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Education institutions, like all service organizations inthe digital information era, must seek every means to enhance quality ofservice delivery and drive efficiency and cost savings. In other words thejourney for digital transformation in education should lead to a broader vision that enablesconstant innovation and enhancement of teaching and learning ; it must alsoimprove the operational efficiencies of administrative and management servicesfor students, educators, and the community.
Electronic Class Record K To 12 Download
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Before the school year of the next academic calendar starts,teachers are preparing their stuffs. One of their stuff is the ClassRecord. The class record is a documentcontains the record of performance of their students. In several institutionsClass Record is distributed. The teachers will use it by transferring thegrades of students from source in any form to the class record. Human error isalways present in computation of grades. The time it takes to transfer therecord from the source to the templates is also great concerns and timeconsuming.
What is Electronic Class Record? The ElectronicClass Record for computation of grades also known as Policy Guidelines onClassroom Assessment for K to 12 Basic Curriculum Program or DepEd no. 8, s. 2015. The templates were designusing basic features to ensure sustainability and minimize technicaldifficulty.
As a teacher E Class Record was very helpful for us incomputing grades. It help us to make our works easier and faster, because ofthis software we can lessen human errors in computing grades and also the timewe spent in computing grades manually.
This study aimed to design, develop, deploy and evaluate an electronic class record (e-class record). Microsoft Excel is used to develop the electronic class record and several Microsoft Excel arithmetic operands and functions like VLOOKUP, IF, AVERAGE, COUNTIF are used. A worksheet template was developed to accept the name of the teacher, course code, the course title, section, schedule, room, student number, student name, grade level, gender, date of each class, base grade, test items attendance, and performance of the students. These serve as the input of the e-class record. The e-class record automatically computes the grades of the students following the standard grading system. The developmental process and prototyping method were utilized to develop the e-class record. Testing, deployment, and evaluation have been initiated to observe its acceptability. It is found out that the e-class record can generate the quarterly and final grade of the students, total number of absences and tardiness of the students, grade sheet with the corresponding level of evaluation of each student in the class, and summary of the total number of students for each of the level of proficiency. It is recommended that further study may be initiated to utilize the output of this study as an input of an online application such as an online grade viewer. Security of previously submitted grades from being changed by the teacher accidentally or intentionally must be also taken into consideration. A report card may be also included in the system.
New technology is making it easier than ever to create informal classroom recordings of teachers teaching and students learning. Why do it? For me, the opportunities to improve my practice are worth the extra effort.
In the past, I just set up my iPad without the SWIVL and captured what I could. In my mind, the advantages with the SWIVL are the ability capture different vantage points and to improve the sound quality.
Classroom recording is not a new idea, of course. For many years I enjoyed watching the original Teaching Channel which featured short clips of teachers and students in a variety of settings. It was my experience watching those clips that encouraged me to begin recording my own lessons.
When I sat down to watch my first lesson, it was difficult. Reality turned out to be much different than the idea that I had in my head. However, after I got past the initial discomfort at watching myself, I could actually start noticing what was going on in my classroom.
One thing that has become clear to me from watching my lessons: the less I talk the better. It was hard for me to watch on the days when I was at the board for longer periods of time. Watching someone do math problems is not fun. I realize that direct instruction is necessary at times, but it has become obvious to me that it needs to be used with discretion and I need to do a better job with my delivery.
I actually enjoyed watching as the students worked with each other to solve problems and figure things out. I watched with interest to see if students were off task. In general, the classes in which students were working in groups seemed to go well.
I think in part this was because they are used to it and know what I expect. We have spent a lot of time discussing the need for them to be responsible for their learning and to work with each other to get help. I was pleasantly surprised to see that when students had the opportunity to work in groups they stayed on task for the most part.
However, as I watched the video I saw there were a few students who seemed to struggle more than I had realized. In response, I plan to create some extra supports for them. I was also surprised to see that I consistently spent a little more time with some groups than others, something I am glad to be aware of.
Another eye opener for me has been how often my facial expressions or tone conveyed impatience or frustration. I thought I maintained a neutral expression for the most part, but after watching the video I realize I need to do a better job with my demeanor.
I think I began doing that when I first started teaching to see if students were paying attention, and I just do it out of habit now. So I am going to try to develop good, conceptual questions for my lessons. Fortunately, one of my colleagues is great at this and she is always willing to help me!
This seems like such a great thing to do for personal professional improvement, but also, for students who are ill, MIA or on prolonged trips. I assume you can post lessons etc. Also, I am sure permission slips need to be signed if posting is an option.
I am currently in a teacher ed program and we have a bunch of these devices! We use them as well to record ourselves teaching and then reflect just as Michelle does, we also use them for our edTPA taping.
The device is called a SWIVL ( -Robotic-Platform-for-Video/dp/B00JZM7UGG). I believe that it comes with everything. The only thing that you need is your iPad or iPhone and then a free account with SWIVL.
Christopher thank you for your comment! In addition to purchasing the unit from Amazon you can also buy directly from Swivl. I think it is so interesting that these devices are being used in teacher education programs for reflection. Reflection was not really emphasized in my teacher ed program, so I am glad to hear that new teachers are being trained to be more reflective. Thanks again!
I found your post via the MindShift newsletter. I have been a teacher in a variety of settings for nearly 20 years. I congratulate you on your courage, not only to take an honest look at your practice (noting the successes, too), but to share your experience with a wider audience. Your willingness to be vulnerable for the benefit of so many others inspires me. You are a mighty one! Thank you! May you enjoy many years of satisfying good work!
He is one of the experts in CTU Tabogon, Math and Research Instructor, Chairperson of Research and Development, who impart his knowledge about Electronic Class record he developed to the Hospitality Management Department of CTU Carmen.
This E-Class Record has been beneficial for the instructors because it is user-friendly and convenient. Using a Microsoft Excel file document format gives the teachers important grading information and evaluations on which class recording of grades is now more reliable and efficient.
He also thanked their Dean of Instruction, Dr Noel Roble, COT Dean, Dr Aude Mae P. Signe, for their support and cooperation in making the training successful. Furthermore, Dr Agustin thanked Dr Rubin M. Ungui, CTU-Daanbantayan Campus Director and Dr Rolina C. Paran, CTU-Tabogon Acting Campus Director, for permitting Prof. Salera to train the HM faculty in CTU Carmen. Lastly, he acknowledged the Management of CTU-Carmen Campus for allowing them to have the said training.
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The study was conducted at the Cavite State University-Naic. It aimed to assess the existing electronic class record (e-class record) used by the faculty members, problems encountered by teachers on the use of e-class record; and recommend solutions for teachers and administrators to solve problems encountered in the use of e-class record. The statistics used were weighted mean, ranking, frequency distribution, and percentile. In the assessment, faculty members believed that using the electronic class record lessens the amount of time spent by teachers in grade computation. They also believed that the e-class record made their computation easier with a weighted mean of 4.62. All faculty members favored the benefits of using the electronic class record. Meanwhile, the lowest mean of 3.79 is on the use of electronic class records to help update students about their academic strengths and weaknesses. Most of the recommended solutions in the survey were agreed upon by the teachers. First on the rank was that there should be an immediate response from technical personnel regarding problems with the computer system. The second was the conduct of regular updates of the e-class record. The third was to provide adequate computer facilities such as printers and computers for the faculty to encode their grades. And last on the recommendation was the conduct of training on basic computer skills. 152ee80cbc
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