Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Sumacab Campus, Cabanatuan City

COLLEGE OF EDUCATION
Syllabus of Instruction in Field Study 3 (FS 3)
First Semester, A.Y. 2017-2018

NEUST VISION
NEUST is a locally responsive and internationally relevant and recognized University of Science and Technology.

NEUST MISSION
To develop new knowledge and technologies and transform human resources into productive citizenry to bring about development impact to local and international communities.

TEACHER EDUCATION OBJECTIVES MISSION

1. Articulate the relationship of education to larger historical, social, cultural, and political processes. √
2. Facilitate learning using a wide range of teaching methodologies in various types of environment. √
3. Develop alternative teaching approaches for diverse learners. √
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery, and educational assessment. √
5. Demonstrate basic and higher levels of thinking skills in planning, assessing, and reporting. √
6. Practice professional and ethical teaching standards to respond to the demands of the community. √
7. Pursue lifelong learning for personal and professional growth. √

I. PRELIMINARIES
A. Curriculum Program : BSE
B. Course Code : FS 3
C. Course Title : Field Study 3 simultaneous with Educational Technology 1
D. Credit Unit : 1 unit
E. Time Duration : 1 hour per week for 18 weeks
F. Pre-requisite : none

Prepared by: Noted: Approved:

FIELD STUDY 3 INSTRUCTORS MARY JANE L. TOMAS, Ph.D. RHODORA R. JUGO, Ed. D.
Chair, BSE Program Dean, College of Education
 II. COURSE DESCRIPTION

This course, Field Study 3, is one of the Experiential Learning Courses meant for a prospective teacher enrolled in a Teacher Education Courses as mandated in the CHED
Memorandum Order (CMO) 30 Series of 2004. It is anchored on one of the Professional Education Subjects for Teacher Education-Educational Technology 1 (Educ 5). It shall bring about
real life and vicarious experiences for a pre-service teacher to have an in-depth understanding of the guidelines and principles in selecting and developing appropriate teaching materials
and educational technologies in order to better facilitate the delivery of instruction to learners and thus, to improve the teaching-learning process. This shall be done through
experiential learning activities and actual immersions where students can affirm and test their gained knowledge about the educational technology. Grounded on the National
Competency Based Teacher Standards (NCBTS) and through the OAR (Observation-Analysis- Reflection) approach, this course intends to prepare undergraduate teacher education
students on becoming a competent facilitator of learning who can develop and utilize the best educational technology that suits their lesson and their students.

III. PROGRAM OUTCOMES AND RELATIONSHIP TO TEACHER EDUCATION OBJECTIVES

TEACHER EDUCATION OBJECTIVES

PROGRAM OUTCOMES
TEO1 TEO2 TEO3 TEO4 TEO5 TEO6 TEO7
1. Demonstrate in-depth understanding of the development of adolescent learners. √ √ √ √ √ √ √
2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum. √ √ √ √ √
3. Create and utilize materials appropriate to the elementary level to enhance teaching and learning. √ √ √ √ √ √
4. Design and implement assessment tools and procedures to measure secondary learning outcomes. √ √ √ √ √ √

IV. COURSE OUTCOMES AND RELATIONSHIP TO PROGRAM OUTCOMES

PROGRAM OUTCOMES
COURSE OUTCOMES
PO1 PO2 PO3 PO4
1. Recognize the essential role of experience and reflection in enhancing instruction and learning. √ √ √ √
2. Employ the guidelines on selection and utilization of instructional materials in developing instructional aids that will suit the needs of the √ √ √ √
learner and the needs of the subject matter.
3. Apply the theories and other educational technology-related concepts in evaluating the instructional materials and resources usually √ √ √
Prepared by: Noted: Approved:

FIELD STUDY 3 INSTRUCTORS MARY JANE L. TOMAS, Ph.D. RHODORA R. JUGO, Ed. D.
Chair, BSE Program Dean, College of Education
 available in public schools.
4. Develop critical thinking and enhanced research skills and ethics in conducting researches to support the results of field observations and √ √ √ √
analyses.
5. Appreciate and exercise collaboration and partnerships with co-students, teachers and other participants in the teaching-learning process. √ √ √ √

V. COURSE CONTENT
Learning Outcomes Topics Activities Resources Assessment Time Allotment
At the end of the unit, the
students are able to: Unit I. Course Orientation and Video Presentation NEUST Student Handbook Oral Recitation 2 hours
Introduction
1. Interpret and explain the Questions and Answers CoEd Bulletin of Writing Reflections
vision and mission of the 1.1 NEUST Vision and Information
University. Mission Singing Activities Ranking of
1.2 CoEd Goals and Projector, Laptop, and Promotional Videos
2. Discuss the goals and Objectives Power Point Presentations Audio Speakers
objectives of the College of 1.3 NEUST March
Education. 1.4 Course Syllabus Activity No. 1.
1.5 Policies and Standards Making of Promotional
3. Sing the NEUST March. in the Field Study class Videos about NEUST COED

4. Copy and identify the

requirements to pass the
subject.

5. Clarify the dos and don’ts

while inside FS 3 class and
during the field visits.

1. Analyze lesson plans and
course syllabi to determine
the various examples of
activities that emphasize the
motto that “experience is
the best teacher.”
Prepared by:
Unit II. Experiential Learning Activity No. 2. Laptop, Projector, Evaluation Results of 1 hour
Group Dynamics on Education and Educational the group presentation
Similarities of Most Technology Textbooks
Memorable High School Evaluation of
Academic Lesson Reflection Papers
Writing Reflection Papers
Noted: Approved:

FIELD STUDY 3 INSTRUCTORS MARY JANE L. TOMAS, Ph.D. RHODORA R. JUGO, Ed. D.
Chair, BSE Program Dean, College of Education
1. Display a deeper Unit III. Concepts of Educational Activity No. 3. Laptop, Projector, Evaluation Results of 1 hour
understanding of the Technology Group Dynamics/ Concept Photographs, Educational the group presentation
meaning and concept of Mapping in the Different Technology Textbooks
educational technology. Concepts and Views of Evaluation of
Educational Technology Reflection Papers

Writing Reflection Papers

1. Point out the usual Unit IV. Guidelines in the Activity No. 4. Laptop, Projector, Evaluation Results of 1 hour
misconceptions and faults of Selection and Utilization of Group Dynamics on the Educational Technology the group presentation
student-presenters when Instructional Materials Identification of Common Textbooks
selecting and making visual Errors and “Taken for Evaluation of
aids and instructional Granted” Practices in Reflection Papers
materials. Preparing Visual Aids

Writing Reflection papers

1. Design a simple theory-
grounded instructional plan
for a particular situation
involving diverse learners.
Unit V. The Psychology of Learners Activity No. 5
and Learning and Group Dynamics in
Educational Theories and Psychology-Related
Principles Situational Analysis
Writing Reflection Papers
Laptop, Projector, Evaluation Results of 1 hour
Speakers, Educational the group presentation
Technology and
Educational Psychology Evaluation of
Textbooks Reflection Papers

1. Develop a variety of IMs
about a certain topic in a
certain subject in the K – 12
Curriculum.
2. Defend, orally and in
written, the basis of
selection of the IMs through
Prepared by:
Unit VI. Educational Technology
and the K-12 Curriculum
Noted:
Term Requirement: A bank
of Theory – Grounded and
Principle – Based
Instructional Materials for
a certain topic in a certain
subject in the K-12
Curriculum
Laptop, Projector, Evaluation Sheets and 4 hours
Educational Technology Rubrics for the IM and
and Assessment of the presentation
Learning Textbooks
Student-made
Instructional Materials
Approved:

FIELD STUDY 3 INSTRUCTORS MARY JANE L. TOMAS, Ph.D. RHODORA R. JUGO, Ed. D.
Chair, BSE Program Dean, College of Education
 theories and principles. Rating and Evaluation
Sheets
3. Evaluate and suggest for the
improvements of IMs
through rubrics.

1. Conduct actual field and Unit VII. Educational Technology Classroom and School Laptop, Projector, Evaluation Sheets and 8 hours
class visits in public basic in Public Schools (Actual Observations Educational Technology Rubrics for the IM and
education schools in the Field Visits) and Assessment of the presentation
province and in the city. Interviews Learning Textbooks

2. Analyze data which will be Field Visits Student-made

gathered through field visits Instructional Materials
and support findings with Online Surfing
valid and reliable literatures Rating and Evaluation
taken from published and Term Requirement: Sheets
completed academic articles A comprehensive
and researches. Observation Report

3. Come up with
comprehensive portfolio
containing documentations
and evidences of field visits
and learning.

VI. COURSE REQUIREMENTS AND GRADING CRITERIA

A. Course Requirements
Being a field study integrated to educational technology, it is the goal of this course to ensure that the pre-service teachers will be able to develop the skills in preparing
and using instructional materials by providing direct purposeful experiences. As such, the students will be given the time for them to design and work out on their theory – grounded
and principle –based instructional materials. These IMs together with their paper explaining the basis of the IMs will be submitted as the major requirement for the midterm. These

Prepared by: Noted: Approved:

FIELD STUDY 3 INSTRUCTORS MARY JANE L. TOMAS, Ph.D. RHODORA R. JUGO, Ed. D.
Chair, BSE Program Dean, College of Education
 IMs will also be presented in the final term of the Educational Technology class for the students to evaluate and refine. Also, during the midterm, several edtech-enrichment
activities will be administered to deepen students’ understanding of the abstract concepts. Attendance is a must since no learning activity can be accomplished if a student is absent.

For the finals, the students will be deployed to public schools in the locality for them to grasp the actual scenario in the field, in the world that they will be entering when
they graduate. They will be required to conduct class observations and sometimes, interviews, to be able to gather sufficient concrete and actual data which will be used in their
observation report. Also, actual visits will provide them with opportunities to interact with several professionals and colleagues in the field which will greatly help in the
development of their professional and personal work ethics. In the end of the semester, the students will synthesize their observations and must come up with an in-depth analysis
of those observations. (To guide them for their observation, the students are free to choose their guide book/ work text, but of course, they must seek their facilitator’s approval).
To develop their ability to discuss findings scholarly, they are required to support their interpretations with valid and reliable literatures. In addition to this, to ensure that students
will advance into effective and good communicators of information, their analysis and discussion is required to be at least 3,000 words. Then, emphasizing the essence of reflections
in learning, the students must make a reflection narrative. Lastly, as an experiential learning course, FS 3 demands sufficient documentations and evidences of learning. As such,
students are required to submit a portfolio containing documentations of their field visits and evidences of their learning. These activities supplemented with the portfolio will help
the instructor/supervisor to assess whether the students have gained an in-depth understanding of the concepts and theories. It is expected that this final report will demonstrate
students’ learning and the affirmation of the theories and concepts of the Educational Technology from the different observations they have made for the entire semester.

B. Grading Criteria
Reflections/Portfolio---------------- ---------------------30%
Activity Sheets--- ------------------------------------------ 50%
Attendance ------------------------------------------------- 20%
TOTAL ------------------------------------------------------- 100%
Prepared by: Noted: Approved:

FIELD STUDY 3 INSTRUCTORS MARY JANE L. TOMAS, Ph.D. RHODORA R. JUGO, Ed. D.
Chair, BSE Program Dean, College of Education
 Passing mark is 50%. The highest passing rate is 1.0 while the lowest passing rate is 3.0. The final rating of the student will be rated as follows:
0.33Midterm Grade + 0.67Final term Grade
VII. REFERENCES
Abanador, Pedro. (2012). Exploring New Trends in Educational Technology. Purely Books Trading and Publishing Corp. Intramuros, Manila, Philippines.
Bilbao, Purita P. et.al.(2012). The Teaching Profession. Second Edition. Lorimar Publishing, Inc. Quezon City, Metro Manila.
Boholano, Helen B. et.al. (2014). Field Study 3: Technology in the Learning Environment. Mutya Pub. House Inc. Malabon City.
Brawner, Dalisay G., Ed.D. (2014). Field Study 3. Technology in the Learning Environment. Adriana Printing Co.,Inc. Cubao Quezon City.
Corpuz, Brenda B. and Paz I. Lucido. (2012). Educational Technology 1. Second Edition. Lorimar Publishing, Inc. Quezon City, Metro Manila.
Garo, Candelaria D. ((2011).Theories Aand Principles of Educational Technology. National Book Store. Mandaluyong City.
Lucas, Maria Rita D. Ph.D (2015). Field Study 3: Technology in the Learning Environment. OBE and K to 12 Based. Lorimar, Publishing Inc.
Lucas, Maria Rita D. (2010). Field Study 3: Technology in the Learning Environment. Lorimar, Publishing Inc. Quezon City.
Lucas, Maria Rita D. et. Al. (2007). Field Study Experiential Learning Courses. Lorimar, Publishing Inc. Quezon City.
Lucido, Paz I. (2012). Educational Technology 2. Second Edition. Lorimar Publishing, Inc. Quezon City, Metro Manila.
Tabbada, Epifania V. And Maria Mercedes Buendia. (2015). Educational Technology 1. Adriana Publishing Co.,Inc. Quezon City, Manila, Philippines.

Prepared by: Noted: Approved:

FIELD STUDY 3 INSTRUCTORS MARY JANE L. TOMAS, Ph.D. RHODORA R. JUGO, Ed. D.
Chair, BSE Program Dean, College of Education