The document discusses using technology in the learning environment. It includes sections for analyzing skills and knowledge, reflecting on how skills were applied, and creating a learning portfolio. The student is asked to identify their technological, pedagogical, and content knowledge; strategies for using created materials; and ideas for enhancing their knowledge to create engaging lessons. The portfolio section provides a graphic organizer to present learning resources for a topic. The rubric evaluates tasks, analysis, reflections, portfolio, and submission date.

1. FSFIELD STUDY
4
Tools of the Trade
(Teaching
Aids Bank)

2. My Tools
Subject Area / Topic __________________________________________________
Grade / Year Level ___________________________________________________
Big Ideas about the topic
Objectives:
Field Study 3, Episode 4 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
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3. My Analysis
What skills did you have which helped you prepare the materials? What skills did
you lack that made it difficult for you? (Technological Knowledge)
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Discuss some strategies on how you will use the materials you included here in this
episode. (Pedagogical Knowledge)
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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.
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Field Study 3, Episode 4 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
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 _____________________________________________________
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4. My Reflections/Insights
1. Reflect how your technological knowledge (TK), pedagogical knowledge (PK)
and content knowledge (CK) worked together in fulfilling the tasks in this
Episode.
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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?
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Field Study 3, Episode 4 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
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5. 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
Field Study 3, Episode 4 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
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 4th 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.

6. Field Study 3, Episode 4 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
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 _______________
Specific Content
Area
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7. 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 Student: _________________________________ Date Submitted: ________________
Year/Course : _____________________________ Program : _______________________________
Learning
Episodes
Exemplary
4
Superior
3
Satisfactory
2
Needs Improvement
1
Learning
Activities
All tasks were done with
outstanding quality,
work exceeds
expectations.
All or nearly all tasks
were done with
acceptable quality.
Nearly all tasks were
done with acceptable
quality.
Fewer than half of tasks
were done, or most
objectives were met but
need improvement.
Analysis of
the Learning
Episode
All questions/episodes
were answered
completely; in depth
answers; thoroughly
grounded on theories.
Exemplary grammar and
spelling.
Analysis questions were
answered completely.
Clear connection with
theories Grammar and
spelling are superior.
Analysis questions were
not answered
completely.
Vaguely related to the
theories
Grammar and spelling
acceptable.
Analysis questions were
Not answered.
Grammar and spelling
Unsatisfactory.
Reflections/
Insights
Reflection Statements
are profound and clear;
supported by experiences
from the learning
episode.
Reflection statements are
clear but not clearly
supported by the
experiences from the
learning episodes.
Reflection statements are
shallow; supported by
experiences from the
learning episodes.
Reflection statements are
unclear and shallow and
are not supported by
experiences from the
learning episodes.
Learning
Portfolio
Portfolio is complete,
clear, well-organized and
all supporting;
documentations are
located in sections
clearly designated.
Portfolio is complete,
clear, well-organized,
most supporting
documentations are
available and logical and
clearly marked location.
Portfolio is incomplete,
supporting
documentations are
organized but are
lacking.
Analysis questions were
not answered.
Grammar and spelling
unsatisfactory.
Submission
of Learning
Episode
Submitted before the
deadline
Submitted on the
deadline
Submitted a day after the
deadline
Submitted two days or
more after the deadline.
Comment(s)
Over–all
Score
Rating:
(Based 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 7.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71– Below
_________________________________ _______________________
Signature of FS Teacher
above Printed Name
Date
Field Study 3, Episode 4 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
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