UNIVERSIDAD DE MANILA

One Mehan Gardens, Manila City, Philippines 1000

COLLEGE OF EDUCATION
COURSE SYLLABUS IN TECHNOLOGY FOR TEACHING AND LEARNING I
Course Code: EDN 212

Course Title: Technology for Teaching and Learning I

Course Description:

This is an Introductory course that explores basic knowledge, skills and values. In the use of technology for teaching and learning. It includes ICT policies and safety issues,
media and technology in various content areas, learning theories and principles in the use of learning lessons, teaching-learning experiences and assessment tasks that utilize
appropriate traditional and innovative technologies with social, ethical and legal responsibility in the use of technology tools and resources.

Credits: 3 units

Pre-requisite: None

Course Objectives: At the end of the course the students are expected to:

1. Learn basic knowledge, skills and values in the use of technology for teaching and learning.
2. Explain policies and safety issues related learning theories, context areas and principles in the use of ICT for teaching and learning.
3. Develop higher level of thinking and creativity among students by preparing and producing multi-media instructional materials for teaching and learning.
4. Discuss how technology can be a tool in applying the new strategies and methods of student-centered and activity-centered/education.

LEARNING PLAN
Time
Frame Teaching and Learning
Desired Learning Outcomes (DLO) Course Content/Subject matter Assessment Task (ATs) Resource Materials
(Term/W Activities (TLAs)
eek/hrs)
1. Understand ICT in Education Unit 1- Introduction to Technology for 14 Brief Lecture: with the aid of a Use rating scale for the LCD Projector
Teaching and Learning powerpoint presentation, concept map developed by Laptop
provide an overview of the each group Board
1.1 define basic concepts in A. Basic Concepts to be subject Technology for Textbook
 understanding ICT in defined: Teaching and Learning. Website
Education 1. Technology
2. Information and Small Group discussion: Give Pen and paper test
Communication graphic organizers of the
3. Educational Technology different concepts to be Posting of comments on ICT
4. Technology, Media and defined through the use of policies in Freedom Wall/Blog
Learning concept mapping
5. Instructional System Whole Group discussion: Checklist on the practices
and Instructional Present to the whole class that address safety issues
technology group outputs
6. Technology Tools Accomplished observation
1.2 Enumerate the national Roles of ICT in Teaching for Learning Individual Research: guide
ICT policies affecting Encourage students to
classroom practices Unit 2. ICT Policies and Safety Issues validate the concept map and Learners’ written description
in Teaching and Learning conceptual definitions and opinions on their newly
crafted ICT classroom
A.ICT National or International Discuss on ICT national and policies
Policies that are applicable to international policies applied to
teaching and learning
teaching and Learning
1.3 Describe the
implementation ICT Group Interviews: Organize
policies in teaching- B. Safety Issues in ICT small groups to conduct
learning interviews and observations Reflection Posted of the
1.4 1.4 identify ICT policies on practices that address online blog/ ‘classroom-made
that are incorporated to C. Uses of ICT Policies in the safety issues in ICT for Twitter Wall’
the design and Teaching and Learning teaching and learning.
implementation or Restricted Essay
Environment
teaching-learning Individual research:
activities Encourage students to
research on other school ICT
2. Identify Learning Theories and Unit 3. Theories and Principles in the policies and best practices
Principles Applied in the Use Use and Design of Technology Driven
and Design of Learning Learning Lessons Class Observation (Field
Lessons with Technology Study):Observe how ICT
A. Learning Theories and policies are utilized in the
2.1 Identify learning principles and Principles in: classroom.
theories that are applied in technology Dale’s Cone of Experience (with
driven teaching-learning models equal attention given to both the Facilitate the Creation the
Conventional Technology and the Classroom ICT policies agreed
upon by all learners
 Innovative and emerging Technology
for Teaching) Active Learning with Teacher-
Led Discussion on Dale’s
Cone of Experience and how
TPACK (Technology, Pedagogy, and
its principles and theories are
Content Knowledge) utilized in the technology-
driven teaching and learning
ASSURE Model (Analyze learners,
State Objectives, Select Methods, Image analysis: Students
Media & Materials, Utilize Media & analyze and explain the
Materials, Require Learner image/diagram. The teacher
synthesizes.
Participation, Evaluation and revise)
A brief on TPACK

Active learning in a Brief

lecture by the teacher) The
Fish Bowl Activity: Learners
are given metacards and
asked to write a question of
clarification about the topic:
(i.e questions concerning the
application of the topic to
practical concepts). Teacher
draws these questions from
the bowl and answers the
questions or asks the class to
answer them. (This could be
done during or after the input.)

Think-Pair and Share: In pairs,

the discuss about the
ASSURE Model and create
their own ASSURE lesson
3. Integrate Media and Technology in Unit 4. ICT in Various Content Areas Brief lecture: Explain 21st Oral Examination Textbook
Various Content Areas century literacy skills with Website
3.1 Review teaching plans that A. 21st Century Skills emphasis on digital literacy Lesson exemplar analysis Laptop
require learners to connect the content Digital Literacy Skills skills. output LCD Projector
of the lesson to society  Media Mobile Phones
 Information Demonstration Guide Internet Conection
  ICT literacy 14 Research on instructional
design models and Presentation of selected
B. Instructional Design Models collaborative work on instructional media
 Gagne’s Nine Events designing an appropriate for teaching and
 Bloom’s Revised Taxonomy infographics or a visual learning context
 ADDIE image of the assigned
 Merill’s Principles of instructional design
3.2 Introduce sample technology- Instruction model to be presented in
enhanced lessons to support learning C. Technology Enhanced class
Teaching lesson exemplars
Inquiry-Based Approach:
3.3 Select ICT and conventional D. ICT and Conventional Introduce a technology-
learning materials designed to enhance Learning materials to enhanced teaching lesson
teaching-learning enhance teaching-Learning exemplar

1. Digital learning resources Analysis of a teaching plan

a. Google Docs exemplar- identifying the
b. Survey monkey elements in designing a lesson
c. Others and discussing the possibilities
2. Conventional Learning of technology integration
resources
a. Flip charts Demonstration: Demonstrate KWL Chart
b. Realia a sample technology-  What I Know
3. Others enhanced lesson  What I want to Know
 What I learnedd
3.6 Identify flexible learning through E. Distance Learning Group research and
online communications presentation of the digital Checklist
(synchronous/asynchronous modality) learning materials
identified as appropriate
and feasible in a given
teaching-learning context

Forum-Discussion: Conduct a
forum on Distance Learning

Demonstration and hands-on

exploration on the
synchronous and
asynchronous online
distance learning using
 the Class Site
3.7 Describe flexible learning F. Technology Tools in a Brief Lecture on the different Paper and Pencil Test Textbook
environment that enhances Collaborative Classroom technology tools in a Website
collaboration with the use of Environment collaborative classroom Laptop
environment Projector
technology tools
Small Group Discussion- Reflective narrative or Entries Internet Connection
3.8 Reflect on the use of Student Led in the ‘Classroom Twitter Software
technology and on its G. Relevance and Appropriateness in Wall’ in the classroom/ Blog
relevance and the Use of Technology in Teaching Created and Administered by
appropriateness and Learning Based on the lesson the Teacher
14 demonstrated, the class will
Principles in Selecting Instructional analyze and determine the
Materials based on their appropriateness and use of
Appropriateness and Feasibility technology.
(Variation: Based on a lesson
 Appropriateness (Target plan exemplar)
Learners and Instruction)
 Authenticity (Dependable) Class presentation of their
 Interest evaluation of instructional
materials used in the lesson
 Cost (Economy)
 Organization and balance
Students’ research on
And other considerations: examples of technology-
Environmental Factors, Dynamic Reporting and Feedbacking
assisted tools in assessment
Variables (e.g. size of class, attitudes, in learning
etc.)

Unit 5. Innovative Technologies for

4.Formulate Teaching-Learning Teaching-Learning and Assessment
Experiences and Assessment Tasks Task
Using Appropriate and Innovative
Technologies A. ICT and Assessment in
Learning Workshop on the formulation
4.1 Identify technology-assisted tools 1. Assessment tools of tools to evaluate Workshop output
in the assessment of learning assessment tools
Lesson planning

Rubrics for assessing lesson

plans
 B. Tools in evaluating Critiquing of lesson plans
appropriate assessment Revising of lesson plans
Demonstrate proficiency in the tools (ex. Checklist, rating
formulation of teaching-learning scale)
experiences using innovative
technologies C. Technology-enhanced
lesson using the ASSURE
as Technology-Integration
Model
5.Demonstrate Social, Ethical, and Unit 6. Social, Ethical and Legal Lecture- discussion on the Written exam Textbook
Legal Responsibility in the Use of responsibilities in the Use of nice elements of digital Projector
Technology Tools and Resources Technology Tools and Resources citizenship Laptop
Mobile phones
5.1 Show, give examples, observe A. Digital Citizenship Group research on the social, Rubrics assessing research Internet connection
social, ethical and legal responsibility in B. Social, Ethical and Legal 12 ethical and legal outputs Software
the use of technology tools and responsibilities in the Use of responsibilities in the use of
Technology Tools and technology tools and
resources
Resources by Teachers resources by teachers
5.2 Identify examples of compliance of C. Intellectual Property Rights Rubrics assessing research
Applicable to the Educational Talk it out (from Global Digital presentations and outputs
IPR in educational setting.
Setting: Copyright and Citizen Foundation) An activity Class formulated Guide on
Related Rights Copyright on taking a stance on an issue Digital Safety Rules
5.3 Enumerate digital safety rules that
Law (Part IV) and defending it
ensure child online safety and prevent D. Digital Safety Rules Learners are given a scenario Posters and digital campaign
cyberbullying  Rule 1: Research primarily focusing on social, materials
before you register ethical and legal
5.4 Discuss safety rule in obtaining responsibilities in the use of Rubrics assessing behavior
 Rule 2:
resource materials from local area Discriminate technology in social media sites
network-based and the internet  Rule 3: Think Analysis of the different cases
before typing involving social, ethical and Paper and pencil tests
5.5 Describe the community of learners  Rule 4: Require ID legal issues on technology use
as netizens who share and utilize  Rule 5: Trust your
digital materials. gut Group research on the List of educational sites
E. Cyberbullying intellectual property rights in
5.6 Practice standard netiquette in F. Netizens in Cyberspace the educational setting Rating Scale
sharing and utilizing shared materials Active Citizenship
G. Netiquette (social Class presentation of research Reflection
among learning communities
conventions online) outputs (e.g. poster,
5.7 Show/ demonstrate support to H. Educational Sites and infographics, hootboard, etc.) Checklist
Four as activity: You know the
school learners as part of learning Portals Rules (from global Digital Practical Test
community in their digital culture and I. Online Communities of Citizenship foundation)
behavior Learning Learners imagine that they
 Facebook can draft three rules that every
5.8 Identify educational sites and  Twitter digital citizen must follow.
portals suitable to their subject area  Instagram What would they make and
J. Online Resources why? Abstraction, Analysis &
5.9 Join online expert and learning  Open source Application
communities  Multimedia
resources Forum Discussion on the
5.10 Use resources from relevant  Finding images digital safety rules
mailing lists and online journals  Music and audio
Debate on Cyberbullying
 Locate web
5.11 Describe technology tools that are resources by topic
Small group Discussion
used in group activities  Others
K. Collaborative Projects Brief Leture
5.12 Use technology tools to L. Technology Tools for
collaborate as share resources among Collaborative Work Advocacy Campaign
communities of practice
Forum

group research to identify

educational sites and portals
presentation and sharing of
research outputs (e.g.
infographics, digital
advertisement, brochure,
bulletin board display/ online
bulletin board

Practicum on sample
strategies on how to join
experts’ learning communities

Group research and

application of the identified
relevant mailing list and online
journals
Suggested Readings/ Abushakara, N. (2016). Netiquetter: Modern manners for a modern world.The ultimate guide to online etiquette. Create Space Independent Publishing
References Platform
Anderson, J. (2010). ICT Transforming Education.A regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education
Angelo, T. & 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 integration for teaching and learning. Retrieved from creative Commons
License
http://cretivecommons.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
https://www.stopbullying.gov/cyberbullying/what-is-it/
http://www/ascd.org/publications/books/102112/chapters/What_is_Project-Based_Multimedia_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.edtechteacher.org/assessment
http://www.edtechteacher.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 into teaching.(4theed.)Boston:Pearson Education, Inc.
Roblyer, M. D. (2003).Integrating educational into teaching.(3rd ed.) upper Saddle, New York: Merrill Prentice Hall
Smaldino, S. et.al.(2005). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall
Smaldino, S. et.al.(2008). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall

Our ICT http://www.ourict.co.uk/ Ten Best Assessment Tools (Posted April 1, 2015) Retrieved from: http://www.ourict.co.uk/formative-assessment-tools/

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/0D8xBBYUc2V91dVJQQXdVMFVDS2C/edit
Course requirements Suggested:
A lesson plan exemplar with an appropriate integration of technology
Written log exam (Midterm and Finals)
ePortfolio
 A complete posted reflection notes in the Class Blog or Wikispace/ ‘Teacher-made Classroom Twitter Wall’
Class Active Participation (group work, mini-outputs in tasks, among others
Grading system
Major Exams 20%
Project 40%
Class Standing 40%
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