Technology in the Learning Environment FS 3

An Experiential Taxonomy-Based Field Study Program

1.1 EXPOSURE
Conducting an ocular inspection of the school for resources

 Do an ocular inspection of your assigned classroom, as well as other classrooms in the school. Go
also to the library. Visit also the media center (MC), the learning resource center (LRC), and the
laboratory (e.g. science lab, speech lab etc). List down or make an inventory of existing or available
instructional materials from the resources.
(Note: If any of these resources is not available, you may look into these in other schools.)

Classroom/s

There are plenty of sections in every grade level in CRSHS. Each

classroom has its own water dispenser, one projector, a white
screen, electric fans, and printer. Each classroom has enough
chairs or desks for students. The classrooms are wide and big
enough for the total number of students in every grade level. I
could really say that al classrooms in CRSHS are conducive to
learning.

Outcome-Based Learning Experience 1: Using Educational Technology in the Classroom

Technology in the Learning Environment FS 3
An Experiential Taxonomy-Based Field Study Program
Learning Resource Center

Caraga Regional Science High School has a clean and peaceful

environment library. The chairs and tables are well arranged. The students
are feel comfortable when they are in the library. There are books,
dictionary, encyclopedia and others that can be used by the students for
their studies. It is useful not only for the students but also for the teacher
because it have many information that can help them.

Outcome-Based Learning Experience 1: Using Educational Technology in the Classroom

Technology in the Learning Environment FS 3
An Experiential Taxonomy-Based Field Study Program
Media Center

Outcome-Based Learning Experience 1: Using Educational Technology in the Classroom

Technology in the Learning Environment FS 3
An Experiential Taxonomy-Based Field Study Program

Library

Caraga Regional Science High School has a clean and peaceful

environment library. The chairs and tables are well arranged. The students
are feel comfortable when they are in the library. There are books,
dictionary, encyclopedia and others that can be used by the students for
their studies. It is useful not only for the students but also for the teacher
because it have many information that can help them.

Outcome-Based Learning Experience 1: Using Educational Technology in the Classroom

Technology in the Learning Environment FS 3
An Experiential Taxonomy-Based Field Study Program
Laboratory (specify lab type)

Outcome-Based Learning Experience 1: Using Educational Technology in the Classroom

Technology in the Learning Environment FS 3
An Experiential Taxonomy-Based Field Study Program
Workshop/s

Outcome-Based Learning Experience 1: Using Educational Technology in the Classroom

Technology in the Learning Environment FS 3
An Experiential Taxonomy-Based Field Study Program
 Search also the internet and find out what it says about instructional resources. Lists down the
instructional materials you found in the internet, but which you did not find in the different resources of
the school.

Instructional Materials, also known as Teaching/Learning Materials (TLM), are any collection of
materials including animate and inanimate objects and human and non-human resources that a
teacher may use in teaching and learning situations to help achieve desired learning objectives.
Instructional materials may aid a student in concretizing a learning experience so as to make learning
more exciting, interesting and interactive. They are tools used in instructional activities, which include
active learning and assessment.] The term encompasses all the materials and physical means an
instructor might use to implement instruction and facilitate students achievement of instructional
objectives

1.2 PARTICIPATION
Classifying instructional materials from the school resources

 Compare materials that you actually observed / found in the different learning resource facilities in
your school. Classify or group them together according to their nature and characteristics, functions or
use.

Instructional Materials Characteristics Functions

1. Print Resources Some books are new
 Books and some are old.
 Newspapers They varied according
 Encyclopedia to subjects and
 Magazines students’ year level.
2. Audio Resources The speakers are big
 Speakers enough to let the
 Microphone sound heard by the
whole room.
3. Non- Electronic (Visual Resources) The globe and maps
 Globe are still in good
 Maps condition despite of
being used by the
students years ago.
4. ICT Resources The ICT Resources
 Laptop are in very good
 LCD Projector condition. They
 Wide Screen TV always used it every
day.
Used by the students
for their research
purposes.
Used when the
students and
teachers are
watching educational
videos.
Used in historical
classes as an
instructional tool.
Used in everyday
lesson present or
discussed by the
teacher.

Outcome-Based Learning Experience 1: Using Educational Technology in the Classroom

Technology in the Learning Environment FS 3
An Experiential Taxonomy-Based Field Study Program

1.3 IDENTIFICATION
Providing experiences for actual use of instructional materials

 Classify the materials you were able to observe and identify the subject areas where these materials
are commonly used.

a. List of Materials Used b. Subject areas where materials are commonly

used

Print

 Books
 Newspapers  Used by the students for
 Encyclopedia their research purposes.
 Magazines
 Used to entertain and
Non-print (but not electronic) educate non-readers. It also
 Photos used to let the learner see
 Graphics
the images on how they
 Images to communicate ideas
looks like
Models
 Globe  It provides guidance and idea
 Maps to students. It also provide
learners to have a close reality
Computer driven experience.
 Laptop
 Projector  Used for the students in all
 Wide Screen activities that they are going to
do and in order for them to be
convenient.

 Observe three classes. Note the teacher’s use of instructional materials. In what part of the lesson
does the use of instructional materials prevail?

Almost parts of the lesson the teachers’ used of instructional materials from introduction
motivation, development of lesson and evaluation.

 Describe or narrate how the teacher used an instructional material. Did the teacher use a variety of
instructional materials or just one or two kinds only?
Yes, the teacher uses a variety of instructional materials because through this, he could
have a guidelines and procedures to facilitate easy access to his needs in the classroom. He
motivates the students and helps them focus attention and organize information for understanding

Outcome-Based Learning Experience 1: Using Educational Technology in the Classroom

Technology in the Learning Environment FS 3
An Experiential Taxonomy-Based Field Study Program
and remembering. He also give meaningful connections between skills and ideas, and real life
situations.

 Are there indications of the level of ease or expertise by which the teacher used the instructional
material?
Yes there are indications of the level of ease or expertise by which the teacher used the
instructional material.
 What can you say about the kind of responses of students while teacher is using the instructional
materials?

There is movement and laughter and sometimes lots of noise with the students’ response. They are
up and out of their seats involved in activities that promote thought, creativity, and discovery. Students
are busy, self-disciplined, and best of all, willing to take responsibility for their own learning because
they understand that what they are doing is important.

 Is the use of the instructional material appropriate and relevant to the subject matter being develop
and discussed? If yes, why do you think so? If no, why not? Give your reasons.

Yes, because it is to improve students' knowledge, abilities, and skills, to monitor their
assimilation of information, and to contribute to their overall development and upbringing. Enhances
conceptual understanding and engages higher order thinking skills.

 Based on your observations, what inference can you make about the reasons or the purposes why
teachers use instructional materials in teaching?

Inference can be defined as the process of drawing of a conclusion based on the

available evidence plus previous knowledge and experience. In teacher-speak, inference
questions are the types of questions that involve reading between the lines. Students are
required to make an educated guess, as the answer will not be stated explicitly. Students must
use clues from the text, coupled with their own experiences, to draw a logical conclusion.

Outcome-Based Learning Experience 1: Using Educational Technology in the Classroom

Technology in the Learning Environment FS 3
An Experiential Taxonomy-Based Field Study Program

1.4 INTERNALIZATION
Providing experiences for actual use of instructional materials

Come up with lesson plans on specific topics, focusing on what instructional materials to use on
particulars part/s of the lesson. Make sure that the instructional material is relevant to the objective.

MY SAMPLE LESSON PLAN

Outcome-Based Learning Experience 1: Using Educational Technology in the Classroom

Technology in the Learning Environment FS 3
An Experiential Taxonomy-Based Field Study Program
1.5 DISSEMINATION
Preparing a power point presentation on resources for sharing

Come up with a power point presentation or video presentation on different resources which you can
share with your fellow students. In addition, you can lead discussions on where to use such materials. Write
below an outline or list of the plates / slides that you will develop before you finally come up with the power
point presentation.

Plate/Slide Number Description

To keep the students read the context clearly, keep the

text on each slide short and to the point. Used
the 5/5/5 rule: no more than five words per line of
text, five lines of text per slide, or five text-heavy slides in
a row.

The text should be easy to read and pleasant to look at.

Large, simple fonts and theme colors are always your
best bet. The best fonts and colors can vary depending
on your presentation setting. Presenting in a large room?
Make your text larger than usual so people in the back
can read it. Presenting with the lights on? Dark text on a
light background is your best bet for visibility.

Always used very basic layouts and color schemes for

PowerPoint simply because trying anything different felt
like too much work. Using a well-designed theme can
take a lot of the guesswork out of creating slides. It can
also help you break out of your comfort zone and create a
presentation that looks much different from anything you
might have created on your own.

Outcome-Based Learning Experience 1: Using Educational Technology in the Classroom