – Tools of the Trade (Teaching Aids Bank)

My Learning Rubric
Field Study 3, Episode 4 – Tools of the Trade (Teaching Aids Bank)
Focused on: - using technology pedagogical content knowledge in choosing appropriate teacher resources to
use for a particular unit of study.

Name of FS StudentAlexa Jean Q. Colocado Date Submitted: September 22, 2016

Year & Section: Third Year/ SED301 Course:BSE-ENGL

Learning Episodes Exemplary S uperior S atisfactory Needs Improvement

4 3 2 1
All episodes were All or nearly all Nearly all episodes were Fewer than half of episodes were
done with outstanding episodes were done done with acceptable done; or most objectives were
Le arning Activities quality; work exceeds with high quality quality met but need improvement
4
3 2 1
All Analysis question Analysis questions were Analysis were not answered.
questions/episodes were answered not answered completely.
were answered completely. Grammar and spelling
completely; in depth Vaguely related to the unsatisfactory
Analysis of the answers; thoroughly Clear connections theories
Le arning Episode grounded on theories. with theories
Exemplary grammar Grammar and spelling
and spelling Grammar and acceptable
Spelling are superior
4 3 2 1
Reflection statements Reflection Reflection statements are Reflection statements and unclear
are profound and statements are clear; shallow; supported by and shallow and are not supported
clear; supported by but not clearly experiences from the by experiences form learning
experiences from the supported by learning episodes episodes
Re fle ction/Insights learning episodes experiences from the
learning episodes
3
4 2 1
Portfolio is complete, Portfolio is Portfolio is incomplete; Analysis question were not
clear, well-organized complete, clear, supporting documentation answered
and all supporting; well-organized and are organized but are
documentations are most supporting; lacking Grammar and spelling
Le arning Portfolio located in sections documentations area unsatisfactory
clearly designated available and
logical and clearly
marked locations
4 3 2 1
Submission of Submitted before the Submitted on the Submitted a day after the Submitted two days or more after
Le arning Episodes deadline deadline deadline the deadline
4 3 2 1
CO MMENT/S Over-all Score Rating:
(Base on transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 .7-below
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

M R. IAN KARLO OLEGARIO _________________

Signature of FS Teacher Date

LEARNING EPISODE 4 – Tools of the Trade (Teaching Aids Bank)