Republic of the Philippines

ABRA STATE INSTITUTE OF SCIENCES AND TECHNOLOGY

Lagangilang, Abra

VISION

The premier higher education institution of science and technology in the Cordillera Administrative Region.

MISSION

The College primarily provides technological, professional, technical education and shall inspire leaderships in the field of Agriculture, Forestry, Home technology,
Agricultural education and Industry, through scientific research and extension.

CORE VALUES

N obility - Learned an educated

E ntrepreneuship - Productivity and self-reliance
W isdom - Love of God
A ction - Performance-focused
S incerity - High commitment to duty
I ntegrity - Personal transformation
S ervice - Client-oriented
T eamwork - Coordinated group work
COLLEGE GOALS
1. To produce quality graduates who are locally and globally completive.
2. To develop/generate new knowledge and verify client-oriented technologies and other solutions to development problems.
3. To disseminate and showcase client-responsive technologies and other solutions to development problems towards an improved welfare of local communities.
4. To engage in viable Income-Generating Projects (IGP’s) to augment the finances of the College.
5. To realize ASIST as a dynamic and responsive, learning and performing organization, efficiently and effectively managing its resources.
Program Objectives:
Elementary:
1. To develop students become highly competent teachers for the elementary level, equipped with the necessary knowledge, skills and values in teaching
the different subject areas.
2. To develop research, production, and service-oriented teachers.
3. To develop socially conscious and environment-friendly teachers.
Secondary:
1. To develop students become highly competent teachers for the secondary level, equipped with the necessary knowledge, skills and values in teaching the
different subject areas.
2. To develop research, production, and service-oriented teachers.
3. To develop socially conscious and environment-friendly teachers.

COLLEGE OF TEACHER EDUCATION AND HOME TECHNOLOGY

Teacher education department

Outcomes-Based Teaching and Learning Plan

Course Title Technology for Teaching and Learning1 Course Code EdTech 1
Course Units 3 Course Pre/Co-requisites none
Course Description This is an introductory course that explores basic knowledge and skills and values in the use of technology for teaching and
learning. This course include ICT Policies and safety issues, media and technology in various content areas and learning theories
and principles in the use and design of learninf lessons, teaching-learning experiences and assessment tasks that utilize appropriate
traditional and innovative technologies considering social, ethical and legal responsibilities.
Course Intended Learning
Outcomes (ILO)
After completing this course, STUDENTS MUSH HAVE:
1. Explained the ICT Competency Standards for Teachers and Roles of Technology for Teaching and Learning
2. Explained ICT policies and safety issues as they impact on the teaching-learning process.
3. Described a flexible learning environment and the different platforms used for flexible Learning
4. Developed and used the non-digital tools in delivering technology enhanced lessons
5. Identifies learning theories and principles related to media and technologies as these apple to the design and development of
lessons
6. Formulated teaching-learning experiences and assessment task using appropriate and innovative technologies
7. Demonstrated socio-civic, ethical and legal responsibilities in the use of technology tools and resources

COURSE OBJECTIVES PROGRAM OBJECTIVE COURSE

CONTENT
1. Explained ICT policies and safety issues as they impact on the teaching-learning process. 3, 5, 6, 7, 8, Parts 1, 2, 4
2. Identifies learning theories and principles applied in the design and development of lessons through 2, 9 Parts 2, 3
appropriate media and technologies for teaching and learning
3. Described a flexible learning environment and the different platforms used for flexible Learning 1, 4, 5, 10, 11 Part 5
4. Integrate media and technology in various content areas
5. Formulated teaching-learning experiences and assessment task using appropriate and innovative
technologies 5, 10, 11 Part 1-5
6. Demonstrated socio-civic, ethical and legal responsibilities in the use of technology tools and
resources Part 4-6

COURSE MAPPING GRID

PART/UNIT Cr PS CT DML Com Col ICT IL Cit L PSR
e C
I. Introduction to technology for Teaching and Learning 3 3 3 3 3 3 3 3 3 3 3
II. ICT Policies and safety Issues in Teaching and Learning 3 3 3 3 3 3 3 3 3 3 3
III. Non-Digital and Digital Skills and Tools in Delivering Technology-Enhanced 3 3 3 3 3 3 3 3 3 3 3
Lessons
IV. Flexible Learning Environment 3 3 3 3 3 3 3 3 3 3 3
V. Use and Design of Technology-Driven Teaching and Learning Anchored on 3 3 3 3 3 3 3 3 3 3 3
Theories and Principles
 3 3 3 3 3 3 3 3 3 3 3
VI. Innovative technologies for Assessment tasks in teaching and learning 3 3 3 3 3 3 3 3 3 3 3
VII. Social Ethical and Legal Responsibilities in the Use of Technology Tools and 3 3 3 3 3 3 3 3 3 3 3
Resources
Codes: 3=To a large Extent 2= To some Extent 1= To a Little Extent
Legend: Cre-Creativity M-Media Literacy PS- Problem solving ICT- Info. & Comm’n. Tech
Com-Communication PS- Problem Solving Cit- Citizenship LC-Life & Career
IL- Information Literacy Col- Collaboration CT- Critical thinking DML- Decision Making & Learning
PSR- Personal & Social
Responsibility

Liminal Period (MIDTERM) Part I Introduction

Essential Learning
Week Content Declarative Knowledge Functional Intended Learning Suggested Assessment tasks (ATs)
standards knowledge Outcomes (ILO) Teaching/Learning
Activities (TLAs)
1 Introduction Identify, explain and VGMO of the Identified, explained Lecturrette Handouts
internalize the VMGO institution and internalized the Discussion Overview of CMOs
of the institution VMG of the the Program
institution
2 Introduction to ICT Competency ICT Competency Identified the ICT Lecture-discussion Pen and paper test
Technology for Standards Standards for competency
Teaching and Philippine Pre-Service Standards for Making of glossary of Use a rating scale for the
Learning Teacher Education teaching and terms concept map developed
learning in pre-
Understanding the service teacher Creating a wordle Graphic organizers
Basic Concepts in ICT education
Small group discussion
Roles of ICT in Unpacked the basic
Teaching for Learning concepts of ICT to
provide common
 understanding for
teachers and
learners

3-4 ICT Policies and Safety concerns on Policies and Issues on Discussed some ICT Group research Group report
Safety Issues: internet including digital the Internet and Policies and
Implications to safety rules Implications to explained their Panel discussion Survey report
Teaching and teaching and learning implications to
Learning teaching and Paper and pencil test
Safety Issues learning
Including Digital
Safety Rules
5-8 Non-Digital and Guidelines and Conventional Integrated Media Video produced Video clip
Digital Skills and construction and technology tools and Technology in
Tools in development of various content Classroom observation Samples of Digital and Non-
Delivering Conventional and Digital Tools areas report digital tools
Technology- Digital Instructional
Enhanced Support Materials Described Paper and pencil
Lessons technology tools

Designed
conventional and
Digital tools
8-10 Flexible Learning Online distance Different Platforms Described flexible Forum-discussion Checklist
Environment eduvation and learning
communities of learning Types of Online Demonstration and KWL Chart
Distance Education Recognized the use hands on exploration
Benefits and Dangers in of different
Using Social Blended learning platforms
Networking sites
Platforms of Social
Safeguarding oneself in networks
the use of Social
 networking Sites
LIMINAL (FINAL TERM)
PERIOD:
Theories and Active Learning with Dale’s Cone Identify learning
Principles in the Teacher Led Discussion Experience theories and Reflection Posted on the Metacards
Use and Design on Dale’s Cone of (with focus on the principles applied in Blog/ Freedom Wall
of Technology Experience and how its Traditional the use and design Fish Bowl Container
Driven Learning principles and theories Technologies for of learning lessons Restricted Essay
Lessons are utilized in the Teaching) with technology Blog/ Classroom Freedom
technology driven Rating scale on the Wall
teaching and learning TPACK ASSURE lesson
(Technology,
Pedagogy and Content
Knowledge)

ASSURE Model
(Analyze Learners,
State Objectives,
Select Methods,
Media, & Materials,
Utilize Media &
Materials, Require
Learner Participation,
Evaluate and Revise)
Innovative ICT and Assessment in Types of Assessment Explained the use of Blog posts Video clip
Technologies for Learning ICT in assessment
Assessment Current trends in in Learning Paper and pencil test Video production
Tasks in Assessment of
Teaching and Learning Explored various Research outputs plagiarism checker app
Learning digital online and
offline assessment Plagiarism checked
alternatives output
available
 Social, ethical Digital Citizenship vs Elements of Digital Described the
and Legal Global Citizenship Citizenship community of
Responsibilities learners as citizens
in the use of Netisenship and Five Tenets global who share and
Technology netiquette for online digital citizenship utilize digital
Tools and communities materials
Resources Netiquette Guidelines
Intellectual Property Practiced standard
Rights Copyright netiquette in sharing
and utilizing shared
plagiarism materials among
learning
communities

Identified examples
of intellectual
property right in
educational setting

References: Abushakara, N. (2016). Netiquette:Modern manners for a modern world, The ultimate guide to online etiquette. Create Space
Independent Publishing Platform
Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for
Education
Angelo, T. and Cross, K.P (1993). Classroom Assessment Techniques 2nd Ed.. A Handbook for College Teachers Chiles, D.
(2014). Internet etiquette: Netiquette fundamentals, rules and optimization.
Diaz, C.G. and Declaro, R.A (2013). UNESCO training guide on ICT multimedia and integration for teaching and learning.
Retrieved from Creative Commons License http://creativecommons.org/licenses/by-sa/3.0
Heinich, R. (2003). Instructional media and technologies for learning. (7th edition). Upper saddle, New York: Merril Prentice Hall

www.safekids.com/kids-rules-for-online-safety
www.educationalworld.com/a-tech/tech/tech044.shtml
www.collegeview.com/articles/artice/smart-studnets-in-a-digital-world
http://www.stopbullying.gov/cyberbullying/what-is-it
http://www.ascd.org/publications/books/102112/chapters/WhatIsProject-Based
Multimedi Learning%C2%A2.aspx
http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-experiences-in-the-classroom/
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html
http://www.edteacher.org/assessment

http://www.edteacher.org/gafe/

Lucido, P. & Corpuz, B. (2012). Educational technology 2. Quezon City, PH: Lorimar Publishing co.
Melton, r. (2002). Planning And Developing Open and Distance Learning A Quality Assurance Approach
Newby, T.J. (2011). Educational technology for teaching and learning. (4th ed.) Boston: Pearson Education, Inc.
Robyler, M.D. (2003). Integrating educational technology into teaching. (3rd ed.) Upper Saddle, New York: Merril Prentice Hall
Tuffley, D. (2014). Email etiquette: Netiquette for the information age. Altoira Publications
TPACK in Two Minutes https://www.youtube.com/watch?v=FagVSQIZELY
UNESCO (2013). Training Guide on ICT Multimedia Integration for Teaching and Learning.pp.56-59
Williams, M. (2000). Integrating Technology into teaching and learning: An Asia Pacific perspective. Singapore: Prentice Hall
www.ipophil.gov.ph/images/Patents/IRRs/RepublicAct8293,pdf

Documents:
• The Philippines ICT Roadmap
• DepEd Five-Year Information and Communication Technology for Education Strategic Plan (DepED ICT4E Strategic
Plan) Executive Summary
• SEAMEO INNOTECH (2010) The Report on the Status of ICT Integration in Education in Southeast Asia
• K to 12 Curriculum Guides (DepEd, 2012)
• Senior High School Curriculum Guides retrieved from
https://drive.google.com/file/d/0D8x8BBYUc2V91dVJQQXdVMFDS2C/edit
Course Assessment Class Standing 35% Class Standing includes: Final Grade will come from:
Portfolio/Project 20%
Examination 40%  Recitation & Participation  Midterm Grade 33.3%
Attendance 5%  Quizzes  Final term Grade 66.7%
__________  Assignments  Final Grade 100%
TOTAL 100%

Course Policies Language of Instruction: The Language of Instruction is English. In the teaching and learning presentation, however, the Ilocano
dialect may be used in the group work, collaboration and discussion so as to express deeply the things needed to obtain an output
among the students.

Attendance: The college rule on a 54-hour attendance applies: 20% absence is considered or dropped, as the case may be.
There will be no make-up arrangements for oral presentations, hence, the instructor/professor lecture in the absent of the discussant
Those who cannot come on the examination day are advised to take the test on the day prior to the schedule.

Homework, Written reports and reaction Papers: Course requirement must be turned in following the scheduled due dates. If you
cannot make it class on time, give your assessment items to a classmate to submit for you. Failure to submit requirements shall
merit a reduction of score.

ePortfolio: The Portfolio is a form of an assessment for this class. Each of you is expected to purchase as 40 or 60 leaf folders to
use your portfolio. All form of in-class outputs, homework, worksheet, readings, and other items are to be placed in the portfolio
for assessment at the end of the semester. Prepare the Title page and following it is the Table Contents. Bring your portfolio on a
schedule assigned by the instructor.

Honour, Dress and Grooming Code: You are enjoined to wear the prescribed uniform of the college with your ID worn at all
times. Respect to administrators, faculty and staff of the university as well as to your classmates and other students shall be
observed. You are mandated to follow all school policies and regulations.

Deficiencies: Incomplete grades have to be attended to within a year.

 Faculty Member: MA. LOURDES Q. BEJARIN
E-mail Address:
Consultation Hours: From Monday to Friday
Time and Venue: Every 10:00 to 12 NN/ Teacher Ed Faculty Room

Course Title AY/Term of Affectivity Prepared by: Recommending Approval Pages

TTL 1 AY 2019-2020 .MAE AMALIA B. PILARTA, Ed.D.

Second Semester MA. LOURDES Q. BEJARIN Chairman
Technology for Teaching and Course Instructor 10
Learning 1

Approved:

MA.RITA V. FLORES,Ph.D
Dean