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Teacher Education

EDUC 102 – Technology in Teaching & Learning

COURSE INFORMATION
1. Course Number : EDUC 102
2. Course Name : Technology for Teaching & Learning 1
3. Course Description : This is a three (3) unit introductory course designed to explore the 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.
4. Co-requisite : None
5. Credit : 3.0 units
6. Class schedule : 5 hours per week (1 term)
7. Program Educational Objectives (PEO) of BEED :
Three to five years after graduation, the BEED graduates are expected to:
A. Demonstrate updated and deep knowledge of the subject matter they teach;
B. Apply a wide range of teaching process skills particularly on lesson planning, materials development, teaching
approaches, and ethical considerations;
C. Demonstrate ethical responsibility in teaching profession; and
D. Engage in continuing professional education and trainings.
Upon graduation, the BEED students are expected to:
A B C
• SO a Articulate the relation of education to larger historical, social, cultural and political
processes.
• SO b* Facilitate learning using a wide range of teaching methodologies in various types of
environment.
• SO c* Develop alternative teaching approaches for diverse learners.
• SO d* Apply skills in curriculum development, lesson planning, materials development,
instructional delivery and educational assessment.
• SO e* Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
• SO f Practice professional and ethical teaching standards to respond to the demands of the
community.
• SO g Pursue life-long learning for personal and professional growth.
• SO h* Demonstrate in-depth understanding of the development of elementary/secondary
learners.
• SO i Exhibit comprehensive knowledge of various learning areas in the elementary/secondary
curriculum.
• SO j Create and utilize materials appropriate to the secondary level to enhance teaching and
learning.
Note: * SO being addressed in this course

Upon completion of the course, the BSBA students are expected to:
a b c d e f g h i
• CO 1 Explain ICT policies and safety issues as they impact on the
teaching-learning process
• CO 2 Identify learning theories and principles applied in the design
and development of lessons through appropriate media and
technologies for teaching learning while integrating media and
technology in various content areas.
• CO 3 Formulate teaching-learning experiences and assessment tasks
using appropriate innovative technologies bearing in mind
social, ethical, and legal responsibilities in the use of technology
tools and resources.
Legend: I = Upon attainment of this CO, students will have been introduced to the SO.
E = Upon attainment of this CO, students will have enabled themselves to attain the SO.
D = Upon attainment of this CO, students will have demonstrated partly or fully the SO.

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Teacher Education
EDUC 102 – Technology in Teaching & Learning

Student Outcomes Course Outcomes (CO)

1. Articulate the relation of education to


Vision: By 2022, a 1. Explain ICT policies and
larger historical, social, cultural and
safety issues as they impact
globally recognized political processes.
on the teaching-learning
institution providing 2. Facilitate learning using a wide range of
process
quality, affordable and teaching methodologies in various
2. Identify learning theories
open education. types of environment.
and principles applied in the
3. Develop alternative teaching
Mission: To provide a approaches for diverse learners.
design and development of
dynamic and supportive lessons through appropriate
4. Apply skills in curriculum development,
academic environment media and technologies for
lesson planning, materials
through the highest teaching learning while
development, instructional delivery and
standards of instruction, integrating media and
educational assessment.
research and extension in a technology in various
5. Demonstrate basic and higher levels of
non-sectarian institution content areas.
thinking skills in planning, assessing and
committed to 3. Formulate teaching-learning
reporting.
democratizing access to experiences and assessment
6. Practice professional and ethical
education. tasks using appropriate
teaching standards to respond to the
innovative technologies
demands of the community.
Values: Excellence, 7. Pursue life-long learning for personal
bearing in mind social,
Innovative, Honesty and ethical, and legal
and professional growth.
Integrity, Teamwork responsibilities in the use of
8. Demonstrate in-depth understanding of
technology tools and
the development of
Core Competency: elementary/secondary learners.
resources.
Open, Quality, Affordable
9. Exhibit comprehensive knowledge of
Education
various learning areas in the
elementary/secondary curriculum.
10. Create and utilize materials appropriate
to the secondary level to enhance
teaching and learning.
11. Design and implement assessment tools
and procedures to measure
elementary/secondary learning
outcomes.

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EDUC 102 – Technology in Teaching & Learning

CO and Assessment task alignment

Assessment Task
CO Theory- Practice- Assessment Coverage
based based Schedule
Explain ICT policies and safety Multiple First Exam Unit 1 &
issues as they impact on the Choice Unit 2
teaching-learning process Questions

Identify learning theories and Multiple Second Exam Unit 3 &


principles applied in the Choice Unit 4
design and development of Questions
lessons through appropriate
media and technologies for
teaching learning while
integrating media and
technology in various content
areas.
Formulate teaching-learning Multiple e-Portfolio Third Exam Unit 5 &
experiences and assessment Choice Unit 6
tasks using appropriate Questions
innovative technologies
bearing in mind social, ethical, Lesson Plan Final Exam
and legal responsibilities in aligned with
the use of technology tools ASSURE
and resources. Model

*Final assessment will be a comprehensive examination (from first topic to the last) in a Multiple Type of
Questions.

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EDUC 102 – Technology in Teaching & Learning

Assessment Task Details (Theory-based)

Assessment Coverage Assessment Details


Schedule Task

First Exam Unit 1 & Multiple Choice You are expected to demonstrate basic
Unit 2 Questions knowledge on the policies and safety issues as
they impact on the teaching-learning process
Second Unit 3 & Multiple Choice You are expected to demonstrate the basic
Exam Unit 4 Questions knowledge on the learning theories and
principles applied in the design and development
of lessons through appropriate media and
technologies for teaching learning while
integrating media and technology in various
content areas.
Third Exam Unit 5 & Multiple Choice You are expected to demonstrate the basic
Unit 6 Questions knowledge on the teaching-learning experiences
and assessment tasks using appropriate
innovative technologies bearing in mind social,
ethical, and legal responsibilities in the use of
technology tools and resources.

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EDUC 102 – Technology in Teaching & Learning

Assessment Task Details (Practice/Performance-based)

Assessment Coverage Assessment Details


Schedule Task

Third Exam e-Portfolio GRASPS

Your goal is to publish in a website a collection of works,


outputs, reflections, among others, in line with
Technology in Teaching and Learning 1.
Your role is to be a creator of a website containing the
outputs portfolio in an electronic means.
Your audience are the prospect students, future
teachers in teacher education especially related to
technology.
In this required output, you are expected to organize
your reflections and insights using Gibb’s Reflection
Model. These ideas and opinions are from the topic
discussed during sessions
Your output is an electronic portfolio and you will be
assessed according to the following standards:
Selection of Artifacts, Use of Multimedia, Reflections,
Creativity & Purpose of the Index, & Ease of Navigating
Fourth Exam A Lesson Plan GRASPS
Integrating Your goal is to make a lesson plan to create a lesson plan
Technology showing clearly the integration of appropriate nd
innovative technologies in the teaching-learning
activities and assessment tasks using the ASSURE
Model.
Your role is to be a teacher who will make a lesson plan
integrating technology using the ASSURE Model.
Your audience is the Program Head, Curriculum Head,
or Discipline Head who will oversee the implementation
of the lesson plan
In the situation of this task, you are expected to create
a lesson plan showing clearly the integration of
appropriate and innovative technologies in the
teaching-learning activities and assessment tasks using
the ASSURE Model. You shall focus on any subject area
in any topic in the elementary level where technology
integration can be suitable.
The criteria in the rubrics shall focus on the integration
of technologies and the ability to demonstrate ethical
and legal responsibilities in the use of resources, with
the standards: Planning for instruction, Instructional
Strategies, Assessments, Learner Development &
Learner Difference, Content Knowledge and Application
of Content.

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EDUC 102 – Technology in Teaching & Learning

8. COURSE OUTLINE AND TIME FRAME


TIME
TOPICS FOR FIRST EXAMINATION TLA Required Readings
FRAME
Week 1 A. Classroom orientation (University ➢ Lecture 1. Anderson, J (2010). ICT
to Policies; PEOs, SOs, Cos; Core values; ➢ Oral presentation Transforming Education a
Week 3 and G-Factor) Group Activity regional guide. UNESCO
Bangkok Asia and Pacific
B. Unit 1: Introduction to Technology for Brief Lecture: With Aid of Regional Bureau for
Teaching & Learning a PowerPoint Education
1. Basic Concepts to be defined: Presentation, provide an 2. Ballado, R. (2012). Basic
a) Technology overview of the subject concepts in educational
b) Information and Technology for Teaching technology 1. Manila, PH:
Communication and Learning. Rex
c) Educational technology 3. Lucido, P. & Corpuz, B
d) Technology, Media and Small Group discussion: (2012). Educational
Learning Give graphic organizers technology 2: Quezon City:
e) Instructional system and of the different concepts Lorimar Publishing
Instructional technology to be defined through 4. http://k12teachersstaffdeve
f) Technology tools the use of concept lopment.com/tib/introducti
2. Roles of ICT in Teaching for Learning mapping on-to-technology-for-
Whole Group discussion: teachers/
Present to the whole 5. http://www.educationscotla
class group outputs. nd.gov.uk/learningandteach
ing/approaches/ictineducati
on/roleofictinlearning.asp
C. Unit 2: ICT Policies & Safety Issues in Individual Research: You 6. Anderson, J (2010). ICT
Teaching & Learning are encouraged to Transforming Education a
1. ICT National or International Policies validate the concept map regional guide. UNESCO
that are applicable to Teaching & & conceptual definitions Bangkok Asia and Pacific
Learning Regional Bureau for
2. Safety Issues in ICT Forum with resource Education
3. Uses of ICT Policies in the Teaching person: Invite a resource 7. Lucido, P. & Corpuz, B
and Learning Environment person to talk on ICT (2012). Educational
national and technology 2: Quezon City:
international polices Lorimar Publishing
applied to teaching and
learning Documents such as:

Group Interviews: 8. The Philippines ICT


Organize small groups to Roadmap
conduct interviews & 9. DepEd Five-Year
observations on practices Information &
that address safety issues Communication Technology
in ICT for teaching & for Education Strategic plan
learning. (DepEd ICT4E Strategic Plan)
Executive Summary
Individual Research: You 10. RA 10844, Sec 3 (An Act
are encouraged to Creating the Department
research on other school of ICT, Defining its Powers

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EDUC 102 – Technology in Teaching & Learning

ICT Policies and best & Functions, Appropriating


practices Funds, and other Purposes
Class Observation: 11. SEAMEO INNOTECH (2010)
Observe how ICT polices Report Status of ICT
are utilized in the Integration in Education in
classroom Southeast Asian Countries
TOPICS FOR SECOND EXAMINATION
Week 4 D. Unit 3: Theories and principles in the use Active Learning with
to and design of technology driven learning Teacher-led discussion on
Week 5 lessons. Dale’s Cone of Experience
and how its principles and
theories are utilized in the
technology-driven
teaching & learning

1. Learning Theories and Principles Image Analysis: Students 1. Lucido, P. & Corpuz, B (2012).
a) Dale’s Cone of Experience (with analyze and explain the Educational technology 2:
equal attention given to both image/diagram. The Quezon City: Lorimar
the Conventional Technology teacher synthesizes. Publishing
and the Innovative and 2. https://www.youtube.com/
Emerging Technology for watch?v=p-eSxgRetvk\
Teaching)

b) TPACK (Technology, Pedagogy Active Learning in a Brief 3. TPACK in Two Minutes:


& Content Knowledge) Lecture given by the https://www.youtube.com/w
teacher) The Fish Bowl atch?v=FagVSQlZELY
Activity: Learners are 4. Heinich, R. (2003).
given metacards & asked Instructional media &
to write a question of technologies for learning 7th
clarification about the Ed. New York: Meril Prencie
topic. Teacher draws Hall
these questions or asks 5. Newby, T.J. (2011).
the class to answer them Educational technology for
teaching and learning 4th ed.
Boston: Pearson Education,
Inc.
6. Roblyer, M.D. (2003).
Integrating educational
technology into teaching 3rd
Ed. New York: Merril Prentice
Hall.

c) ASSURE Model (Analyze Think-Pair & Share: In 7. Smaldino, S. et.al (2005).


Learners, State Objectives, pairs, students will Instructional technology &
Select Methods, Media & discuss about the ASSURE media for learning 8th ed.
Materials, Utilize Media & Model & create their own New Jersey: Pearson Prentice
Materials, Require Learner ASSURE Lesson Hall

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EDUC 102 – Technology in Teaching & Learning

Participation, Evaluation and


Revise) Brief Lecture: Explain 21st 8. K to 12 Curriculum Guides
E. Unit 4: ICT in Various Content Areas Century literacy skills with (DepEd, 2012)
1. 21st Century Literacy Skills: Digital emphasis on digital 9. Lucido, P. & Corpuz, B
Skills literacy skills. (2012). Educational
a) Media technology 2: Quezon City:
b) Information Lorimar Publishing
c) ICT Literacy
Research on Instructional 10. Anderson, J (2010). ICT
2. Instructional Design Models Design Models and Transforming Education a
a) Gagne’s Nine Events Collaborative Work on regional guide. UNESCO
b) Bloom’s Revised Taxonomy designing an infographic Bangkok Asia and Pacific
c) ADDIE Model or a visual image of the Regional Bureau for
d) Meril’s Principles of Instruction assigned Instructional Education
Design Model to be 11. Wlliams, M. (2000).
presented in class. Integrating technology into
teaching and tearning: An
Asia Pacific perspective:
Singapore: Prentice Hall
12. UNCESCO (2013). Training
Guide on ICT Multimedia
Integration for Teaching &
Learning.
13. Bellanca, J & Brandt, R.
(2010. 21st century skills
Rethinking how students
learn (Leading Edge)

Inquiry-Based Approach: 14. Smaldino, S. et.al (2005).


3. Technology Enhanced Teaching Introduce a technology- Instructional technology &
Lesson Exemplars enhanced teaching lesson media for learning 8th ed.
exemplar New Jersey: Pearson
Prentice Hall
Analysis of a teaching
plan exemplar –
identifying the elements
in designing a lesson &
discussing the
possibilities of technology
integration

Demonstration:
Demonstrate a sample
technology-enhanced
lesson

Group research & 15. https://www.educatorstec


presentation of the digital hnology.com/2012/06/33-
learning materials

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EDUC 102 – Technology in Teaching & Learning

4. ICT and Conventional Learning identified as appropriate digital-skills-every-21st-


Materials to Enhance Teaching and feasible in a given century.html
Learning teaching-learning context
a) Digital Learning Resources
i. Google Docs
ii. Survey Monkey
iii. Others
b) Conventional Learning
Resources
i. Flip Charts Forum-Discussion:
ii. Realia Conduct a forum on
iii. Others Distance learning 16. Anderson, J. (2010). ICT
Transforming Education: A
5. Distance Learning Demonstration and Regional Guide. UNESCO
a) Digital Learning Resources: hands-on exploration on Bangkok Asia and Pacific
the synchronous and Bureau for Education
asynchronous online 17. Melton, R. (2002). Planning
Types of Online Distance distance learning using and Developing Open and
Learning: the Class Site Distance Learning: A
i. Synchronous Quality Assurance
ii. Asynchronous Approach
18. Unescod.uncesco.org/imag
es/0012/001284/128463e.
Brief lecture on the pdf
different technology tools
in a collaborative 19. Smaldino, S. et.al (2005).
classroom environment Instructional technology &
6. Technology Tools in a Collaborative media for learning 8th ed.
Classroom Environment Small Group Student-Led New Jersey: Pearson
Discussion Prentice Hall

Based on the lesson


demonstrated, the class
will analyze and 20. Smaldino, S. et.al (2005).
determine the Instructional technology &
7. Relevance and Appropriateness in appropriateness and use media for learning 8th ed.
the Use of Technology in Teaching of technology. New Jersey: Pearson
and Learning: Prentice Hall
Class presentation of 21. Eayde, M. & Lockyear, M.
their evaluation of (2013). Tools for Learning
instructional materials Retrieved from:
used in the lesson https://ro.uow.edu.au/asd
Principles in Selecting Instructional papers/403/
Materials Based on their
Appropriateness and Feasibility:
a) Appropriateness (Target
Learners & Instruction)
b) Authenticity (Dependability
c) Interest

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EDUC 102 – Technology in Teaching & Learning

d) Cost (Economy)
e) Organization & Balance
And other considerations:
Environmental Factors, Dynamic
Variables (e.g. size of class,
attitudes, etc.)
TOPICS FOR THIRD EXAMINATION
Week 6 F. Unit 5: Innovative Technologies for Students’ research on 1. Smaldino, S. et.al (2005).
Teaching-Learning and Assessment Task examples of technology- Instructional technology &
To 1. ICT and Assessment in Learning: assisted tools in media for learning 8th ed.
Assessment Tools assessment in learning New Jersey: Pearson
Week 7 Prentice Hall
2. Tools in evaluating appropriate Workshop on the 2. Victoria State Government
assessment tools (ex. Checklist, formulation of tools to (2013). Assessment Tools.
rating scale) evaluate assessment Retrieve fom:
tools https://www.education.vic
.gov.au/school/teachers/te
achingresources/practice/P
ages/assessment.aspx
3. https://edtechteacher.org/
assessment
4. UNESCO (2013). Training
Guide on ICT Multimedia
Integration for Teaching
and Learning, pp. 60-63
http://www.unescobkk.org
/fileadmin/user_upload/ict
/e-
books/MM_Training_Guid
e/Training_Guide.pdf
5. Angelo, T. & Cross, K.P.
(1993). Classroom
Assessment Techniques 2nd
Ed. A Handbook for College
Teachers

3. Technology-Enhanced Lesson using Lesson Planning 6. Smaldino, S. et.al (2005).


the ASSURE as Technology- Instructional technology &
Integration Model media for learning 8th ed.
New Jersey: Pearson
Prentice Hall

G. Unit 6: Social, Ethical and Legal


Responsibilities in the Use of Technology
Tools & Resources
1. Digital Citizenship Lecture-discussion on the 7. https://www.digitalcitizens
nine elements of digital hip.net/
citizenship 8. http://eduscapes.com/sess
ions/socialtech/

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EDUC 102 – Technology in Teaching & Learning

Nine Elements of Digital Citizenship Group research on the


social, ethical and legal
2. Social, Ethical, and Legal responsibilities in the use 9. Smaldino, S. et.al (2005).
Responsibilities in the Use of of technology tools & Instructional technology &
Technology Tools & Resources by resources by teachers media for learning 8th ed.
Teachers New Jersey: Pearson
Talk it Out (from Global Prentice Hall
Digital Citizenship
Foundation) An activity
on taking a stance on an
issue and defending it.
Learners are given a
scenario primarily
focusing on social, ethical
and legal responsibilities
in the Use of technology
Analysis of the different
cases involving social,
ethical and legal issues on
technology use.

Group research on the


3. Intellectual Property Rights Intellectual Property 10. http://ipophil.gov.ph/imag
Applicable to the Educational Rights in the Educational es/Patents/IRRs/RepublicA
Setting: Copyright and Related Setting ct8293.pdf
Rights Copyright Law (Part IV)
Class presentation of
research outputs ( e.g.
poster, infographics,
hootboard, etc)

Four A’s
4. Digital Safety Rules Activity: You know the 11. http://www.safekids.com/
a) Rule 1: Research before you Rules. Learners imagine kids-rules-for-online-
register that they can draft three safety/
b) Rule 2: Discriminate rules that every digital 12. https://www.educationwo
c) Rule 3: Think before typing citizen must follow. What rld.com/a_tech/tech/tech0
d) Rule 4: Require ID would they make and 44s.html
e) Rule 5: Trust your gut why?
Abstraction, Analysis &
Application

Forum Discussion on
digital safety rules

Debate on cyberbullying
5. Cyberbullying Small Group Discussion 13. https://www.stopbullying.
gov/cyberbullying/what-is-
it/

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EDUC 102 – Technology in Teaching & Learning

Brief Lecture
6. Netizens in Cyberspace Active
Citizenship
Week 8 7. Netiquette (social conventions Advocacy Campaign 14. Abushakara, N. (2016).
online) Netiquette: Modern
to Forum manners for a modern
world, The ultimate guide
Week 9 Joining social media site to online etiquette. Create
Space Independent
Role playing on how to Publishing Platform
support school learners 15. Tuffley, D. (2014). Email
as part of learning etiquette: Netiquette for
community the information age.
Altiora Publications

8. Educational Sites & Portals Group research to 16. Diaz, C.G. & Declaro, R.A.
identify educational sites (2013). UNESCO training
& portals guide on ICT multimedia
integration for teaching
Presentation & sharing of and learning. Retrieved
research outputs (e.g. from Creative Commons
infographics, digital License
advertisement, brochure, http://creativecommons.or
bulletin board display / g/licenses/by-sa/3.0
online bulletin board)
17. https://globaldigitalcitizen.
org/50-free-tech-tools-
educational-adventure

9. Online Communities of Learning Practicum on sample 18. Anderson, J. (2010). ICT


a) Facebook strategies on how to join Transforming Education: A
b) Twitter experts learning Regional Guide. UNESCO
c) Instagram communities Bangkok Asia and Pacific
d) Webinar Regional Bureau for
10. Online Resources Group Research and Education
a) Opensource Application of the
b) Multimedia resources: video identified relevant
sites mailing list and online
c) Finding Images journals
d) Music & Audio: Webcasts
e) Locate web resources by topic
f) Others

11. Collaborative Projects: i.e. The Student Led-Group 19. http://www.ascd.org/publi


Problem-Based Project or Project- Discussion cations/books/102112/cha
Based Project Lecture pters/What_Is_Project-
Based_Multimedia_Learnin
g%C2%A2.aspx

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EDUC 102 – Technology in Teaching & Learning

12. Technology Tools for Collaborative Lecture-Demonstration 20. https://www.emergingedt


Work Workshop / hands-on ech.com/2014/05/20-
a) Google Drive experience on the tools excellent-free-tools-for-
b) Edmodo interactive-collaboration-
c) Bubbl.us Online chat session experiences-in-the-
d) Wikispaces classroom/
e) Others

9. TEXTBOOK:
Lucido, P. & Corpuz, B (2012). Educational technology 2: Quezon City: Lorimar Publishing

References:

Anderson, J. (2010). ICT Transforming Education: A Regional Guide. UNESCO Bangkok Asia and Pacific
Regional Bureau for Education
Corpuz, B. B., & Lucido, P. I. (2015). Educational technology 1. Lorimar Publishing.
Diaz, C.G. & Declaro, R.A. (2013). UNESCO training guide on ICT multimedia integration for teaching and
learning. Retrieved from Creative Commons License http://creativecommons.org/licenses/by-sa/3.0
Eayde, M. & Lockyear, M. (2013). Tools for Learning Retrieved from:
https://ro.uow.edu.au/asdpapers/403/
UNESCO (2013). Training Guide on ICT Multimedia Integration for Teaching and Learning, pp. 60-63
Victoria State Government (2013). Assessment Tools. Retrieve fom:
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/assessment.a
spx
http://www.unescobkk.org/fileadmin/user_upload/ict/e-
books/MM_Training_Guide/Training_Guide.pdf
http://ipophil.gov.ph/images/Patents/IRRs/RepublicAct8293.pdf
https://www.safekids.com/kids-rules-for-online-safety/
https://www.educationworld.com/a_tech/tech/tech044s.html
https://www.stopbullying.gov/cyberbullying/what-is-it/
https://www.digitalcitizenship.net/
http://eduscapes.com/sessions/socialtech/
https://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html

10. COURSE EVALUATION


Assessment methods Weights
EXAMINATIONS 60%
A. Exam 1 10%
B. Exam 2 10%
C. Exam 3 10%
D. Exam 4 30%
CLASS PARTICIPATIONS 40%
E. Assignments 5%
F. Quizzes 10%
G. Seatwork/Board work/Oral recitation 10%
H. Research/Project 15%
TOTAL 100%

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EDUC 102 – Technology in Teaching & Learning

11. Policies and Guidelines


a. Attendance is counted from the first regular class meeting.
b. A validated student identification card must always by worn be all students while attending classes.
c. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly. Honesty is called for
at all times.
d. Valid examination permits are necessary in taking the examinations as scheduled. CELLULAR PHONES or
any ELECTRONIC GADGETS are NOT allowed during EXAMINATIONS.
e. Base-15 grading policy should be observed. Students who obtained failing scores in major exams are
recommended to attend the tutorial class.

Prepared by: References Reviewed by:

RIC GLENN A. COMIDOY FRANLO L. BUCOG


Faculty Librarian

Reviewed by: Recommending Approval:

JOVENIL R. BACATAN CORNELIO JR. R. MONTEROSO, Ed.D.


Program Head Dean of College

Approved by:

PEDRITO M. CASTILLO II, Ed.D.


AVP, Learning Innovation and Design

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