PANGASINAN STATE UNIVERSITY

Bayambang, Pangasinan
BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL STUDIES

EGROS, AILA ERIKA D. 08/12/2021

PROF ED 110 - POST MID-TERM SESSION GUIDE

ASSESSMENT
Analysis on Research Abstract
The research study in which the abstract was drawn explores the new literacies integration by student
teacher/cooperating teacher dyads in elementary schools. The abstract contains the summary of the study which
includes the several ways to examine dyad new literacies integration and the lessons learned.
The ways to examine dyad new literacies integration are a) enacting professional development in the
classroom, b) planning lessons to involve children with new literacies, and c) impacting dyad collaboration.
Meanwhile, the lessons learned include collaborative approaches to integration that work, teacher growth
comes with empowerment and dyad partners become learners together when adding a new literacy focus. An
innovative student teaching design arises to prepare teachers for 21 st century.
Analysis on the research abstract made me perceive this study as an addition to research on the processes CTs
and STs used to integrate new literacies. This qualitative collective case study looked at the collaborative processes
involved in developing TPACK lessons through new literacies integration by ST/CT dyads working with a coach in
primary classrooms, going beyond individual teacher uses of technology. Meaning, this study explored and supported
the integration processes. It answers the call for innovative collaboration.
Based from this research abstract, I conclude that teacher education should focus on equipping pre-service
teachers with 21st-century skills. In addition to teaching resources, twenty-first-century learning tools are available.
Pre-service teachers must learn how to use modern technologies both personally and professionally, and they must
have a positive attitude toward enabling this learning in learners while learning from them.
1. Draw relevant life lessons and significant values from personal application of functional literacy.
Functional literacy is about developing and enhancing the skills our whole society needs to function. For
example, if we don’t have individuals with mathematical knowledge, reading and writing skills, or analytical abilities,
we cannot have functioning communities, businesses, or governments. (Regenesys Business School, 2021)
Functional literacy includes media literacy, financial literacy, computer literacy, scientific literacy, health
literacy, civic literacy, and many more.
Personally, as a pre-service 21 st century teacher, being functionally literate is not an option but a requirement.
Considering today’s advancements in technology, being digitally literate is essential. In digital literacy,
communication and critical-thinking are vital. When communicating in a virtual environment, I learned that the ability
to clearly express ideas, ask relevant questions, maintain respect, and build trust is just as important as when
communicating in person. Aside from having good communication skills, organizational and practical skills are also
needed.
 As a current university student, I have lots of documents and files on hand and having the ability to use my
computer for storing and organizing them efficiently is a big help. Moreover, being digitally literate lets me know how
to find and consume digital content. It helps me know how to create, communicate, and share digital information.
With the pandemic going on, the shifting from traditional classroom to virtual classes proves that change is
constant and we need to adopt in order to survive. Functional literacy helps us in doing so.
2. Answer the following questions based on the research abstract.
A. Give 3 implication to teaching-learning situation.
 CTs and STs became learners when they focused on new literacies integration using Collaborative
Inquiry and supported by focused coaching.
 Teacher resourcefulness led to paradigm shifts using technology as a learning tool rather than
teaching tool across transitional weeks. Teachers designed new literacies experiences embedding
technology skills, effective student use, and developmentally appropriate tasks.
 Based upon the findings, a new Triarchic Model of Teacher Preparation emerged. A triad
comprised of CT and ST assisted by a coach plan, teach, and reflect using collaborative inquiry to
create learning experiences that embody meaningful technological pedagogical content knowledge.
B. How are new literacies integrated by students and instructors in their schools?
B.1. Students
As most students of the 21 st century are considered digital natives, they are expected to move
much more quickly to identify problems, to evaluate and synthesize information from a number of
sources in order to try to solve those problems; to communicate with others about problems and
potential solutions; and to monitor the solutions found and stay up-to-date with new issues as they
arise. Hence, using the internet to find information and putting these information in multimedia
presentations is one way for students to integrate new literacies.
B.2. Instructors
It is essential for teachers to ensure their students are engaged in literacy. However, with a
world of digital materials at students’ fingertips, traditional instructional materials like textbooks are
no longer sufficient. But that doesn’t mean that the role of the educator is necessarily diminished. To
the contrary, educators could be even more important as they guide students through the contexts of
learning materials, not simply the content. Educators must develop these new literacies themselves
– for themselves – before they can support students in developing them for themselves. Instructors
can integrate new literacies in their schools by letting their learners lead their learning, creating an
inquiry-based classroom environment, encouraging collaboration and creativity, and developing
critical thinking skills through solving problems and making inferences.
3. How did the results of the study on new literacies in a Midwestern Public University impact the student
teaching design?
The findings of the study conducted by Friedrich (2014) were: (a) collaborative approaches support new
literacies integration, (b) teacher and student growth and empowerment emerge through collaboration, (c) STs and
CTs became learners working together with technology integration as added focus, and (d) the Triarchic Model of
Teacher Preparation demonstrates collaborative inquiry for TPACK development. Now, it impacted the student
teaching design by answering the call for innovative and collaborative CT/ST formats.

REFERENCES:
https://insights.regenesys.net/the-importance-of-functional-literacy/
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1216&context=cehsdiss
http://hackeducation.com/2014/11/11/new-literacies-in-the-classroom