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Zamora Memorial College

PHOENIX ARALINKS HUB

USAGE REPORT

S Y

Zamora Memorial College PHOENIX ARALINKS HUB USAGE REPORT S Y 2 0 1 8 - 2019

2 0 1 8 - 2019

© 2019 by The Digital Innovation Department, PPH Digital Media Production Inc

No part of this document may be reproduced in any form or by any means without written permission from the authors and the publisher.

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P H O E N I X

C O L L A B O R AT I V E

L E A R N I N G

E N V I R O N M E N T

The CLE and tablets were mainly used for on-campus academic learning activities.

Most frequently tapping the CLE and tablets were Contemporary Arts (25), Pagbasa at

Pagsusuri ng Iba’t Ibang Teksto (21), and Personal Development/Pansariling Kaunlaran

(18) teachers.

On the other hand, non-academic use accounted for various evaluations done within the school year.

teachers. On the other hand, non-academic use accounted for various evaluations done within the school year.
teachers. On the other hand, non-academic use accounted for various evaluations done within the school year.

Types of Use

teachers. On the other hand, non-academic use accounted for various evaluations done within the school year.

Practically all subject areas explored the use of CLE at least once for the period covered. Meanwhile, other subjects have yet to use the CLE and tablets in class.

the period covered. Meanwhile, other subjects have yet to use the CLE and tablets in class.

Types of Use per Subject Area

the period covered. Meanwhile, other subjects have yet to use the CLE and tablets in class.
the period covered. Meanwhile, other subjects have yet to use the CLE and tablets in class.

Contemporary Arts (25), Pagbasa at Pagsusuri ng Iba’t Ibang Teksto (21), and Personal Development/Pansariling Kaunlaran (18) teachers made use of the tablets and CLE most frequently for the period covered.

Komunikasyon at Pananaliksik teacher Ms. Juliet Ann Bonto is the top user, with usage totaling to 35. Next to her are ELS and EAPP teacher Ms. Elizabeth Beren (29) and Science teacher Ms. Angelica Ampurado (27).

25
25
EAPP teacher Ms. Elizabeth Beren (29) and Science teacher Ms. Angelica Ampurado (27). 25 Usage Frequency

Usage Frequency per Subject Area

EAPP teacher Ms. Elizabeth Beren (29) and Science teacher Ms. Angelica Ampurado (27). 25 Usage Frequency

Out of 180 teacher-created resources for this period, Contemporary Arts teacher/s created the most totaling to 25.

Ms. Angelica Ampurado created the most number of resources this period, totaling to 27.

Next to him are Mr. Michael Ballon (26) and Ms. Elizabeth Beren (23).

17
17
to 27. Next to him are Mr. Michael Ballon (26) and Ms. Elizabeth Beren (23). 17
to 27. Next to him are Mr. Michael Ballon (26) and Ms. Elizabeth Beren (23). 17

Teacher-created Resources per Subject Area

to 27. Next to him are Mr. Michael Ballon (26) and Ms. Elizabeth Beren (23). 17

Teachers from five subject areas made use of ready-made Aralinks resources.

Subject

Aralinks Resources Used

Komunikasyon at Pananaliksik

2

Physical Science

1

21 st Century Literature

1

Oral Communication

1

Research in Daily Life

1

Aralinks Resources Used

21 s t Century Literature 1 Oral Communication 1 Research in Daily Life 1 Aralinks Resources
21 s t Century Literature 1 Oral Communication 1 Research in Daily Life 1 Aralinks Resources

Teachers from three subject areas curated various OERs ranging from videos to lesson materials.

Subject

OERs Used

Earth Science

2

English for Academic and

2

Professional Purposes

Earth and Life Science

1

General Biology

1

Reading and Writing

1

21 st Century Literature

1

Open Educational Resources (OERs) Used

Biology 1 Reading and Writing 1 21 s t Century Literature 1 Open Educational Resources (OERs)
Biology 1 Reading and Writing 1 21 s t Century Literature 1 Open Educational Resources (OERs)

Teachers created a total of 13 types of resources with Lecture Notes as the most frequently created resource (52).

Teachers can still explore the use of 30 other types of resources in the CLE, to fully maximize

its benefits to innovate instruction.

1
1
of resources in the CLE, to fully maximize its benefits to innovate instruction. 1 Types of

Types of Teacher-created Resources

of resources in the CLE, to fully maximize its benefits to innovate instruction. 1 Types of

The CLE and tablet computers were used for 15 different means, with Lesson/Discussion (80)

as the most frequently employed strategy by teachers.

Noteworthy is the use of motivation and post-assessment strategies in class, showing that teachers are using the CLE and tablets beyond simple quizzes.

teachers are using the CLE and tablets beyond simple quizzes. Strategies and Means of Using Tablet

Strategies and Means of Using Tablet Computers and the CLE

teachers are using the CLE and tablets beyond simple quizzes. Strategies and Means of Using Tablet
teachers are using the CLE and tablets beyond simple quizzes. Strategies and Means of Using Tablet

School Year 2018-2019 was a good year for technology integration in the school as usage

increased only by 2.7 % and creation decreased by 8.16% from the previous school year.

The graph below shows how the teachers integrated Phoenix Aralinks into instruction through the continuous usage of tablet computers and the CLE.

255

196

Usage, 262

Creation, 180

tablet computers and the CLE. 255 196 Usage, 262 Creation, 180 2017-2018 2018-2019 Year-on-year Usage and
tablet computers and the CLE. 255 196 Usage, 262 Creation, 180 2017-2018 2018-2019 Year-on-year Usage and
tablet computers and the CLE. 255 196 Usage, 262 Creation, 180 2017-2018 2018-2019 Year-on-year Usage and
tablet computers and the CLE. 255 196 Usage, 262 Creation, 180 2017-2018 2018-2019 Year-on-year Usage and

2017-2018

2018-2019

Year-on-year Usage and Creation

tablet computers and the CLE. 255 196 Usage, 262 Creation, 180 2017-2018 2018-2019 Year-on-year Usage and
tablet computers and the CLE. 255 196 Usage, 262 Creation, 180 2017-2018 2018-2019 Year-on-year Usage and

Teachers already began exploring the use of the different resources created and curated for a

variety of purposes. Except for a few resources, digital resources created and placed in the CLE are being used for more than one strategy.

placed in the CLE are being used for more than one strategy. Strategies and Means vs.

Strategies and Means vs. Types of Teacher-created Activities

placed in the CLE are being used for more than one strategy. Strategies and Means vs.
placed in the CLE are being used for more than one strategy. Strategies and Means vs.

Majority of the subject areas created and/or curated between 15 types of digital resources,

which speaks well of how much they maximized the CLE this school year.

well of how much they maximized the CLE this school year. Subject Areas vs. Types of
Subject Areas vs. Types of Teacher-created and –curated Activities
Subject Areas vs. Types of Teacher-created and –curated Activities
of how much they maximized the CLE this school year. Subject Areas vs. Types of Teacher-created
of how much they maximized the CLE this school year. Subject Areas vs. Types of Teacher-created

Majority of the subject areas employed at least four strategies in using the CLE and tablet computers. Most outstanding of them are Contemporary Arts (5), Introduction to Philosophy (4), Physical Science (6), and Personal Development (6).

Introduction to Philosophy (4), Physical Science (6), and Personal Development (6). Subject Areas vs. Strategies and
Subject Areas vs. Strategies and Means
Subject Areas vs. Strategies and Means
Introduction to Philosophy (4), Physical Science (6), and Personal Development (6). Subject Areas vs. Strategies and
Introduction to Philosophy (4), Physical Science (6), and Personal Development (6). Subject Areas vs. Strategies and
Date CONTINUING PROFESSIONAL DEVELOPMENT Training Topic Number of Attendees May 17, 2018 The Phoenix CLE

Date

CONTINUING PROFESSIONAL DEVELOPMENT

Training Topic

Number of Attendees

May 17, 2018

The Phoenix CLE as an Innovative Tool for Individualized Instruction

-

 

The Phoenix CLE as an Innovative Tool for Individualized

May 18, 2018

Instruction

-

August 27, 2018

Aralinks Leadership Academy: Solidifying Goals; Inspiring Action (ALAGA 2018)

2

August 28, 2018

Aralinks Leadership Academy: Solidifying Goals; Inspiring Action (ALAGA 2018)

2

 

Aralinks Leadership Academy: Solidifying Goals; Inspiring

August 29, 2018

Action (ALAGA 2018)

2

August 30, 2018

Aralinks Leadership Academy: Solidifying Goals; Inspiring Action (ALAGA 2018)

2

January 12, 2019

Aralinks Writeshop

-

EDTECH SPECIALIST INTEGRATION SUPPORT As part of building the roadmap to appropriate and directed technology

EDTECH SPECIALIST

INTEGRATION SUPPORT

As part of building the roadmap to appropriate and directed technology integration in instruction, an EdTech

Specialist may visit the school as needed to discuss the development plan. Also, the EdTech Specialist can

observe classes using Aralinks to better gain a grasp of how teachers administer classes that integrate technology.

INTEGRATION FACILITATOR (IF)

The Integration Facilitator, Mr. Edmond Mancao, assisted administrators and teachers during said CLE usage. Such assistance and support include the following: student orientation, teacher orientation, content creation,

in-class tablet use, records management, technical assistance, equipment care and maintenance,

documentation, pocket trainings, and network configuration and upgrade assistance.

This report covers accomplishments and deliverables based on the Memorandum of Agreement, including other updates, as of March 15, 2019. Data points are based on usage statistics, logs, and Integration Facilitator reports for the period covered.

MOVING FORWARD The richness of integration of tablet computers and the Collaborative Learning Environment is

MOVING FORWARD

The richness of integration of tablet computers and the Collaborative Learning Environment is evident in the ways teachers use multiple types of resources for different teaching-learning strategies. However, teachers

can still be trained to master integrating the 50 available types of interactive activities in the CLE alongside

Android apps and other OERs.

It must be noted, therefore, that the practice of teachers' collaboration with the EdTech Specialist and Integration Facilitator be continued.

Moreover, continuous faculty training can further intensify how teachers explore, curate, and create different types of digital resources that can complement and supplement other traditional teaching tools.

ANNEX: USAGE AND CREATION PER TEACHER

ANNEX: USAGE AND CREATION PER TEACHER

ANNEX: USAGE AND CREATION PER TEACHER
ANNEX: USAGE AND CREATION PER TEACHER

ANNEX: USAGE AND CREATION PER TEACHER

ANNEX: USAGE AND CREATION PER TEACHER