128208669 FS 3 Technology in the Learning Environment Ready for Print

FS3 Technology in

the Learning EnvironmentField Study

Episode 1

THE SCHOOL’S LEARNING RESOURCE CENTERName of FS Student : John Russell V. Morales . Course: Professional Education Unit Earner Year &Section: Earner C Resource Teacher: Prof. Neil Michael De Asis Signature: ._____________________________________________________________________________________________________________________

Cooperating School: San Juan Elementary School . .

My TargetAt the end of this activity, you will be competent in identifying and classifying

resources that facilitate teaching and learning processes.

My Performance (How I Will Be Rated)

Field Study 3, Episode 1- The Schools’ Learning Resource Center

Focused on: Identifying and classifying resource that facilitate teaching and learning processes Task Exemplary

4 Superior 3

Satisfactory 2

Unsatisfactory 1

Observation/Documentation:

All task were done with outstanding quality; work exceeds expectations

4

All or nearly all tasks were done with high quality

3

Nearly all tasks were done with acceptable quality

2

Fewer than half of tasks were done; or most objectives met but with poor quality 1

My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories

-Exemplary

Analysis questions were answered completely

Clear connection with theories

Grammar and

Analysis questions were not answered completely.

Vaguely related to the theories

Grammar and spelling

Analysis questions were not answered.

Grammar and spelling unsatisfactory.

grammar and spelling 4

spelling are superior. 3

acceptable.

2 1

My Reflection Reflection statements are profound and clear, supported by experiences from the episode.

4

Reflection statements are clear, but not clearly supported by experiences from the episode.

3

Reflection statements are shallow; supported by experiences from the episode.

2

Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1

My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated.

4

Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3

Portfolio is incomplete; supporting documentation is organized but is lacking.

2

Portfolio has many lacking components; is unorganized and unclear.

1

Over-all ScoreRating:(Based on transmutation)

Signature of FS Teacher Date Above Printed Name

Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7 - 5.00 - below14 - 2.25 - 84

My MapIt will be an interesting journey to the world of educational technology. A

chance to visit and observe a learning resource center of a school will start you off.For this process, explore the world through these steps:

2. Ask the Learning Resource Center in-charge about how some equipment or facilities are used.

4. Write down a brief reflection of your experience.

1. Visit a school’s Learning Resource Center. Look around and see what resources and facilities are available.

3. Make an inventory of its available resources and classify them according to their characteristics and functions.

My ToolsAs you visit and observe the Learners Resource Center, use activity forms provided for you to document your observations. Ask the assistance of the one-manning the center courteously.

An Observation Guide for a

LEARNING RESOURCE CENTER

Read thefollowing statements carefully before you observe.

1. Go around the Learning Resource Center.

2. See what learning resources are present.

3. Examine and describe how the materials are arranged and how they are classified. Are they free from dust and moisture? Are they arranged for easy access?

4. Read the guidelines/ procedures for borrowing of materials. Are these guidelines/ procedures posted or available for users to refer to?

5. Familiarize yourself with the guidelines and procedures. You may choose to take photos to the center (if allowed).

After you have observed, classify the resources available in the learning resource center. Please use the activity form provided for you.

Name of Center observed: Computer lab,Library,Science Center & English CenterDate of Observation: September 15, 2015Name of Observer: SAN JUAN ELEMENTARY SCHOOL AGDAO DAVAO CITYCourse/Year/School: Professional Education Unit Eaner/ North Davao Colleges .

List of Available Learning Resources

Available learning Resources(Enumerate in bullet form)

Characteristics and Unique Capabilities

Teaching Approaches where the Resource is Most Useful

1. Print Resources Books in Science,

(Biology, Chemistry and Physics), also for English, Literature, Values Education.

Encyclopedia Research studies of

students Charts

Visual Aids

Dictionary

-The books are appropriate and new. They are updated and some are newly released.

-Encyclopedias are well arranged by category and the books are arranged specifically.

-They are well-organized according to its uses and functions. Some of there were new, while others seem too old. Visual aids and charts are well printed.

-The books are used mainly for research purposes of the students for their reports in class

- They are very useful for both teacher and learners. Useful in any subject area depending about the subject matter to be discussed.

2. Audio Resources There were no audio

recording present

-NONE- -NONE-

3. Non-electronic Visual Resources

Globes, maps, Charts

The non-electronic visual resources like their globe and their maps are still in good condition despite being used widely by the students in their history class.

The globe and the map are used in their history class as an instructional tool.

4. ICT Resources

Computer Laboratory

The ICT resources of their school are relatively new but still in tip-top condition.

The computer units are used for hands-on computer laboratory activities, while the overhead projector is for transparency slide presentations.

Impression: In all, Naga National High School has a very good number of available

learning resources, which are still very relevant to the needs of the students and the teachers and the same time it is also congruent to their curriculum.

Hopefully, when budget warrants, they will be able to obtain more resources to fully establish their science, arts and basic education curriculum.

Name and Signature of Observer: John Russell V. Morales

Name and Signature of the Learning Resource Center In-change:

My AnalysisWhere the learning resources/ materials arranged properly according to their functions and characteristics?

Yes, learning resources/materials are arranged properly according to their functions and characteristics. Books are arranged depending to its subject contents and other materials are arranged properly.

Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why? Why not?

- Since there was no guidelines and procedures, but still pupils can use materials easily. They will just ask permission from the teacher when they want to borrow or use. The materials are accessible for the teacher because all are organized.

What are the strengths of this Learning Resource Center?- The strengths of the learning resource center are:

1. All are arranged and classified according to its uses and functions.2. Accessible for everybody to use.3. Pupils have no difficulty in getting the materials because it is within their reach. 4. It is free from dust and moisture.

What are its weaknesses?The library needs better lighting especially during cloudy days and better ventilation on

warm and humid days.

The numbers of computer is not enough to accommodate all the students in one section. The ratio sometimes was one is to two.

What suggestions can you make?When finances can suffice, it would be better to add more lighting fixtures and

ventilation measures to the library. It is also good if the institution add their units of computers and high tech learning gadgets someday.

My Reflections1. Which of the materials in the Learning Resource Center caught your

interest the most? Why?

Among the materials in the learning resources at SAN JUAN ELEMENTARY SCHOOL, the books really caught my interest because ever since I was a kid I really love reading books, despite some difficulty in relating to some topics.

The learning resources/materials are arranged properly according to their functions and characteristics. The books, magazines, article news are properly arranged by each place. The guidelines and procedures facilitate easy access to the materials by the teachers because the books are free from dust moisture, arranged by each type and easy to get by the learners. Library serves as permanent sources of information. The books present accurate facts and details. They are reusable. Students can control their own pace of learning by using books at a convenient time. The material that I already confident to use are the books because it widen my knowledge and the one that I need to learn more is using of the new computerized library system.

3. Which gadgets/materials are you already confident to use/operate?

Among the gadgets that I am confident to use are the computer and the overhead projector. I just felt comfortable operating it, it also makes me easy to use because it is not new in my part as a former Computer programmer student. We also experienced using it in our reports and presentations.

4. Which ones do you feel you need to learn more about?

All the materials present in the learning resource center are easy to use. Therefore, I can say that I don’t need to learn more about those materials. However, although I am confident that I can use the computer as an instructional tool, I definitely would like to learn more about the Web 2.0 tools like blogging and social bookmarking as well as the issues that may be encountered in using them for distance learning.

My Portfolio

Paste an article about an example of technology gadget/material that you want to learn more about. How can this gadget/material be useful in instruction/teaching?

The article I have read for my answer in number 3 is from the Internet written by Ladd The article I have read for my answer in number 3 is from the Internet written by Laddie Odom, the multimedia producer of the Center for Support Instruction, University of Maryland University College. Its URL is

http://deoracle.org/online-pedagogy/emerging-technologies/mapping-newly-identified-web2-benefits.html

Mapping Web 2.0 Benefits to Known Best Practices in Distance Education

Laddie Odom

Multimedia Producer

Center for Support of Instruction

Published: January-February 2010

Introduction

The last several years have been filled with enthusiastic discussion regarding Web 2.0 technologies and their positive, dynamic enhancements to a user’s experience on the Internet. This same wave has somewhat belatedly crashed over the realm of online education, and it has been a much-mulled subject ever since. The reason is for this is simple: The potential positive impact of Web 2.0 tools on the online learning experience is believed to be myriad and vast.

Recent research has confirmed and identified benefits to the use of Web 2.0 technologies within the online classroom. Such benefits can be mapped to known best practices from the distance education literature to help enhance and optimize their potential positive effects within the online classroom. This article outlines the suspected and documented benefits of Web 2.0 technologies and links them to known best best practices in distance education.

Potential Benefits of Web 2.0 Technologies

The benefits of using Web 2.0 tools and technologies in the online classroom reaches far and wide. This section looks at both documented and undocumented advantages.

Undocumented/Presumed Potential Benefits

Since their inception, Web 2.0 tools have widely been believed to produce several positive impacts:

http://deoracle.org/profile/laddieo-107.html?PHPSESSID=bb52f9d484fdb9720d69813b0890b01a

They provide a constructivist-friendly toolkit. Constructivist theory is generally acknowledged and utilized in online education as an effective roadmap towards successful, deep learning outcomes for students. The requirements of a successful constructivist approach include encouraging the student's own role in the continuing process of constructing knowledge and deep learning. Prior to Web 2.0, one of the key assumptions was that online classrooms would serve well as platforms for creating constructivist learning environments, but they actually often proved to simply act as transmission models of education (Allen & Long, 2009) usually due to the high expertise levels required of earlier technologies. More recently, the surge in user-friendly Web 2.0 tools such as wikis, blogs, video sharing services, social networks, and other collaborative tools have lent support to a key component of constructivist practice: the promotion of collaborative learning, capable of helping to create "an entire constructivist learning environment" (Seitzinger, 2006, p.13) within an online class.

They create a connection to today's students' (and our own) "real world." Web 2.0 has also already proven valuable in various corporate, government, and institutional settings, and its adoption has been quite rapid compared to other IT technologies (Bughin, 2008). As such, implementing thse tools in the educational arena can help prepare students to use them in real-world venues.

They allow for authentic assessment. The effects of Web 2.0 simply cannot be ignored today. It is now a nearly unavoidable aspect within the daily lives of most students and even some instructors these days. Some have argued that it must now be accounted for in creating an authentic assessment of learning objectives, and of the formal and informal learning going on inside and outside the classroom. Allen (2009) goes so far as to note that "developments in assessment using the Internet will only be authentic if they take account of the way the Internet functions outside of higher education, rather than seeing it as an educational technology divorced from its own authenticity" (p. 1). Allen goes even further to state:

Since this kind of knowledge work is becoming the norm, without a social media / Web 2.0 approach to assessment, traditional approaches (essays, tests, student-centred discussions and presentations) will begin to appear inauthentic if they do not, to some extent at least, recognize and embrace Internet-enabled knowledge networking. (p. 4)

They can be repurposed for multiple stakeholder levels within an organization. The same Google Apps for Education tools used for student collaborations can also be used by an instructor to share documents with a colleague, possibly allowing them to co-author research in a much simpler and efficient manner than ever before. The administration can also benefit from use of such tools for the same reasons.

They are cost efficient. An institution making use of Web 2.0 tools will see efficiencies of scale due to savings in cost (usually free) and resources expended to create the tools (virtually none). These are ample savings potentials compared to the usually large fixed costs required to produce similar proprietary materials. Web 2.0 tools are proving beneficial to institutions seeking affordable, scalable solutions for course content.

Some institutions are using Web 2.0 technologies for course management (Rienzo& Han, 2009). It would seem such institutions must examine these tools now, when considering the threat of a truly Web 2.0 style service such as Ududtu.com, which offers a free method of not only creating

http://ududtu.com/

learning objects but also a means of creating a standalone LMS within the confines of Facebook, a popular social networking site. The user can upload interactive content made at Udutu and then track a student's graded progress within the LMS app. Some of the more hyperbolic enthusiasts of Web 2.0 applications such as this have claimed that it brings a "transformation of learning" (Selwyn, 2009, p. 1). While there is ample room for skepticism of such lofty claims—and some of it well deserved—recent research has discerned and noted definitive benefits to using Web 2.0 technologies in the online classroom.

Documented Benefits

While there seems to be a general paucity of directly measurable data on the benefits of Web 2.0 technology for online education, there is some relatively fresh evidentiary research that can be referenced. A recent research report funded by Becta, a British government agency charged with effective use of innovative technology in learning, recently released a major report on the impact of Web 2.0 technology on secondary schools (Crook, Fisher, Graber, Harrison, &Lewin., 2009). The report is based on evidence gathered from field studies, guided surveys of 2600 students, and interviews and online surveys conducted with instructors, technical staff, administration, and parents.

The report contains many fascinating findings regarding usage of Web 2.0 technologies, challenges to implementation, policy, and more. It also explicitly cites four potential benefits of Web 2.0 on teaching and learning:

It stimulates new modes of inquiry. It creates new opportunities for collaborative learning. It allows students to engage with new literacies and express themselves in different media. It encourages a proficiency in the publication of content, which creates a sense of ownership,

audience engagement, peer assessment, and informal learning.

These documented benefits lend much support to the undocumented benefits being on the right track in terms of how Web 2.0 technologies can positively impact the teaching and learning process. But how do these benefits play out against the most commonly known and agreed-upon best practices in online education?

Mapping Benefits to Best Practices

Much has been written in the literature regarding best practices in distance education—from Chickering and Gamson’s seven principles (1987) to Hacker and Niederhauser (2000) to Berge (2002) and many others. Throughout the literature, four common themes are reiterated as being best practices for online/distance education. In short, faculty need to:

Facilitate learning Foster interaction Use collaborative problem solving Provide prompt feedback

The examples below discuss these four best practices in more detail and examine where Web 2.0 technologies align with them.

Facilitate Learning

In pursuit of Lewis and Al-Hamid’s (2006) notion of the importance of facilitating learning in online education, the authors note that "[t]he use of learning objects such as video clips and other digital resources was another strategy for some of the exemplary faculty" (p.12). One of the richest Web 2.0 veins to be mined is learning objects. Users of such sites may simply access and utilize the pre-authored content on a site, or may, in the true spirit of Web 2.0, create and share their own content with the community. Additionally, the user may collaborate with others in this creation and sharing of content.

If an instructor or student is not interested in authoring his or her own content, thousands of free videos are available from services such as YouTube, Hulu, and dozens of other lesser-known video-sharing sites. Pertinent videos on virtually any imaginable subject can now be found online, and they can be embedded directly within an online classroom via auto-generated HTML code supplied by the services—creating a highly contextualized, engaging experience for the learner. Video services continue to develop additional features, making the content even more beneficial to learning via functions such as Hulu’s ability to select and embed only a segment of a video and YouTube’s new automated closed-captioning service.

Other types of learning objects abound, like those found in repositories of pre-authored interactive learning objects such as Merlot, where objects are freely shared. Learning objects themselves may actually be authored and then shared within a Web 2.0 service community such as Flickr for pictures, ZohoShare for presentations, or Google Docs for collaboration on various types of documents. Students themselves may then participate in the selection (or outright creation) and sharing of such learning objects within a class, supporting Anderson and Wark's (2004) vision of a classroom that is populated with student-supplied content and their conclusion that

an instructional design based on student construction and sharing of knowledge in a web based portal is perceived to be a valued and worthwhile learning experience. Students report this design provides as much or more learning, challenge and skill acquisition as other courses in the program do. (Conclusion section, paragraph 2)

Not only does this sort of model enable constructivist learning to occur, but the content itself, which is located or created by the students, can also save instructors the time investment required to locate or create such materials themselves.

Foster Interaction

The importance of interaction between the online instructor, students, and peers has been noted numerous times in the literature, due to a sense that isolation can arise in the online learning experience (Lewis & Al-Hamid, 2006). While attempting to meet online learners' expectations of the instructor’s constant presence, or at least the appearance of a constant presence, the already heavy workload of the instructor can be increased. Various strategies, which are supported by Web 2.0 technologies, are available to the instructor to lessen the strain of maintaining a high degree of interaction, including the use of a synchronous peer tutoring mechanism (Westera, De Bakker, &Wagemans, 2009).

Web 2.0 technologies and services are by their very nature about interaction, some more specifically than others. Internet phone services such as Skype and instant messaging services such as AIM enable synchronous interactions; blogs and microblogs, wikis, and social networks all offer ample asynchronous interaction opportunities. Google’s highly anticipated Wave tool promises to take interaction to a whole new level (Devaney, 2009).

Use Collaborative Problem Solving

Theorists and practitioners alike have often flagged collaborative activities as a best practice for enhancing online learning. Research (Gokhale, 1995) has also shown this to be true. However, the Internet prior to Web 2.0 could not offer a great variety— or very dynamic modes—of collaboration. This situation has been transformed by the possibilities that Web 2.0 technologies can offer. Powerful new tools abound to enable enhanced collaborative learning opportunities. One such class of tools involves Web conferencing environments. At one time, Web conferencing was a technically challenging and expensive resource of the elite. Even a short time ago, a proprietary Web conferencing system would require large sums of money and time to support it. Now, with the availability of Web 2.0 versions of this class of tool, the door has been opened to all. Tools such as Mikogo offer a large array of collaborative features, such as desktop and application sharing, remote keyboard and mouse control, meeting recording and playback, whiteboards, file exchange, and more for free.

Other sorts of Web 2.0 tools for collaboration include the document sharing class of tools. Web 2.0 versions of office suites are numerous, but perhaps the most notable is Google Docs and its sister project, Google Apps for Education. Google Docs is free and available to anyone with Internet access. It allows one to use the Internet cloud as a new sort of desktop, with all the functionality of a user’s local computer. The key difference is that the documents created in Google Docs are available to the user from any computer in the world that has an Internet connection—and they also allow for synchronous or asynchronous collaboration.

For synchronous usage, a user could overlay the use of Skype to collaboratively examine, review, and discuss a particular phrase in a document, a formula in a spreadsheet cell, or the images included in a PowerPoint presentation. An asynchronous approach could involve a user simply making edits and then inviting the collaborator to visit and review automatically tracked changes at his/her convenience. Other services related to these initiatives include Google Groups, which creates interest groups, and Google Sites, which allows collaborative creation of Web sites and related files. All of these tools are examples of Web 2.0 technology that encourage publishing proficiency.

Provide Prompt Feedback

There seems to be nearly unanimous agreement in the literature on the need for prompt feedback in the online classroom. This task is also acknowledged as being time-intensive for the instructor. It is possible that the creative use of some Web 2.0 tools could help eliminate this burden.

In an earlier age, the notion of using voice-based feedback to reduce the writing load and speed up the feedback process was technically difficult and required ownership of software to create and edit the recordings. The instructor would then be responsible for sending the file to the student. In a Web 2.0 world, the whole process becomes much simpler, with a free service offering the entire process from a single location in the cloud. Services such VoiceThread, for example, can create a sort of voice thread (not surprising then, its choice of name) that goes one step further in that it can "enable asynchronous comments and feedback from students and tutors alike around pieces of media such as video clips, images and presentations" (Burden & Atkinson, 2008, p. 2).

Conclusion

While it has been believed for some time that Web 2.0 technologies held strong promise to benefit online classrooms, there is now also corroborating evidence from recent research that testifies to Web 2.0's positive impact on teaching and learning. These benefits can be directly aligned to key existing best practices in online education, which serves to further substantiate the validity of these tools for the educational environment.

FS3Technology in the

Learning EnvironmentField Study

Episode 2

BULLETIN BOARD DISPLAYSName of FS Student : Antonio C. Corullo . Course : BSED – Major in English Year &Section: III-A . Resource Teacher : Ms. Obilis Signature: ._____________________________________________________________________________________________________________________

Cooperating School: Naga National High School .

My TargetAt the end of this activity, you will be competent in appraising the effectiveness of

display board as learning resources.


Field Study 3, Episode 2 – Bulletin Board Displays

Focused on: Appraising the effectiveness of display boards as learning resources Task Exemplary

4 Superior 3

Satisfactory 2

Unsatisfactory 1



4


3


2



-Exemplary grammar and



Grammar and spelling are



Grammar and spelling acceptable.



spelling 4

superior. 3 2 1

My Reflection Reflection statements are profound and clear, supported by experiences from the episode.

4


3


2



4



2


1





20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7 - 5.00 - below14 - 2.25 - 84

My Map

Display board, or what we more commonly refer to as bulletin board, is one of the most readily available and versatile learning resources.

To reach your target, follow the boards below:

Look around a school bulletin board displays.

Pick one and evaluate the display

Propose enhancement to make the display more effective.

Field Study 3 Technology In The Learning Environment

My Tools

As you look around and examine board display, use the activity forms provided for you to document your observations.

An Observation Guide for BOARD DISPLAYS

Read thefollowing statements carefully before you observe.

1. Go around the school and examine the board displays. How many board displays do you see?

2. Where is the display boards found? Are they in places where target viewers can see them?

3. What are the displays about? What images and colors do you see? How are the pieces of information arranged?

4. What materials were used in making the displays? Are borders used?

5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)

6. Are the messages clear and easily understood?

7. You may choose to take a photo of a display board (if allowed).

OBSERVATION REPORT

Name of the school observed:Naga National High SchoolLocation of the school: Naglagbong, Naga, Tiwi, AlbayDate of visit: January, 2013

The board display design reflects the likes/interests of its target audience because it’s information. The language used was cleared and simple for the target audience to understand because it has no corrections in grammar.

The skills that teachers have to be able to come with effective board displays are creative, artistic, and imaginative, have knowledge in doing board display, well-organized in doing board displays and have a good time management. The board was display in the hall way so that everyone has to see it. The way it is written was clear and visible enough to view by the naked eyes of the target viewers.

From among the board displays that you saw, pick the one that you got most interested in. Evaluate it using the evaluation form below.

BOARD DISPLAYS EVALUATION FORM

Topic of the Board display: The Smokers BodyLocation of the Board Display in the School: in hallway

Check the column that indicates your rating. Write comments to back up your ratings. 4 – Outstanding 3 – Very Satisfactory

2 – Satisfactory 1 – Needs Improvement

Criteria NI 1

S 2

VS 3

O 4

Comments

Effective CommunicationConveys the message quickly and clearly.

The over-all impact of the display would not even consider smoking as habit.

AttractivenessColors and arrangement catch and hold interest.

Although the depiction of the diseases onesomewhat morbid even but the chosencolors for its design compliment it in a waygiving it aesthetic value.

BalanceObjects are arranged so stability is perceived.

The design itself has stability but somehow lacks of elements of balance

UnityRepeated shape or colors or use of borders holds display together

There is unity among the elements used inthe display. There are no repeated shapesbecause the design does not call for it.

InteractivityThe style and approach entice learners to be involved.

The style actually entices learners to do thereverse of so that they will not get sick

LegibilityLetters and illustrations can be seen from a good distance.

The letters are not that visible from a good distance; the viewer needs to one to twometers from the display.

CorrectnessFree from grammar errors, misspelled words, and ambiguity.

Despite its scientific nature, there are nomistakes, grammatically and conceptually.

DurabilityWell-constructed, items are securely attached.

The display is very durable because it is made of tarpaulin

My AnalysisDid the board display design reflect the like/ interests of its target audience? Why? Why not?

Yes, the display actually reflects the interests of its target audience because teenagers actually like toexperiment on things like smoking.

Was the language used clear and simple for the target audience to understand? Why? Why not?

Yes, the language used is clear and simple – in fact the diseases are written in Filipino and in English.

What do you think was the purpose of the board display? Was it effective? Why? Why not?

I think the display is very effective, in a sense that one would not smoke or even inhale secondhand smoke because of the visual message it delivers

What suggestions can you make?

10 Suggestions For An Effective Display Board1. Create an attention-getter at the top. This should clue the viewer in to the topic of the display.2. Use diagonal lines. Diagonal lines give the feeling of action and make it more interesting to look at. Diagonal lines can also be created by the placement of the information cards.3. Use contrasting colors: dark on light or light on dark. This makes things stand out. Remember the viewer needs to be able to see your information clearly. Also, check font size for ease of reading. Colors should also be appropriate to the topic.4. Have LOTS of visuals. Keep the words to a minimum.5. Set up your board logically from left to right.6. Use 3-D (form) if possible on your board. An example would be a map that "pops out".

7. Have an interactive section (optional). Create things for people to move, touch, and learn from.8. Include objects, artifacts, and food when possible.9. Utilize the space on your display board. There should be no big, empty areas.10. Make your presentation board look PROFESSIONAL.Based on your suggestions, propose an enhanced version of the display board. Use the form below.

My Proposed Board Display

Theme:

4 Love is patient, love is kind. It does not envy, it does not boast, it is not proud. 5 It does not dishonor others, it is not self-seeking, it is not easily angered, it keeps no record of wrongs. 6 Love does not delight in evil but rejoices with the truth. 7 It always protects, always trusts, always hopes, always perseveres.8 Love never fails.

Board Title: Valentine’s Day

Rationale:(Purpose)To inspire the viewers and let them know that everyday should be consider as valentine’s day coz this does not end in February 15 but forever if we give and take loveIt is also serves as an announcement.

Objectives:

To inform

To inspire

To educate

To give love

To greet

To feel the essence of Valentine’s

Best Features of my proposed bulletin enhancement:

- Announcement- Information- Events

My Portfolio Based on your suggestions, make your own board display lay-out. You may

present your output through any of these:

A hand-made drawing or layout An electronic (computer) Drawing/illustration or layout A collage

My Board Display Lay-out

TIWI COMMUNITY COLLEGETiwi, Albay

COLLEGE STUDENT GOVERNMENT

My Reflection1. Name at least 5 skills that a teacher should have to

be able to come up with effective board displays. Elaborate on why each skill is needed.

The skills that a teacher should possess in order to come up with an effective board display are

Event Requirements:

Corporate/Formal attire

Don’t forget to bring school I.D or Library Card

(Strictly No Outsiders allowed)

Even t Information:

February 16, 2013

Tiwi Gymnasium

7:00 p.m

A night of Elegance, Love, and Happiness

Creativity – she/he must be able to come up with unique ways to portray lessons or concepts.Elegance – she/he must strive for balance between vibrant and conservative design so that themessage will be delivered properly.Ingenuity – she/he will be able to apply problem solving skills in coming up with a display.Resourcefulness – she/he will be able to come up with an effective board display using the availableresources at hand.Innovativeness – she/he will be able to introduce contemporary topics to his/her board display.

2. Which of the skills you named in #1 do you already have? Recall your past experiences in making board displays. How do you practice these skills?The skills that I already have are creativity, resourcefulness and innovativeness. I do not have much experience in making board display, the one that I could clearly remember was in elementary, but I am able to practicethese skills through the lessons in the course I am taking right now.

3. Which skills do you still need to develop? What concrete steps will you take on how you can improve on or acquire these skills?

I feel that I need to develop more elegance and ingenuity in coming up with designs not only in making aboard display and other instructional materials. I can improve on these skills by constant practice and byresearch on various designs helpful in coming up with instructional materials.



Episode 3

SEE AND SAY (Utilization of Teaching Aids)

Name of FS Student: Antonio C. Corullo . Course: BSED – Major in English Year &Section: III-A . Resource Teacher : Ms. Obilis Signature: ._____________________________________________________________________________________________________________________

Cooperating School: Naga National High School . .

My TargetAt the end of this activity, you will gain competence in determining the

appropriateness of teaching aids to learning tasks.




4 Superior 3

Satisfactory 2

Unsatisfactory 1



4


3


2



-Exemplary grammar and spelling 4



Grammar and spelling are superior. 3




2



1My Reflection Reflection

statements are profound and clear, supported by experiences from the

Reflection statements are clear, but not clearly supported by experiences from the


Reflection statements are unclear and shallow and are not supported by experiences

Step 1. Observe a class on its regular schedule.

episode.

4

episode.

3 2

from the episode. 1


4



2


1





20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7 - 5.00 - below14 - 2.25 - 84

My MapTo reach your target, follow the steps below:

Step 3. Comment on the appropriateness of the teaching aids to the learning tasks.

Step 4. Reflect on your learning’s.

My ToolsAs you observe the class, use the activity forms provided for you to document

your observations.

Class Observation Guide

Read the following statements carefully before you

Step 2. Note down the various teaching aids utilized in the teaching learning process.

observe.1. What is the lesson about?

The lesson that catches more my attention is the subject verb agreement.

2. What visual aids/ materials/learning resources is the teacher using?Mrs. Lilia Subion provided a free copy of the lesson contents including the test questionnaire. All the students have to do is to read and answer the exercise right after the discussion.

3. Observe and take notes on how the teacher presents/ uses the learning resources.The teacher discussing the lesson content that can be found on the given copy. The students will read and participate, the teacher do a random calling of the students to recite. The last activity and given test was also based in the provided copy. The students can easily and clearly understand what they are going to do.

4 Closely observe the learners’ responses to the teacher’s use of learning resources. Listen to their verbal responses. What do their responses indicate? Do did their responses show attentiveness, eagerness and understanding?

Yes the responses are good and motivating in part of both learners and teachers.

4. Focus on their non-verbal responses. Is their learning forward showing their interest on the lesson and the materials? Are they looking towards the direction of the teacher and the materials? Do their actions show attentiveness, eagerness and understanding?Yes, the materials add the interest of the students because it is very easy for them to access the lesson proper.the students really learn.

My Analysis

UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed: 1st year High School

Date of Observation: Jan- Feb. 2013

Subject matter: ENGLISH

Brief Description of Teaching Approach Used by The Teacher:

The teacher provides a copy of the lesson content and give instruction then after a brief discussion she proceed to activities.

Teaching Aids used (Enumerate in Bullet form)

Strengths Weaknesses Comments on Appropriateness of the Teaching Aids used

Printed Copy of lesson

Visual aid

Books

Chalk & board

- All pupils involve in the reading process since everyone has a book.

- All students read the selection through its readable letter and construction of words.

By reading the books, pupils are able to improve their speech skills.

The pupils get confused because some words from the books are hard for them to understand.

It is much better if the teacher unlock difficult words first then explains to the pupils so that they will be able to understand the selection easily.

My AnalysisWhat do you think prompted the teacher to choose the materials/learning resources that she/he used?

- I think the teacher used books to guide the learners and support their learning’s. The teacher prompted to use pictures of different places and events because, maybe, she knew that pupils will listen to her attentively using those aids.

What difficulties, if any, did the teacher experience? How can this be managed?

- The difficulties experienced by the teacher in teaching those topics were the different level of intelligences and different behaviors that her pupils possessed. Since, most of the pupils have short span of attention. But still, she was able to manage them through his way of awakening the pupils in saying yelling to them when they got bored.

Over-all, were the learning resources/materials used effectively? Why? Why not?- All learning resources/materials used slight effective because only few learners’

got the passing score. Most of them got score below the passing score. But, the teacher made a remedial to those who did not pass her given exam

My Reflection1. Put yourself in the place of the teacher. What would you do similarly and what would do differently if you would teach the same lesson to the same group of students? Why?

If I were the teacher, I would do similarly during my class discussion. I would use books and pictures as visual aids to

support my teachings. But what would vary differently from activities to my pupils. I would make my pictures big so that it will be visible to the learners. I would also give first a motivational song related to my topic, explain it to them. Later on, I would give lectures about adjectives that describe places and events by giving them examples. Then, I will give them time to create sentences to their own.



Episode 4

TOOLS OF THE TRADE (Teaching Aids Bank)


Cooperating School: Naga National High School

My TargetAt the end of this activity, you will gain competence in preparing instructional

materials that are appropriate to the learning content




4 Superior 3

Satisfactory 2

Unsatisfactory 1



4


3


2



-Exemplary grammar and spelling



Grammar and spelling are superior.






4 3 2 1My Reflection Reflection

statements are profound and clear, supported by experiences from the episode.

4


3


2



4



2


1





20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7 - 5.00 - below14 - 2.25 - 84

My MapTo teach your target, follow the steps below:

Step 1. Decide on a specific content area.

Step 2. Find out the learning resources relevant to your topic that is available from your school/university’s learning resource center.

Step 3. Develop a pile of teaching aids (flash cards, pictures, cut-outs transparencies).

Step 4. Organize them in a box.

My ToolsAs you observe the class, use the activity forms provided for you to document

your observations.

An Observation/Survey Guide

1. Are there learning resources useful for your topic in the resource center you visited?

- Yes, there are learning resources/materials useful for my topics that are present

in the resource center.

2. Are the available materials appropriate for your target grade/year level?

- Yes, there are available materials appropriate for my target grade/year level.

These will surely help and facilitate learning’s to the pupils.

2. List down those that can be useful for your topic.

- Learning materials useful for my topic are the books, manila paper, pentel pen,

chalks, pictures and charts.

What other materials can you make? (Like flash cards, posters, cut-outs,

transparencies, etc)?

- The other materials that I can make are cut-out letters, flash cards and visual

aids.

My AnalysisGive at least three benefits of doing a survey of available materials before making your own materials? Explain each.

1. Surveying available materials improves your motivation in making creative teaching aids for your discussion. In such a way, teaching aids support and facilitate learning’s to the pupils.

2. It gives you an idea what specific topic to be discussed, sometimes. Especially if we are tired, we cannot ready/prepare our lesson plan to be discussed. Through surveying available materials, we can get hint or idea what topic to be discussed that is suited for available materials.

3. It helps you decide what activities to be included depending upon the available resources suited to your specific topic. Yes, it is true for the fact that available learning resources gives you an idea what activities to be included that could facilitate

learning.

4. It lessens cost/expenditures in making visual aids because once you knew that there are visual aids appropriate for your topic, you don’t need to buy manila paper and ink for your pentel pen. The time and money spending will be lessened.

My Reflection1. Which of the materials did you like making the most? Why?

- The materials that I’d liked making the most were printed materials and cut-out letters. I liked it because it is my passion since high school in making printed materials, I was always then, selected as secretary in our classroom. I liked cutting letters though it was time-consuming but I enjoyed a lot.

2. What difficulties, if any, did you encounter in making the materials? How did you overcome them?

- I have not found difficulties in making printed materials. But in cutting letters, I found difficulties in folding and cutting letters since my hands shake when I was about to cut the letters.

3. What tips can you give teachers regarding preparation of teaching materials?

they should have decided the topic to be discussed before going to the learning resource center.b. Teachers should make teaching materials in a creative way, in order to get the attention of the pupils.

c. Teachers should have a survey on the available resources in the learning center, to lessen the cost/expenditures in making visual aids if it is available.d. After knowing the available resources, they should decide what activities to be imposed using those available resources.

Learning Resources on a Specific Content Area

AdjectivesThat

Describes Things

Specific ContentArea

Will be made

Visual Aids

Available

Books

Will be made

Flashcards

Will be made

Cut-out Letters

Will be purchased

Chalks

Available

Charts

Will be Purchased

Manila papers

Will be Purchased

Pentel Pen/Permanent

ANALYSIS

Give at least three benefits of doing a survey of available materials before making your own materials? Explain

1. Surveying available materials improves your motivation in making creative teaching aids for your discussion. In such a way, teaching aids support and facilitate

learning’s to the pupils.

2. It gives you an idea what specific topic to be discussed, sometimes. Especially if we are tired, we cannot ready/prepare our lesson plan to be discussed. Through surveying available materials, we can get hint or idea what topic to be discussed that is suited for available materials.

3. It helps you decide what activities to be included depending upon the available resources suited to your specific topic. Yes, it is true for the fact that available learning resources gives you an idea what activities to be included that could facilitate learning.

4. It lessens cost/expenditures in making visual aids because once you knew that there are visual aids appropriate for your topic, you don’t need to buy manila paper and ink for your pentel pen. The time and money spending will be lessened.

REFLECTIONS

1. Which of the materials did you like making the most? Why?- The materials that I’d liked making the most were printed materials and cut-out

letters. I liked it because it is my passion since high school in making printed materials, I was always then, selected as secretary in our classroom. I liked cutting letters though it was time-consuming but I enjoyed a lot.

2. What difficulties, if any, did you encounter in maki9ng the materials? How did you overcome them?

- I have not found difficulties in making printed materials. But in cutting letters, I found difficulties in folding and cutting letters since my hands shake when I was about to cut the letters.

3. What tips can you give teachers regarding preparation of teaching materials?- My tips that I can give to the teachers are:

a. they should have decided the topic to be discussed before going to the learning resource center.b. Teachers should make teaching materials in a creative way, in order to get the attention of the pupils.c. Teachers should have a survey on the available resources in the learning center, to lessen the cost/expenditures in making visual aids if it is available.d. After knowing the available resources, they should decide what activities to be imposed using those available resources.



Episode 5

PAPER WORKS! (Preparing Hand-outs)



My TargetAt the end of this activity, you will gain competence in preparing instructional

materials (hand-outs) that are appropriate to the learning content.


Field Study 3, Episode 5- Paper Works! (Preparing Hand-outs)

Focused on: Preparing instructional materials (hand-outs) that are appropriateto the learning content.

Exemplary 4

Superior 3

Satisfactory 2

Unsatisfactory 1



4


3


2


My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on


Clear connection with





theories


theories



2 1My Reflection Reflection


4


3


2



4



2


1





20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7 - 5.00 - below14 - 2.25 - 84

My Map

With a lot of reflective thinking coupled with your creativity, you can design hand-outs that will truly work well to make learning effective. You will see that preparing hand-outs is not just any paper work. When you produce high quality hand-outs and eventually try them out, you will discover that, indeed, paper works! To reach your target, follow the steps below:

Step 1: Step 2: Step 3:

Hand-out Planning Guide

1. What topic do I like to work on?- I like the topic about classification of animals.

2. For what grade or year level is my hand-out for?- My hand-out is for grade IV level.

3. What components do I include in my outline?- I will include those important and useful components in my outline so

that my lesson will have a sense of direction.4. What type of graphic organizers/flow-charts/schemas do I need to use?

- I will use the correct concept pattern organizer to explain the main concepts through giving characteristics and examples.

5. What references do I use?- I will use Science 4 books as my references.

Prepare handouts for a selected topic (i.e., flowcharts, schema, and graphic organizers).

Describe your handouts.

Prepare it to your FS teacher before reproducing it.

Hand-out Plan

Subject Matter: Classification of AnimalsGrade/Year Level: 1st year High SchoolOutline:

1. Classification of Animals

A. Animals that eat plants only. 1. Carabao 2. Cow 3. Horse

2. Animals that eat meat only. 1. Frog 2. Snake 3. Lion

3. Animals that eat both plants and meat. 1. Pig 2. Mice 3. Rat

Hand-out Plan

Concept Pattern Organizer

Classification ofAnimals

Animals that eat meat only

Animals that eat both plants and

meat.

Animals that eat plants only

Carabao

Cow

Horse

Mice

Pig

Lion

Snake

Frog

ANALYSIS

1. What are the good features of a hand-out?- The good features of a hand-out using

graphic organizers, schema, and flowchart are the following:

a. It shows relationships associated with the concept you are studying.

b. It facilitates learning since graphic organizers depict the relationships between facts, concepts or ideas.c. It helps students organize their thinking.d. This is a powerful tool or aid in retention

as well as in understanding.e. It may show similarity and differences between concepts. f. It may display the steps or stages in a process.g. It shows arrangement. It may also help in discussing cause and effect of something

2. Which of these features are present in the hand-out I make?- The features that are present in the hand-out I made are:

a. It shows arrangement.b. It facilitates learning.c. It helps students organize their thinking.d. It is a powerful tool in retention and understanding.

3. Which of these features are not present in the hand-out I made?- The features that are not present in the hand-out I made are:

a. It discusses cause and effect relationship.b. It may display the steps or stages in a process.c. It may show similarity and differences between concepts.

REFLECTIONS

1. What difficulties, if any, did you encounter in making the hand-outs? How did you overcome them?

- The difficulties I encountered in making the hand-out were the selection of what graphic organizer to be used that is best suited to my topic, as well as, the preparation of the hand-out because it was time-consuming.

2. What tips can you give teachers regarding preparation of hand-outs?- In preparation of hand-outs, the teacher should decide what topic to be

discussed. After deciding, the teacher should choose what graphic organizer is best suited to the topic. The teacher should be flexible in meeting the needs of the learners since learners have multiple intelligences and varied learning styles.

Rat

PERSONAL REFLECTION OF FS PORTFOLIO

FS portfolio is designed to exhibits Fs students works, their analysis, and their personal

reflections from their observation in field study activity. It focuses on how students acquire

knowledge and understanding in the process of learning to teach, and how they are acquired.

Thus, field study is a component of the new Pre-service Teacher Education Curriculum that

aims to explore the students to actual field experiences so that they can relate the theories

learned inside the classroom with those experiences. These off-classroom experiences would

emphasize the importance of understanding the complex work of the teacher in this era of

globalization.

Therefore, in this field study experiences we, as a pre-service teacher arrived at our

own analysis and reflection of what we have observed from the actual setting of teaching-

learning process. Our personal reflection played in the growth and development of us pre-

service teacher. Reflection allows us explore our experiences in order to arrive at new

understanding or insights. Thus, The field study experience is geared towards exactly this, to

give pre-service teachers the opportunity to learn through meaningful and systematic exposure

in actual settings.

Moreover, by this field study subject we are given an opportunity to experience the real

setting of teaching. In which we can therefore conclude that teaching is not an easy task.

Teachers need to be patient and flexible in dealing with the individual differences of the learners

to cope up and transform them into high competitive individual. With this experience, we were

able to come up what a teacher can be, should be, and must be.



Episode 6

SLIDESHOW BIZ (Slide Presentation)



My TargetAt the end of this activity, you will gain competence in developing and utilizing

materials (slide presentations) which involve students in meaningful learning.


Field Study 3, Episode 6- Slideshow Biz (Slide Presentations)

Focused on: Developing and utilizing materials (slide presentations) whichinvolve students in meaningful learning. Task Exemplary

4 Superior 3

Satisfactory 2

Unsatisfactory 1



4


3


2


My Analysis Analysis questions were answered completely; in depth answers;




Grammar and

thoroughly grounded on theories






2

spelling unsatisfactory.

1My Reflection Reflection


4


3


2



4



2


1





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

14 - 2.25 - 84

My MapAn effective teacher makes it her/his business to create slide presentations that

really enhance instruction.To reach your target, follow the story board below:

Select a topic or subject matter.

Let the learners evaluate your presentation.

Develop a slide presentation to support a learning activity on the topic.

Write a narrative pointing out the strengths and weaknesses of your presentation.

Try out your presentation to a group of learners.

My Tools

As you prepare your slide presentations, use the activity form below.

Title of my presentation: Subject verb agreement

Objectives: at the end of my presentation the students will be able to use correct verb

Subject Matter/Topic: verbs

Enhancements (check appropriate box):

Graphics Music Hyperlink

Animation Voice Narration Other, pleas specify

Sound effects Stylish fonts

My AnalysisAfter working on your slide presentation, answer the following questions:

What are the good features of a slide presentation?

The good features of a slide presentation are use links in the presentation, make the presentation not too long, keep it simple, include transitions/effects in your slide to put emphasis on your point, and use the same theme for the whole presentation.

My Reflections1 What difficulties, if any, did you encounter in making the slide presentation? How did

you overcome them?- In making a slide presentation the teacher should consider the learning process of the

students, it should be unique and at the same time creative in a way that the students can understand what you have made. For me, there is no such thing as difficulties in making a slide presentation as long as you strive hard or take an effort in doing that thing. In presenting your slide presentation, the teacher should consider also the interest of the students so that they will listen attentively and can catch the attention of the students. In making a slide presentation it also helps the teacher summarize all of his/her discussion and the length of the time required for discussion can be lessened. Instead of making a visual aid it is better to make a slide presentation to have an effective and good interaction with the students.

As a future teacher, I will do my very best in doing a slide presentation and can come up with a good presentation. It can help the students to take down notes while I’m discussing. For me, it is good to make a slide presentation to make your work faster and easier to handle.

My Portfolio

Attached a CD containing the following:

1. An electronic copy of your presentation here.

2. A collection of down-loaded slide presentations, slide templates, clip arts, fonts that may be useful for you in the feature. (Be sure to paste listing of the contents of the CD on this page, too.)



Episode 7

MY E-WORLD (Websites)



My TargetAt the end of this activity, I will be competent in evaluating electronic resources

for appropriate instructional use.


Field Study 3, Episode 7- My E-World

Focused on: Evaluating electronic resources for appropriate instructional use

Task Exemplary 4

Superior 3

Satisfactory 2

Unsatisfactory 1



4


3


2



-Exemplary



Grammar and



Grammar and spelling



grammar and spelling 4

spelling are superior. 3

acceptable.

2 1My Reflection Reflection


4


3


2



4



2


1





20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7 - 5.00 - below14 - 2.25 - 84

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

My MapFor this process, explore the world through these steps:

My ToolsPlease use the Class Observation Guide provided for you.

Class Observation Guide

1. Observe a class and take note of the topic being presented.

5. Reflect on your FS experience.

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.

Read the following statements carefully before you observe.

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

The teacher discussed about the subject verb agreement. Her objective is after the lesson proper the students could use appropriate verb for a particularsubject in the sentence.

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

The teacher wants to emphasize the correct usage of verb for a particular subject. She also considers the rules in constructing a sentence using a correct subject and appropriate subject as well.

3. Note the skills that the teacher developing in the learners.She is developing the grammar capacity of the students and the learner.

My Analysis

Using the information you got from observing the class, surf the internet for electronic resources that will be useful in teaching the same lesson. Choose the most appropriate ones. Recall the guidelines you learned in Educational Technology about evaluating electronic resources. These guidelines will help you fill out the matrix below.

Grade/Year level of the Class: second year High school

Topic (of the class you observed) : Subject verb agreement

Objectives of the lesson: Correct usage of a verb in plural and singular subject

Name of Electronic Resource

Description of the Electronic Resource

How it can be used in the class you observed

Website:http://leo.stcloudstate.edu/grammar/subverag.html

It is an electronic gadgets that can be useful in discussion

It can assess the learning of the students

My Reflections

1.Describe your experience in surfing the internet for appropriate electronic resources for the class? Did you find it easy or difficult?

On my experiences in surfing the net to find sites that provide support materials and interactive programs on my topic, I found out that it easy to get information about your topic because there is a website that can assist you in your field of specialization like in mathematics, the “the

virtual Math Lab”. I feel comfortable in searching information about my topic that I was observed. I saw and understand what is really the point of my topic and I learned how easily to come up about my topic.

1. How did you choose which electronic resources to include here? What you consider? Explain.I choose it by means of their specific functions and usage. I always consider the advantage and disadvantages of using them in school as learning resources.

2. 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?I already master the basic programming and all the basics in computer operation which is really helpful for me as a future mentor. I am literate in M.S Office application and other components that might be very helpful in teaching career like photo editing and web surfing and etc. Since everyday there is a change in technology, I prefer to study more regarding it.

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