Académique Documents
Professionnel Documents
Culture Documents
By:
BBTE 4-1
Assigned at:
March 2011
DEDICATION
PRAYER
I.PUP
MISSION
VISION
PHILOSOPHY
HISTORY
MISSION
VISION
PHILOSOPHY
VICINITY MAP
COMMUNITY PROFILE
COMMUNITY PROGRAM
FOCUS ON ICT
V. ATTACHMENTS
• PHOTO COLLECTION
1. SCHOOL BUILDINGS
2. SCHOOL FACILITIES
3. TLE TEACHERS
• RESUME
This piece of work is lovingly dedicated
to all
EDUCATORS
who believes that
Teacher’s Prayer
FATHER ALMIGHTY
INTRODUCTION
The student teaching experience is an opportunity for both the cooperating teacher and the student
teacher to reach new heights of professional knowledge and practical wisdom. By acknowledging
the potential areas of conflict, and establishing professional boundaries and systems for
communication, both the new and veteran educators will grow from the experience and become
One of the most exciting aspects of mentoring a student teacher is the opportunity to learn new
ideas from them. Though sharing materials, resources, and teaching methods is part of the
mentoring process, cooperating teachers must also allow student teachers to try their own ideas to
see what works and what doesn’t. Many cooperating teachers find new resources through their
As student teachers try new methods, mistakes are inevitable. It is necessary to be build time in
after questionable lessons to discuss what worked, what didn’t, and why. Encourage the student
teacher to develop ways to authentically assess student learning, and to re-teach concepts when
necessary.
PUP VISION AND MISSION
Vision
Towards a Total University
Mission
The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and
global education and community services accessible to all students, Filipinos and foreigners alike.
It shall offer high quality undergraduate and graduate programs that are responsive to the
changing needs of the students to enable them to lead productive and meaningful lives.
2. Promote science and technology consciousness and develop relevant expertise and
competence among all members of the academe, stressing their importance in building a
truly independent and sovereign Philippines;
3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as the
advancement of moral and spiritual values;
5. Develop in the students and faculty the values of self-discipline, love of country and social
consciousness and the need to defend human rights;
6. Provide its students and faculty with a liberal arts-based education essential to a broader
understanding and appreciation of life and to the total development of the individual;
7. Make the students and faculty aware of technological, social as well as political and
economic problems and encourage them to contribute to the realization of nationalist
industrialization and economic development of the country;
8. Use and propagate the national language and other Philippine languages and develop
proficiency in English and other foreign languages required by the students’ fields of
specialization;
10. Build a learning community in touch with the main currents of political, economic and
cultural life throughout the world; a community enriched by the presence of a significant
number of international students; and a community supported by new technologies that
facilitate active participation in the creation and use of information and knowledge on a
global scale.
Goals
Reflective of the great emphasis being given by the country's leadership aimed at providing
appropriate attention to the alleviation of the plight of the poor, the development of the citizens,
and of the national economy to become globally competitive, the University shall commit its
academic resources and manpower to achieve its goals through:
Philosophy
As a state university, the Polytechnic University of the Philippines believes that:
Education is an instrument for the development of the citizenry and for the enhancement
of nation building;
Meaningful growth and transformation of the country are best achieved in an atmosphere
of brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with
the spirit of humanist internationalism.
Novaliches High School started as an annex of Quezon City High School in the school year 1960-
1961 with 88 students, 5 teacher-pioneers and a head teacher to blaze the trail.
It reached its independent status in 1964 under Mrs. Isabel C. Tinga, who was initially Head
Teacher-in-charge of the school (later promoted as its principal in the school year 1971-1972).
In the school year 1966-1967, the Reservoir, Novaliches High School’s official Publication
released its maiden issue. It was also during this year when Bienvenido E. Laguesma, once the
Secretary of Labor during the Estrada Administration graduated as valedictorian and Most
Outstanding Leader of the year.
In 1969, the school was practically leveled to the ground by the calamitous visit of typhoon
“Yoling”. But, like the phoenix that emerged young and invigorated when it rises from its ashes,
Novaliches High School rose triumphantly from its ruins through the concerted effort of the city
officials, the school administrators and civic-minded citizens, to once more meet the challenges of
time with fervor and determination.
It produced a new generation of student leaders in 1971 with Mr. Ricardo S. Reyes as the
principal – an event that would later mark the beginning of what would later be a glorious decade
in the history of the school.
In the following years, beginning 1972-1973, with President Ferdinand E. Marcos declaring
Martial Law in the country, these “New Youth of City Schools continued to emerged”.
Under the stewardship of Mr. Florencio B. Dumlao (October 1972-August 1982) ovaliches High
School became a model community school with the following outstanding achievements:
These years, under the leadership of the late Mr. Florencio B. Dumlao were considered the
“Golden Years” of Novaliches High School in the areas of academics, discipline, leadership,
cleanliness and beautification, and this developed among the students a positive brand of
activism.
With the influx of enrollees, the school was forced to open an annex at Lagro in 1974. Lagro High
School headed by Mr. Pilar, was the first of Novaliches High School’s annexes. The second
followed in 1980 Sta. Lucia High School, and then led by Mr. Eliseo Cabangon as its head
teacher-in-charge.
In the year 1983-1984 Novaliches High School boasted a total of 4,239 students and 132 teachers
under the leadership of Ms. Flor Sandoval as Secondary School Department Head and in-charge
of the school.
Novaliches High School continued to consistently produce winners in the different districts,
divisions, regional and national level contests and was also the recipient of different awards in the
“Tulungan sa Kalikasan”. These scores of awards distinctions and honors were added to the
gallery of achievement of Novaliches High School student and alumni.
The years 1986-1994 were replete with social awakenings, political turmoil, and economic
setbacks. In Novaliches High School, Mrs. Consuelo Sison, Mr. Ernesto Anunciacion, Mr.
Alfredo L. Principe, Mrs. Corazon G. Magbaleta, Dr. Marcial Domingo, Dr. Thelma Cruz, Mrs.
Angela Ferrer and Mrs. Norma Mapanao, as principals, carved a name in the hearts and minds of
the Novaliches High School graduates.
Those years were highlighted by the “Alay Linis” campaign where students were seen cleaning
not just the school premises but also the community grounds. It also marked the inauguration of
the SEDP building in 1992, which housed the science classes, as well as the blessing of the NHS
Covered Court, all through the initiative of Mr. Alfredo L. Principe.
In the later part of 1995 Dr. Gil T. Magbanua, a progressive and revolutionary principal came to
Novaliches High School. It was through his effort that the Mathay Hall was erected the early part
of 1995 with Mayor Ismael Mathay Jr. as the guest of honor.
Under Dr. Magbanua’s stewardship, for the benefit of NHS students, a massive rehabilitation of
the school buildings and other principal facilities came into place. Students’ needs and staff
development were concerns that were given top priority.
And so, beset by the perennial problem of congested classroom, Novaliches High School open its
third and fourth annexes - the San Bartolome in 1991 led by Mrs. Rosario Estrada and the Doña
Rosario Annex under Mrs. Victoria Mangosong, which was inaugurated on July 18, 2003 with
Mayor Sonny “SB” Belmonte as the guest of honor.
When Mrs. Sheridan Evangelista took over the reign as the principal in 2003, the school
renovations continued and the students were pushed to further broaden their horizons and strive
for excellence as they attended leadership trainings and competed in contests from the district to
the national level.
With Mrs. Evangelista supervising the main campus and Mrs. Lucia Herrera as the Officer-in-
Charge of the Doña Rosario Annex, Novaliches High School’s classrooms teemed with learners
and some of the teachers were given extra loads to assure that no student is neglected.
In April 2006, a vibrant, ICT-focused Principal in the person of Dr. Maria Noemi M. Moncada,
Ed.,D,LIB, formerly of E. Rodriguez Jr. High School, assumed leadership of Novaliches High
School. With the distinction of being an Outstanding Secondary School Principal since 2005, Dr.
Moncada’s vision is to turn Novaliches High School into one of the Information and
Communication Technology (ICT) Model Schools in Quezon City and Asia Pacific Region.
Through the years, Novaliches High School, as a fountain of knowledge, has endeavored to
encourage creativity, freedom of action and innovation among its faculty and students. It has
produced graduates who have consistently qualified for entry into prestigious universities like the
University of the Philippines, De La Salle University, Ateneo De Manila, University of Sto.
Tomas, the Philippine Normal University and the like.
Indeed, after more than 40 years of existence, Novaliches High School stands proud of its
greatness and of its successes amidst obscurity and innumerable setbacks. It stands as a symbol of
an invulnerable educational institution that will continue to pave the way for the present
generation and for the generations to come –- a refuge from ignorance, poverty and bigotry.
NOVALICHES HIGH SCHOOL
Vision
Novaliches is a learning institution with high academic performance thus
produces graduates who are economically self-sufficient, peace-loving,
emotionally physically and mentally healthy morally upright globally-
competitive and responsible to the demands of modern times.
Mission
Students:
1. Equip the students with lifelong skills and functional literacy.
2. Instill moral values, promote physical and psychological state of health.
3. Provide avenues for continuous acquisition and knowledge
4. Continuity provides opportunities for the discovery and development of the
talent.
5. Provide a child friendly environment for the students to have fun while
learning.
Philosophy
MUNITY PROFILE
along Lakandula and Diego Silang Streets at the heart of T.S Cruz Subdivision
1.3 hectares lot which was donated to the city government by the owners of
the T.S. Cruz Subdivision. It has 8 buildings, one of which was the old Practical
Arts Building already demolished giving way to the newly constructed four
teachers, students, parents, private organizations and communities to clean up as well as do minor
repairs for the beautification of our school and in preparation for the opening of classes last June.
NHSOC provided the volunteers with refreshments (lunch, snacks & drinks) costing us about
P14,729.00 in catering expenses. This event not only brought together some of our NHSOC
members in support for Brigada Eskwela but it also helped raised a total of P2,000 from Alumni
Donors: Ohwell Simbulan Batch 1980 and Rommel Buriel Batch 1986 (at P1,000.00 each), plus
a total of P40,000 in cash pledges. Special Thanks to the following donors: Alvin
Tanjutco Batch 1977; Rodel Esperanza Batch 1982; Cesar Dalida Batch 1982;
Archiwald Penamante Batch 1986; Chona Villafuerte-Go Batch 1986; Chona's friend
As we continue to address the needs of our alma mater, one of the many pursuits of
our NHSOC website has been our responsibilities that alumni and students
continuously have a vested interest in helping our School stay as one of the best
In 2005, our fund raising focused on funding our NHSOC’s 1st anniversary reunion
celebration and donating a drinking fountain for our school. And thanks to the
Alumni Donors: Thess Bajandi Batch 1982 (P2000), Chona Villafuerte-Go (P2000) &
Maryknoll Bathan-Zamora Batch 1989 (P1000) to help cover food expenses for the
In
I. Objectives:
II. Contents:
A. Preparatory Activities:
C. Closing Activities;
IV. Evaluation:
Short quiz
V. Agreements:
1. Make a list of the steps involved in data processing. Describe each step.
2. Identify the different types of access. Differentiate each access to one
another
References: Villanueva et. al., Effective Technology and Home Economics, pp. 318-
321
The key to any working relationship is communication. As a mentor, the cooperating teacher must
establish clear systems of communication at the start of the experience, and encourage the student
teacher to gradually assume more responsibility for leading these conversations. Mentors should
also communicate regularly with the university supervisor to share concerns, or areas of progress,
as this will prevent small issues from becoming big problems that could affect student learning.
Areas that should be discussed before the experience begins include classroom expectations (what
has to be done certain ways and what can be changed to suit the student teacher’s style);
frequency and type of feedback and evaluation (both informal and formal feedback should be
given on a regular basis, regardless and in addition to the formal system used by the university);
and ways in which the student teacher should present the experience to parents.
Preservice teachers bring some experience to the classroom, and a great deal of learning and
background knowledge. It is the responsibility of the cooperating teacher to structure the student
teaching experience in a way that treats the teaching candidate as a fellow professional, while
Establishing the authority of the student teacher with pupils is essential. Student teachers should
begin immediately taking over teaching responsibilities, gradually but quickly building to
teaching the whole day. Encourage students to go directly to the student teacher with questions,
and intervene with decisions only in cases where safety or learning are at risk. Include the student
teacher in playground or other duties, faculty meetings, professional development, and parent-
teacher conferences.
One of the most exciting aspects of mentoring a student teacher is the opportunity to learn new
ideas from them. Though sharing materials, resources, and teaching methods is part of the
mentoring process, cooperating teachers must also allow student teachers to try their own ideas to
see what works and what doesn’t. Many cooperating teachers find new resources through their
As student teachers try new methods, mistakes are inevitable. But if safety and learning are not
compromised, no harm will be done and the student teacher will come away from the experience
that much wiser. Be sure to build time in after questionable lessons to discuss what worked, what
didn’t, and why. Encourage the student teacher to develop ways to authentically assess student
The student teaching experience is an opportunity for both the cooperating teacher and the student
teacher to reach new heights of professional knowledge and practical wisdom. By acknowledging
the potential areas of conflict, and establishing professional boundaries and systems for
communication, both the new and veteran educators will grow from the experience and become
Substitute Teaching
From KDP Novice Notes
Substitute teaching, the one-dreaded, fallback start to a teaching career is now a “foot in the door”
in many districts and even a longtime choice for some educators. For teacher education students,
substitute teaching offers pay-in-the-pocket learning experiences! It’s all in how you look at it.
If you decide to view substituting as additional preparation for your teaching career, then strive to
be as professional in this temporary position as you would in a permanent placement. You can be
Professional Practices
Inspire confidence and assure students and administrators with your professional attitude and
• Bring supplies that may not be readily available – tape, scissors, and extra pencils, as well
as backup lessons.
• Follow the teacher’s plans exactly. Teachers may complain to administrators when their
• Conversely, they also let the principal know when substitutes do an excellent job.
• Familiarize yourself with educational jargon such as IEP, ELL, and intervention specialist,
• Teach with a keen awareness of students. Implement lesson plans intelligently and
perceptively. Watch each student, anticipate responses, and motivate students to do their
work.
• Act like a pro. Stand up straight with your hands behind your back or at your side, not
crossed in front of you. Make eye contact, and model each behavior you expect of
students.
• Leave a note for the teacher summarizing the day and include your contact information.
Personal Conduct
On and off the job, conduct counts! It reflects your maturity and professionalism.
• Converse in a friendly, professional – but not too personal- manner with students,
• Acknowledge politely, but change the subject with students comment on you personally –
• Socialize sparingly at football games, the store, or the pizza parlor. Students can lose
respect for you as a teacher if you act too casually; then discipline suffers.
Groundwork
Substitute teaching can build classroom skills and help establish your professionalism with
• Prepare for activity in the classroom rather than supervision. Maintain a flow of activity
for students from the moment they arrive. Follow routines to take attendance, group
students, and distribute materials, for a smooth-running classroom. Avoid time fillers such
as copying items from the board or completing worksheets. They are raw opportunities for
student misconduct.
• Be the guest teacher. By your actions, signal to students that you are more than a “real”
teacher fill-in. Move about the room, keep on task, complete projects, and direct avid
discussions.
• Ask questions about the school. A substitute demonstrating detailed knowledge about
• Network. A successful day should include a good conversation with a key player in the
• Expect success and be ready to start. One day you’ll get a call to teach – and it won’t be
Middle School student Mercedes Zamora, 12, started the school year.
The honors student immediately recognized a tougher course load and higher expectations for all
students, regardless of their grade-point average. It showed teachers and students were serious
"There is a big difference. I work a lot harder. It's a great challenge. When I'm not challenged, it's
Pledging a more rigorous curriculum aimed specifically at preparing students for college, Fees
started the school year with honors-level courses for all grades in core subjects and a method of
Students must also complete every assignment, so the days when a paper or lab write-up that was
not turned in and was skipped and given a zero, no longer exist. Mercedes said she noticed that
students who had skipped assignments last year are getting better grades under the new format.
"When you say Fees Middle School, it sounds like an ordinary school. But when you say Fees
College Preparatory, everyone knows your school is doing something different to get kids to go to
Seventh-grader Michelle Sebastian, 12, said teachers are stricter this year.
"It's going to get us more ready for college because they're teaching us to work harder," she said.
One significant change relies on students solving problems and doing projects using their critical
thinking skills instead of teachers pointing out wrong answers or explaining their mistakes right
away.
For example, math teacher Mike Blakely gives his students a task but does not give them step-by-
"I'm trying to pull from them what they know. It makes them take what they know to figure it
Initially, he said the transition was difficult on both sides. But a few months into the school year,
"If you give students high expectations, the results are going to be good," Blakely said.
Assistant Principal Martha Jacobo-Smith said students are responding positively, knowing they
are being held accountable for their work. A grading system composed of nothing lower than a C
also contributes to this attitude. Any grade below a C is categorized as incomplete and the work
must be redone.
"Students are behaving completely differently. They know what's expected of them," she said.
Social studies teacher Kate Helm said letting students make mistakes and struggle for a bit took
"It was really difficult to watch them. It's hard because it's ingrained in you as a teacher that you
among the skills stressed in Fees' classrooms that are needed for long-term academic success,
Helm said.
But honors students are not the only ones expected to benefit from the curriculum. Intervention
periods are provided for students who need to complete assignments or extra help. The new
format is also aimed at average and non-excelling students regardless of their demographic or
"We've changed the views and expectations of students. I think when you have low expectations,
Parent Kristin Shaeffer has noticed the change in her son, who looked up colleges on the Internet
for an assignment and now wants to attend the Massachusetts Institute of Technology based on
"He kept calling me to the computer (saying), 'Look, they have an orchestra program. Look,
they've won these awards,' " Shaeffer said. "He takes pride in this new focus."
Shaeffer has noticed the increased rigor this year over last year and also her son's heightened
interest in what he's learning. She also approved of the new teaching strategy.
"My son has grown by making mistakes and has learned a lot of organizational skills and
Unlike other college prep schools that are designed to serve only high achievers, Shaeffer said
Fees does not let any student fall through the cracks or feel inadequate if they cannot keep up.
"Any child, no matter what their academic level, is going to take away very long-term benefits,"
she said. "Average students will feel empowered that they will be successful in college."
To be an effective teacher, you would need to use different methods and strategies. Teaching
strategies, of course would depend on how receptive your students are, topic and of course
• Lecture
This is among the leading teaching method or strategies, if you think about it, there are about 80
percent of educational institutions who would use this kind of method. Although, there are new
strategies can be used as medium of instruction, lecture method is still one of the most important
ways to teach.
There are pros and cons for using lecture as your mode of instruction. It is advantageous since it
allows you to convey as much information and knowledge as possible to a big number of
students. But with this kind of setup, student participation could be weak and students may have
If you plan to use lecture as method of instruction, then it would be important to prepare an
outline and make the lecture concise. You would also have to pay attention to the participants, so
that you can get their feedback and points of clarification. You do not have to perform magic
tricks to catch your participants attention, but would have to be excited and at the same time,
• Cooperative Learning
Another great teaching method that would give you benefits would be cooperative learning. It can
also be called Collaborative Learning. Students are divided into groups and they are given tasks
that they should accomplish as a group. With this kind of instruction, it is important that the
facilitator or the teacher would monitor the groups to ensure that everyone is participating.
To get rid of this obstacle, teachers could give each member of the group a specific task that
would be based on their ability levels. The groups do not have to be permanent. The teacher just
needs to have adequate plans to accommodate all the groups and its members.
• Inquiry-based learning
This teaching method is slowly becoming popular in classrooms. In this method students would
be able to learn by practicing problem solving and critical thinking. This method would entail
planning, time, energy and patience. But the results are said to be very effective.
Students are responsible for learning concepts. They are encouraged to do research and improve
their research skills. It can be used for different kinds of subjects and modified based on the age-
• Distance learning/education
This is a new strategy brought about by development in our technology. Teacher and student,
usually are not in the same place. Most distance learners are tied down because of numerous
reasons, family or work. But even in these conditions they would like to pursue their education.
Thus, universities and colleges started offering classes outside the classrooms.
Communication through e-mails, e-groups and online messengers are the primary means of
communication. In this kind of teaching approach, the students and the teachers should be
knowledgeable with recent computer technologies, especially for online messaging and the likes.
• Informal instruction
As the name itself says, this teaching approach uses methods which are less formal than usual
teaching methods. If you are a teacher and you know your student’s interests very well, then this
would be an ideal way of teaching. If you do not yet, then you can always ask them whether it is
by group or individual.
Many people are gearing towards online teaching. Why more and more people are showing
interest is because of different administrative and accessibility reasons. For school and program
administrators, facilitating online education can be a lot easier than traditional teaching.
Why?
First, materials could be easily updated. Access to certain files can be restricted by using
passwords, time and date access. Aside from that, teachers could also facilitate large classes easily
It is also more flexible, since online teaching can encompass different limitations like time zones,
geographic locations and physical limitations. Technology can also help in enhancing learning
and knowledge among students. Technology would also allow your students to collaborate with
other student. Teachers could also explore different teaching methods of presentation.
To make online teaching a great experience for both teachers and students, there are things that
• Set time frames at the beginning of the course. Use these times to respond or reply to student
comments and questions. This practice would help a teacher develop discipline among students
and at the same time set a routine for them. Make sure that students re well informed about the
If there would be any circumstances that you should change the time frame for responses, then
make sure that you students are informed of the changes. Give them adequate time to be informed
of the changes.
You should also inform your students if you will be missing for any part or the duration of the
semester.
• If you have assignments and discussions, then provide general feedback to the entire class. This
would allow students to get exposed to other ideas and at the same time learn from each other.
Give your students positive reinforcement and encouragement. Give them feedbacks that would
actually help them in improving their work. Comments like “good” can never be sufficient. Give
enough comments.
• Avoid over-facilitating. As a teacher, you do not have to answer all the questions. If you having
online discussions, let your students answer to each other. For example, if somebody asked about
a certain topic do not respond immediately. After a few days you would notice that some of your
to student comments or post an idea that would encourage students to answer or post messages.
Aside from that, avoid having long lulls in the discussion boards. There would be times when
students would no be posting anything since there are nothing new to post about, so best to avoid
those circumstances.
There are also tendencies that students would stray away from the topics and discuss something
else. Guide your students and make sure that they would be discussing the topic. Redirect the
discussion but do not appear to be harsh, use humor, jokes or graphics to redirect the discussion.
• Before you move on to a new topic, make sure to summarize or having a closing session about
the topic. Make sure that students are united in understanding the concepts. This would be the
time to level-off with the students so that they would not get lost in the next topic.
Online teaching has many benefits, it is flexible and technology can be explored in different ways
so that you, the teacher and your students would benefit from it.
School ICT lessons a 'turn-off', says Royal
Society
ICT lessons: Inspiring pupils for the future or turning them off?
Information technology lessons in UK schools are so dull they are putting pupils off the subject
economy.
Launching a study of how lessons might be improved, the society said the number of pupils in
England doing ICT GCSE had fallen 33% over three years.
And there was a 33% fall, between 2003 and 2009, in ICT A-level candidates.
Now the Royal Society, the UK's national academy of science, is embarking on a new study:
Computing in schools and its importance and implications for the economic and scientific well-
“Start Quote
We are now watching the enthusiasm of the next generation waste away through poorly conceived
Researchers will look at curricula for ICT and computer science in schools, current exams and
assessment processes, training for teachers, as well as the facilities and resources available in
BCS Academy of Computing, the Council of Professors and Heads of Computing, Google,
Chair of the study, Professor Steve Furber, said: "The UK has a proud history of leading the way
in the field of computer science and associated disciplines, from the development of the world's
first stored-program computers to more recent innovations such as the invention of the world-
wide web.
"However, from this bright start, we are now watching the enthusiasm of the next generation
"If we cannot address the problem of how to educate our young people in inspirational and
appropriate ways, we risk a future workforce that is totally unskilled and unsuited to tomorrow's
job market."
Professor Matthew Harrison, Director of Education at the Royal Academy of Engineering said:
"Young people have huge appetites for the computing devices they use outside of school.
"Yet ICT and computer science in school seem to turn these young people off.
"We need school curricula to engage them better if the next generation are to engineer technology
tempted to say that people learn in the same way now as they did thousands of years ago, so
research, apart from keeping abreast of the latest developments in technology, is pretty redundant.
First, we don’t know what we don’t know. Research can shed light on issues we didn’t even know
existed, and can raise questions we hadn’t realised even needed asking. Second, I’m not
convinced that people do learn in the same way as they did thousands of years ago. Technology
has meant that we can make mistakes that would have been fatal in the past, through the use of
simulations and modelling. Social media has meant that we can canvass, or be exposed to, views
from a much wider range of people than would have been possible hitherto. This happens by
accident almost. For example, I recently wrote an article about how school districts in the USA
are spending their money on computer hardware. This led to comments by John McLear, Michael
Pickett and someone called Hamish. All their views are interesting, especially as two of them
(John and Michael) seem to feel the same way as I do about tablets vs netbooks (article on that
subject is already in the works). Moreover, Michael has provided a couple of links to articles on
his website which I am looking forward to reading, and provided a further reference in Twitter
this morning. Perhaps in a sense the actual mechanisms by which stuff enters our brains, stays
there and then becomes useful in a practical way really hasn’t changed for millennia – which may
I’d also say that, if you discovered that your doctor hasn’t read a medical journal article since he
or she qualified, you might consider changing your doctor! Hopefully, research is not a life or
death issue in education, but I do believe that what makes a professional a professional is keeping
up-to-date with the issues and thinking that are pertinent to that subject. That’s why it’s quite right
that the powers-that-be believe teachers should continue to do research, although I agree with
Christina Preston (see below) that such research doesn’t have to be at Masters level.
What is research? On the one hand you have the highly academic stuff that universities and other
institutions engage in. On the other hand you have Freda Bloggs keeping a note of what happens
in her classroom when she introduces a new application into her teaching. And somewhere in the
middle are people like myself, who carry out research via online surveys or in Twitter. The
methodology may not be scientific in the true sense of the term, but I like to think that at the very
least it can act as a catalyst for discussion and flag up issues for further exploration.
But enough of this persiflage! Take part in a free online discussion, which takes place at 7pm UK
time on Tuesday 8th February, under the auspices of Vital. Christina Preston, founder of the
discusses the importance of research for ICT co-ordinators. This is important because we don’t
have to rely on anecdotes to show people how important technology can be in the learning
process. Join Drew Buddie and me for an online discussion here. Please note that the discussion
13 reasons to use
educational technology
in lessons
By Terry Freedman | Thursday, March 3, 2011 at 3:34PM
Sometimes you need to convince colleagues to think about using educational technology in their
lessons, or to identify where in their scheme of work they could incorporate it.
This list is a starting point: you may find one or two points that would "resonate" with your co-
other subjects. That’s because “real” ICT is more about thinking skills than
2. ICT can provide both the resources and the pedagogical framework for
computer programs are available that adjust themselves to the pupils’ level
and then set appropriate tasks and give feedback on performance. Used
Also, newer technologies such as Web 2.0 applications enables pupils and
education.
3. ICT places all learners on an equal footing. Given the right hardware, software
4. ICT has been shown to have benefits in terms of motivating pupils. That
comes about partly through factors like being able to produce nice-looking
work with no teacher’s red marks all over it, and partly because the computer
5. ICT enables pupils to gather data that would otherwise be difficult or even
impossible to obtain. For example, data from inaccessible places (eg outer
space), inaccessible times (eg overnight), from both overseas and nationally
time intervals.
costly or both. For example, pupils can use the internet to get up-to-the-
minute information on prices. They can use a DVD or the internet to watch
of music by Mozart.
pupils of Business Studies and Economics can see what might happen to the
economy if interest rates were raised or lowered. Pupils can use webcams to
8. ICT enables pupils to draft or redraft their work until they are satisfied with it.
personalised learning.
lessons which make use of it start off with an advantage (which is all too often
squandered).
enabling her to personalise the interface, select and create resources, and
schools have a duty of care to ensure that pupils understand issues such as
keeping safe online, protecting their identity, recognising good and misleading
from:1-palestine
2 6:150 17:46
Month of January 5
AM PM
2 5:27 17:08
3 6:06 16:36 6
I.Multiple Choices. Direction: Choose the answer that best completes each sentence.
II. NUMBER CODE. Choose the letter that corresponds to the number to form a word
AB CD EF GH IJ KL
4 6
1 2 3 5
MN OP QR ST UV WX YZ
7 9
8 10 11 12 13
Ferranco, Hanelyn L.
City Address: Blk 20 Lot 20 Recomville II Bagumbong Caloocan City
OBJECTIVE
PERSONAL BACKGROUND
Age : 21
Religion : Roman Catholic
Citizenship : Filipino
Height : 4’9
Weight : 47 kg
EDUCATIONAL ATTAINMENT
Commonwealth
2007 - 2011
2002-2006
1996-2002
QUALIFICATIONS / SKILLS
Computer Literate
Office Procedure
Basic Stenography (English and Filipino)
Can teach Electricity, Drafting and Computer Education
Can be described as determined, honest, patient, flexible, trustworthy, goal-oriented
and God-fearing.
Office Staff
Quezon City Planning and Dev. Office (QCPDO) -OJT
10th /F High Rise Bldg. Quezon City Hall, Diliman
Nov. 2008 -March 2009
CHARACTER REFERENCES
Bing Moses
09295221259
09219667143
________________
Ferranco,
Hanelyn L.
EVALUATION FOR PRACTICE TEACHER
DATE: Feb. 23, 2011
Maximo L. Ramos
TLE Dept. Head
RATING: EXCELLENT
RATING: EXCELLENT
Carmen A. Parungao
MT-1
RATING: EXCELLENT
COMMENTS/SUGGESTIONS: The teacher shows mastery of the subject matter. She
has a well modulated voice. She uses approach understood by the learners. The
students participated well in the discussion, a strong indication that the students
learned. Encourage the students to express their own views. Congratulations for
the job well done!
COMMENTS/SUGGESTIONS:
Elueterio S. Vargas
Teacher I
RATING: EXCELLENT
COMMENTS/SUGGESTIONS: CONGRATS!
Ofelia G. Hipolito
Teacher I
RATING: EXCELLENT
COMMENTS/SUGGESTIONS: Congratulations!
Ceferino Q. Bajo
Teacher II
RATING: 93%-VERY GOOD
Beatriz A. Briones
Teacher I
Mercedes Bautista
Teacher I
RATING: 95%-EXCELLENT
COMMENTS/SUGGESTIONS: Congrats!!