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    Task 1 - : Midterm Task / Activities Application Software and Productivity Tools For Educators

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    Rona Alipao
    The document discusses factors to consider when choosing and using tools for teacher training. It provides both "do's" and "don'ts". Among the "do's" are providing objectives, checking schedules, and setting aside hands-on time. The "don'ts" include getting off task, being afraid to say "I don't know", attempting overly challenging training, and overloading the workshop. The document emphasizes making the training relevant, providing incentives for completion, and having fun.

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    Task 1 - : Midterm Task / Activities Application Software and Productivity Tools For Educators

    Uploaded by

    Rona Alipao
    22 views4 pages
    The document discusses factors to consider when choosing and using tools for teacher training. It provides both "do's" and "don'ts". Among the "do's" are providing objectives, checking schedules, and setting aside hands-on time. The "don'ts" include getting off task, being afraid to say "I don't know", attempting overly challenging training, and overloading the workshop. The document emphasizes making the training relevant, providing incentives for completion, and having fun.

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    Midterm-Task

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    The document discusses factors to consider when choosing and using tools for teacher training. It provides both "do's" and "don'ts". Among the "do's" are providing objectives, checking schedules, and setting aside hands-on time. The "don'ts" include getting off task, being afraid to say "I don't know", attempting overly challenging training, and overloading the workshop. The document emphasizes making the training relevant, providing incentives for completion, and having fun.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    22 views4 pages

    Task 1 - : Midterm Task / Activities Application Software and Productivity Tools For Educators

    Uploaded by

    Rona Alipao
    The document discusses factors to consider when choosing and using tools for teacher training. It provides both "do's" and "don'ts". Among the "do's" are providing objectives, checking schedules, and setting aside hands-on time. The "don'ts" include getting off task, being afraid to say "I don't know", attempting overly challenging training, and overloading the workshop. The document emphasizes making the training relevant, providing incentives for completion, and having fun.

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    Midterm Task / activities

    Task 1 - Application Software and Productivity Tools for Educators

    1. Give at least 1 example of software (picture / icon of software) used by teachers


    nowadays. (explain)

    Due to the pandemic, students and teachers are not allowed to have a face to face classes, so the
    teachers often use Google Meet to have classes with the students. The disadvantages are that not
    all students have the access to gadgets and internet connection.

    Task 2 - Effective use of PowerPoint and presentation

    1. Make a presentation (30 secs) using PowerPoint.


    Topic – New Normal
    (Attached in the folder. File name is NEW NORMAL)

    Task 3 - TECHNOLOGY AS A TOOL

    1. What are the do's and don'ts of choosing and using the tools?

    1. Do provide a list of objectives. During their formal education, most teachers receive


    instruction that includes the use of the “anticipatory set” from the Madeline Hunter Method,
    which provides a checklist of items that should be included in a lesson plan. This simple
    statement, or explanation to begin a class, focuses the students’ attention and provides a
    framework for the information to follow. When working with teachers, this same approach
    provides a good start.
    2. Do check schedules. One of the most common mistakes made when offering training for
    teachers involves scheduling a workshop in conflict with teachers’ schedules or other planned
    events. Check with the building principal, district administrators and the athletic director. Peruse
    the school and district calendars for items that may involve your intended audience. Also,
    consider the time of day, day of the week and time of the year.
    3. Do set aside hands-on time. Teachers maintain that students learn better when they’re given
    the opportunity to practice. Whether the material offered is as simple as Internet searching or as
    complicated as learning the new school administrative database software, hands-on time proves
    invaluable in the learning process.
    Time to practice also results in better retention of the material. “The teacher proficiency level
    with a new task is established in the training session and increases with practical application of
    learned methods,” says Barbara Eubanks, district computer technician and training coordinator,
    Unified School District 446 in Independence, Kan.

    4. Do provide relevant materials. Center the training around tasks the teachers will work on after
    formal training stops. If possible, ask teachers to bring to the training project material that they
    can take back to the classroom and use right away. This provides immediate satisfaction and
    improves the chances that the teachers will make use of the training objectives.
    “Both the presenter and participant must feel confident that the technology will be utilized after
    the sessions,” contends Jan Dahlgaard, language arts teacher at Russell Middle School, Millard
    Public Schools, in Omaha, Neb. “Recently, our district transitioned to an online grading system
    between semesters. Training [at that time] was relevant because we used real students’ grades
    and attendance records to make learning the program practical.”

    5. Do provide incentives. Incentives provide positive feedback to those who complete training.


    Incentives include a certificate of mastery, a congratulatory mention at a school board meeting or
    a stipend for successful completion.
    6. Don’t get off task. All teachers have encountered the student who attempts to distract the
    lesson plan or who will not stay on task. A more advanced attendee at teacher training may
    inadvertently alter the presentation by leading the trainer in a direction that’s not intended for
    that session.
    Many times, especially when dealing with technology users with varying levels of expertise, one
    teacher may ask a question that’s not appropriate for the skill level of others in attendance.
    Simply state that this is not an objective for the training session and is better suited for a more
    advanced workshop. Offer to stay for follow-up questions and suggest that an advanced version
    of the training may follow later.

    7. Don’t be afraid to say, “I don’t know.” Teachers are familiar with these teachable moments. If
    a topic or question arises for which you don’t have an answer, a quick “planned” segue
    demonstrating the help menu may cover up a potentially embarrassing situation.
    “I like to use those ‘I don’t know’ moments to address what I refer to as clicking phobia,” says
    Kathy Adkisson, instructional technology resource teacher at Charles County Public Schools in
    La Plata, Md. “When I’m asked a question I can’t answer, I often ask teachers to join me as I
    click around and read menus that pop up or drop down. In doing so, I show them what even
    experienced computer users do when they don’t know how to perform a task: They click!”

    8. Don’t attempt overly challenging training. If a subject area is beyond the skill level of the
    audience, the attendees may feel frustrated. “When presenting a training workshop, I find that
    teachers like it when I ask a few questions to assess their levels of expertise,” notes Tresa Fahler,
    district technology training staff member and teacher at Eisenhower Elementary School in
    Independence, Kan. “I can then make adjustments to the presentation.” If feasible, break the
    audience into smaller, more teachable groups based on skill level. Then offer separate workshops
    to each group.
    9. Don’t overload the workshop. Teachers often challenge administrators to keep the student-to-
    teacher ratio low. This concept also applies to training. Even the best of trainers can’t be
    everywhere at once.
    “One important and easy way to make sure training is not overloaded is to choose the
    environment carefully,” suggests Lora Bennett, information technology manager at Charles
    County Public Schools. “Our instructional technology team prefers to limit the number in a
    computer training workshop. We worked together and built a lab dedicated to training that had
    spots for only 14 people at computers. This force instructors to keep classes to the desired sizes
    and eliminated the compulsion to squeeze just one more person into the training.”

    10. Don’t forget to have fun. IT professionals present useful information to people who care
    about education. They then enthusiastically take that information into the classrooms. Plan well,
    present with a sense of humor and know that teachers are proven learners who need a little
    special attention.

    Task 4 - Human and Non-Human Resources

    1. There are 10 factors affecting the use of resources, choose 3 (with picture) any of the
    factors. (explain)

    Occupation:
    Traditionally the family's life-style, which include time
    schedule, the entertainment schedule etc. has been
    influenced by the husband's or the head of the family's
    occupation. The time schedule of the doctors and
    businessman's family differs from that of an ordinary
    middle income salaried family. The other factors such as the
    size of income, the status of the family, and their social
    circle, are also to a large extent determined by the
    occupation of the father. Traveling allowance, housing
    facilities etc. are all determined by the occupation, which
    again affects the status and the living styles of the family.
    Socio-Economic Status:
    Social status indicates. a perceived relationship of a
    person to the social group. Social status accounts for
    differences in family values, attitudes, decision
    making and in expenditures pattern. In the modem
    urban areas, status is something which is achieved and not ascribed through birth. There is a
    social stratification in the society, as all people do not enjoy the same life style. An individual
    has many different positions in a society, each of which may have distinct status implications.
    Therefore, the individual's status is a composite of these different and sometimes contrasting
    aspects, rather than the result of anyone. These aspects and their interrelationships are constantly
    changing. The complexity of status determination demands great care in the selection if indices
    to status. Status groups are classified as upper-upper class, low-upper class, upper-middle class,
    lower-middle class, upper-lower class, and lower-lower class. Many families consciously or
    unconsciously, choose upward mobility as their goals. Upward mobility occurs only in terms of
    their education and occupation. To maintain a higher status, a family has to live up to it and this
    directly governs their expenditure pattern, values, goals and standards of status.

    Size and Composition of the Family:


    The family size, age and sex make up
    the family composition that affects their
    resource usage. If a large family attends to
    maintain the same level of consumption as
    that of a small family, it is clear that it will
    require more commodities and services.
    Food, clothing, personal care, medical care
    and entertainment expenditures vary quiet
    directly with the size of the family while
    expenditures for equipment, housing and
    home furnishings are less variable as the size
    of the family changes.
    The availability of the resources like time and
    energy for use increases as the size of the family increases. Similar to the size of the family, in
    the use of time, energy and other resources the composition of family assumes importance, If a
    large family is made up of adolescence and adults, more human resources are available' and extra
    demand on money resource may be expected. In a family where there is a grown up daughter,
    she may contribute to the availability of human resources by sharing the activities of her mother
    whereas a grown up boy may not be able to do so. Thus, the composition of the family in terms
    of sex affects the availability and use of their resources.

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