College of Teacher Education

COURSE SYLLABUS IN Technology for Teaching and Learning 1

Course Title: Technology for Teaching and Learning 1 Instructor: GARY CUASAY, Ed.D.

Prerequisite: None Class Schedule: Monday – 10:30-11:30 & 3:00-5:00

Tuesday – 1:00-2:00 & 3:00-5:00
Wednesday – 10:30-11:30 & 1:00-2:00
Thursday – 10:30-11:30 & 2:00-4:00
Friday – 7:30-9:30, 10:30-11:30 & 2:00-4:00

Credit Units: 3 Consultation Hours: Tuesday & Thursday 7:30-9:30

Number of Hours: 3 hours/week Term: Second Semester 2018-2019

BSEd VMGO

VISION: A center of Excellence in Teacher Education in Region IV.

MISSION: The Teacher Education Program continues to train future teachers who
are competent, excellent and responsible citizens.

GOAL: To produce teachers who meet global standard and who are well-
prepared to contribute to quality education.
OBJECTIVES: 1. To develop teachers who are committed to practice analytical and
critical thinking.
2. To enable learners to develop to the fullest their potentials to a
continuing pursuit for professional advancement.
3. To inspire learners to reach greater heights of human aspiration.
4. To provide leadership in doing researches and extension activities for
national development.
5. To become globally competitive and lifelong learners.

CORE VALUES
MinSCAT plants RICE R-Responsibility, I- Involvement, C-Commitment and E-Excellence

PROGRAM OUTCOMES:
1. Articulate the rootedness of education in philosophical, socio – cultural, historical, psychological, and political contexts.
2. Demonstrate mastery of subject matter/discipline.
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments.
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
5. Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices.
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
8. Pursue lifelong learning for personal and professional growth through varied experimental and field – based opportunities.

Course Syllabus in Technology for Teaching and Learning 1 Page 1 of 7

COURSE DESCRIPTION:
Technology for Teaching and Learning I (TTLI). This is a 3-unit introductory course that explores basic knowledge and skills and
values in the use of technology for teaching and learning. This course includes ICT Policies and safety issues, media and technology in
various content areas, learning theories and principles in the use and design of learning lessons, teaching-learning experiences and
assessment tasks that utilize appropriate traditional and innovative technologies with social, ethical and legal responsibility.

COURSE OUTCOMES:
At the end of the semester, the students must have:
1. Explain ICT policies and safety issues as they impact on the teaching – learning process.
2. Identify learning theories and principles applied in the design and development of lessons through appropriate media and
technologies for teaching learning.
3. Integrate media and technology in various content areas.
4. Formulate teaching – learning experiences and assessment tasks using appropriate and innovative technologies.
5. Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources.

LINK TO PROGRAM OUTCOMES:

PROGRAM OUTCOMES

After completing this course, the students must have: Common to BSED Program

6 7 8 9 10 11 12 13

CO1. Explained ICT policies and safety issues as they impact on the teaching – learning process. L L O

CO2. Identified learning theories and principles applied in the design and development of lessons L L O
through appropriate media and technologies for teaching learning.

CO3. Integrated media and technology in various content areas. L P P P P O O

CO4. Formulated teaching – learning experiences and assessment tasks using appropriate and
L P P P P O O
innovative technologies.

CO5. Demonstrated social, ethical, and legal responsibility in the use of technology tools and
O L O P P O
resources.

Legend:
L – Facilitate learning of the competencies (input is provided and competency is evaluated)
P – Allows students to practice competencies (no input but competency is evaluated)
O – Opportunity for development (no input or evaluation but there is opportunity to practice the competencies)

COURSE OUTLINE:

Week Course Outcomes Topics Teaching/ Learning Activities Assessment

Week 1 At the end of the semester, MinSCAT VMGO

(1 hour) the students must have: Discussion of VMGO and
1. VMGO Core Values Pictographic
1. explained the VMGO 2. Core Values
and core values of the 3. Academic policies The students will be given Presentation
institution 4. Course Syllabi Situational Analysis related to
2. exemplified the VMGO VMGO Graded
and core values Recitation
3. applied the core values Memorization and deep
4. reflected on the value of understanding of the VMGO in
institution’s academic class
policies
internalized the VMGO,
core values of the
college as well as the
academic policies

At the end of the topic, the Unit 1- Introduction to

Week 1 students must have: Technology for Teaching
(3 hours) CL01 and Learning

Course Syllabus in Technology for Teaching and Learning 1 Page 2 of 7

 Week Course Outcomes Topics Teaching/ Learning Activities Assessment

Understood ICT in Education A.
 Defined basic concepts
in understanding ICT in
Education
 Identified roles of ICT in
teaching for learning
Week 2 At the end of the topic, the
(3 hours) students must have:
 Enumerated the national
ICT polices affecting
classroom practices
 Described the
implementation of ICT
policies in teaching and
learning
Basic Concepts to be Brief Lecture: With the aid of a
defined: PowerPoint presentation, provide
1. Technology an overview of the Subject
2. Information and
Technology for Teaching and Use a rating
Communication
3. Educational Learning. scale for the
Technology concept map
4. Technology, Media developed by
and Learning Small Group Discussion: Give each group.
5. Instructional graphic organizers of the different
System and concepts to be defined through the
Instructional use of concept mapping. Pen and
Technology
6. Technology Tools Paper Test
Whole group discussion. Present to
1. Roles of ICT in the whole class group discussion.
Teaching for Learning
Present to the whole class group
outputs.
Unit 2. ICT Policies and Video/Film showing about ICT
Safety Issues in Teaching Policies and Safety Issues in Postings of
and Learning Teaching and Learning comments and
A. ICT National or reflections ICT
International Policies policies in
That Are Applicable to Group Interviews: Organize small Freedom
Teaching and Learning groups to conduct interviews and Wall/Blog
B. Safety Issues in ICT observations on practices that
address safety issues in ICT for Rubric for
teaching and learning. reflections and
comments

Checklist on
practices that
address safety
issues
Week 3 – 4 At the end of the topic, the Unit 3. Theories and Active Learning with the Teacher- Reflection
(6 hours) students must have: Principles in the Use and Led Discussion on Dale’s Cone of Posted on the
Identified learning theories Design of Technology Experience and how its principles online
and principles applied in Driven Learning Lessons and theories are utilized in the Blog/’Classroo
the use and design of technology-driven teaching and m-made
learning lessons with A. Learning Theories and learning. Twitter Wall’
technology Principles in:
- Identified learning 1. Dale’s Cone of
principles and Experience (with Brainstorming: Image Analysis:
theories that are equal attention Students analyze and explain the Restricted
applied in given to both the image/diagram. The teacher Essay
technology-driven Conventional synthesizes.
teaching learning Technology and the Checklist on
models Innovative and (Active Learning in a Brief Lecture the Elements
Emerging
given by the teacher) The Fishbowl included in a
Technology for
Teaching) Activity: Learners are given lesson using
2. TPACK metacards and asked to write a the ASSURE
(Technology question of clarification about the Model and the
Pedagogy and topic (i.e questions concerning the rating scale.
Content Knowledge) application to the topic to practical
3. ASSURE Model concepts). Teacher draws these
(Analyze Learners,
questions from the bowl and asks
State Objectives,
Select Methods, the class to answer them. (This
Media & Materials, could be done during or after the
Utilize Media & input).
Materials, Require
Learner Think-Pair and Share: In pairs
Participation, students will discuss about the
Evaluate and ASSURE Model and create their
Revise)
own ASSURE lesson.

Course Syllabus in Technology for Teaching and Learning 1 Page 3 of 7

 Week Course Outcomes Topics Teaching/ Learning Activities Assessment

Week 5 – 7 At the end of the topic, the
(9 hours) students must have:
Integrated media and
technology in various
content areas
- Reviewed teaching
plans that require
learners to connect the
content of the lesson to
society
- Introduced sample
technology-enhanced
lessons to support
learning
Unit 4. ICT in Various Brief Lecture: Explain 21st Century
Content Areas literacy skills with emphasis on Rubrics for
A. 21st Century Skills digital literacy skills. infographic
Digital Literacy Skills output
Research on Instructional Design
 Media Models and Collaborative Work on Lesson
 Information designing an infographics or a exemplar
 ICT literary visual image of the assigned analysis
B. Instructional Design output
Inquiry-Based Approach: Introduce
Models
 Gagne’s Nine a technology-enhanced teaching Demonstration
 Events lessons exemplar guide/rubric
C. Technology Enhanced Analysis of a teaching plan
Teaching Lessons Exemplars exemplar – identifying the
elements in designing a lesson and
discussing the possibilities of
technology integration

Demonstration: Demonstrate a
sample technology-enhanced
lesson
Week 8-9 At the end of the topic, the D. ICT and Conventional Group research and presentation Presentation
(5 hours) students must have: Learning Materials to of the digital learning materials of selected
- Selected ICT and Enhance Teaching and identified as appropriate and instructional
conventional learning Learning feasible in a given teaching- media
materials designed to 1. Digital Learning learning context appropriate for
enhance teaching- Resources the teaching
learning a. Google docs and learning
b. Survey Monkey
context
c. Others
2. Conventional
Learning Resources Paper and
a. Flip Charts Pencil Test
b. Realia
c. Other

MIDTERM EXAMINATION - WEEK 9 (1 hour)

Week 10-11 At the end of the topic, the E. Distance Learning
(6 hours) students must have: Forum-Discussion: Conduct a KWL Chart
CL02 Types of Online Distance forum on Distance Learning • What I know
 identified flexible Learning • What I want
learning through online Demonstration and hands-on to know
1. Synchronous
communications exploration on the synchronous and • What I
2. Asynchronous
(asynchronous modality) F. Technology Tools in a asynchronous online distance learned
 Described flexible Collaborative learning using the Class Site
Classroom
learning environment Environment Checklist
that enhances Brief Lecture on the different Paper and
collaboration with the G. Relevance and technology tools in a collaborative Pencil Test
use of technology tools classroom environment
Appropriateness in the Use of
 Reflected on the use of Technology in Teaching and Reflective
technology and on its Learning Principles in Small Group Discussion-Student narrative or
relevance and Selecting Instructional Led Entries in the
appropriateness Based on the lesson demonstrated, ‘Classroom
Materials based on their
the class will analyze and determine Facebook
Appropriateness and
the appropriateness and use of Wall’ in the
Feasibility
technology. classroom/
 Appropriateness (Variation: Based on a lesson plan Blog Created
(Target Learners exemplar) and
and Instruction) Administered
 Authenticity Class presentation of their by the
(Dependable) evaluation of instructional materials Teacher
 Interest used in the Lesson

Course Syllabus in Technology for Teaching and Learning 1 Page 4 of 7

 Week Course Outcomes Topics Teaching/ Learning Activities Assessment

 Cost (Economy) Self or Peer

 Organization and Evaluation of
Balance their
And other considerations: assessment
Environmental Factors,
Dynamic Variables (e.g. size
of class, attitudes, etc.)

Week 12 At the end of the topic, the Unit 5. Innovative

(3hours) students must have: Technologies for Teaching -
CL03 Learning and Assessment
 Formulated teaching – Task
learning experiences
and assessments tasks A. ICT and Assessment in
Learning Student’s research on examples of Reporting and
using appropriate and technology – assisted tools in Feed backing
1. Assessment Tools
innovative technologies B. Tools in evaluating assessment in learning
 Identified Technology – appropriate assessment
assisted tools in the tools (ex. Checklist, Workshop on the formulation of
assessment of learning tools to evaluate assessment tools Workshop
rating scale)
Output
At the end of the topic, the C. Technology – Enhanced Lesson Planning Rubrics for
students must have: Lesson using the assessing
CL04 ASSURE as lesson plans
 Demonstrated Technology –
Week 13 proficiency in the Integration Model Critiquing of
(3 hours) formulation on teaching lesson plans
– learning experiences
Revising of
using innovative
lesson plans
technologies
At the end of the topic, the Unit 6. Social, Ethical and Written exam
students must have: Legal Responsibilities in Lecture – discussion on the nine
CL05 the Use of Technology elements of digital citizenship Rubrics
 Demonstrated social, Tools and Resources assessing
Week 14-15 ethical, and legal Group research on the social, research
(6 hours) responsibility in the use A. Digital Citizenship ethical and legal responsibilities in outputs
of technology – tools  Nine Elements the use of technology tools and
of Digital
and resources resources by teachers Rubrics
Citizenship
 Shown, given B. Social, Ethical and Legal assessing
examples, Responsibilities in the Talk it Out (from Global Digital research
observed social, Use of Technology Tools Citizen Foundation) An activity on presentations
ethical, and legal and Resources by taking a stance on an issue and and outputs
responsibility in the Teachers defending it.
use of technology C. Intellectual Property Class
tools and Rights Learners are given a scenario formulated
resources Applicable to the primarily focusing on social, ethical Guide on
 Identified examples of Educational Setting: and legal responsibilities on the use Digital Safety
compliance of IPR in Copyright and Related of technology Rules
educational setting. Rights (Copyright Law)
 Enumerated digital (Part IV) Analysis of the different cases Posters and
safety rules that ensure involving social, ethical, and legal digital
D. Digital Safety Rules issues on technology use. campaign
child online safety and
 Rule 1: Research materials
prevent cyberbullying before you
 Discussed safety rules Group Research on the Intellectual
register
in obtaining resource  Rule 2: Property Rights in the Educational
materials from local area Discriminate Setting
network-based and the  Rule 3: Think
internet before typing Class presentation of research
 Described the  Rule 4: Require outputs (e.g. poster, infographics,
ID hootboard, etc.)
community of learners
 Rule 5: Trust
as netizens who share your gut

Course Syllabus in Technology for Teaching and Learning 1 Page 5 of 7

 Week Course Outcomes Topics Teaching/ Learning Activities Assessment

and utilize digital E. Cyberbullying Four A’s Activity: You Know the
materials F. Netizens in Cyberspace Rules. (from Global Digital
 Practiced standard Active Citizenship Citizenship Foundation)
G. Netiquette (social
netiquette in sharing and
conventions online)
utilizing shared Learners imagine that they can draft
materials among three rules that every digital citizen
learning communities must follow. What would they make
 Shown/demonstrated and why?
support to school Abstraction, Analysis, & Application
learners as part of
learning community in Debate on cyberbullying
their digital culture and
behaviors Brief Lecture
Advocacy Campaign

Week 16-17 At the end of the topic, the H. Educational Sites and
(6 hours) students must have: Portals
CL05 I. Online Communities of Group Research to identify Pencil and
 Identified educational Learning educational sites and portals Paper Test
sites and portals suitable e.g.
• Facebook Presentation and Sharing of List of
to their subject area
• Twitter Research Outputs (e.g. educational
 Joined online expert and Infographics, Digital advertisement, Sites
• Instagram
learning communities brochure, bulletin board display/
• Webinar
 Used resources from J. Online Resources online bulletin board) Rating scale
relevant mailing lists and
e.g. Reflection
online journals Practicum on sample strategies on
• Opensource
 Described technology how to join expert’s learning
• Multimedia Checklist
tools that are useful in communities
resources, video sites
group activities • Finding images Practical Test
Group Research and Application of
 Used technology tools to • Music and Audio; the Identified relevant mailing list
collaborate, and share webcasts and online journals
resources among • Locate web
communities of practice resources by topic Student Led – Group Discussion
• Others
 Collaborative Projects Lecture
i.e. The Problem –
Based Project or Lecture – Demonstration
Project – Based
Workshop/ hands – on experience
Project
on the tools
L. Technology Tools for
Collaborative Work Online Chat Session
e.g.
 Google drive
 Edmodo
 Bubbl.us
 Wikispaces
 Others

FINAL EXAMINATION - WEEK 18 (1 hour)

COURSE POLICIES:
1. Students are expected to comply with all the requirements of the course.
2. Students should be able to attend 80% of the required hours for the course.
3. Deliverables should be submitted on or before due date.
4. Cellphones are not allowed during class hours.
5. Three times of tardiness is equivalent to 1 absent.

Course Syllabus in Technology for Teaching and Learning 1 Page 6 of 7

 COURSE REQUIREMENTS
 Major Exams  Projects  Suggested Research
 Quizzes/Exercises  Class Attendance Work/Assigned Reports
 Oral and Written Output  Class Participation  ePortfolio

GRADING SYSTEM:
Project 10%
Quizzes 40%
Participation 20%
Midterm Examination/Final Examination 30%
Total 100%

Final Grade = (Midterm Grade + Tentative FG) /2

LEARNING RESOURCES

Textbooks
Anderson, J. (2010). ICT Transforming Education A Regional Guide, UNESCO Bangkok Asia and Pacific Regional Bureau for Education
Ballado, R. (2012). Basic Concepts in educational technology 1., Manila PH, Rex Bookstore
Camarao, F. (2002). Technology Education in the Philippines, National Bookstore, Mandaluyong City
Lucido, P. (2012). Educational Technology 2, Lorimar Publishing Inc., Quezon City
Heinich, R. (2003). Instructional media and technologies for learning. (7th edition). Upper Saddle, New York: Merril Prentice Hall
Newby, T.J. (2011). Educational technology for teaching and learning. (4th ed.) Boston: Pearson Education, Inc.
Roblyer, M.D. (2003). Integrating Educational Technology into teaching. (3rd ed.) Upper Saddle, New York: Merril Prentice Hall

Online References
http://k12teacherstaffdevelopment.com/tlb/introduction-to-technology-for-teachers/
http://www.educationscotland.gov.uk/learningandteaching/approaches/ictineducation/roleofictinlearning.asp
http://www.youtube.com/watch?v=p-eSxgRetvk
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-centiry.html
http://www.edtechteacher.org/gafe/

Documents:
The Philippines ICT Roadmap
DepEd Five-Year Information and Communication Technology for Education Strategic Plan (DepED ICT4E Strategic Plan) Executive Summary
RA 10844, Sec. 3 (An Act Creating the Department of ICT, Defining its Powers and Fiunctions, Appropriating Funds, and Other Purposes
SEAMEO INNOTECH (2010) Report Status of ICT in

Prepared by:

GARY CUASAY, Ed.D.

Instructor I

Reviewed and Recommended:

ORLANDO L. TANGONAN, Ed.D.

Program Chair, BSED

Approved:

APRIL BAGON – FAELDAN, Ph.D.

Dean, College of Teacher Education

Course Syllabus in Technology for Teaching and Learning 1 Page 7 of 7