COURSE SYLLABUS IN Prof Ed TVL 109-Technology for Teaching and Learning 1 FM-AA-CIA-13 Rev.

0 10-July-2020

PANGASINAN STATE UNIVERSITY

Lingayen Campus
COLLEGE OF EDUCATION

Prof Ed TVL 109-JTechnology for Teaching and Learning 1

1st Semester, S.Y 2020 – 2021

COURSE SYLLABUS

COURSE INFORMATION
COURSE CODE Prof Ed TVL 109
COURSE TITLE Technology for Teaching and Learning 1
COURSE CREDIT 3 UNITS
CLASS HOURS 54 HOURS
COURSE PREREQUISITE None
COURSE SCHEDULE 8-9 AM, 11-12 NN MWF / 10-11:30; 1-2:30; 2:30-4 TTh

UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To become an ASEAN Premier State University by 2025.

The Pangasinan State University, through instruction, research, extension and production, commits to develop highly principled, morally upright,
UNIVERSITY MISSION
innovative and globally competent individuals capable of meeting the needs of industry, public service and civil society.
The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory
QUALITY POLICY
service delivery through instruction, research, extension and production.

INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes
OUTCOMES are anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to Achieve,
Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).

Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity,
participatory decision making, and accountability;
2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that
build personal and professional credibility and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality
outputs leading to inclusive growth;

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4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and
international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university
constituents and elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.

PROGRAM OUTCOMES GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS

Lifelong learner
1. Articulate the latest developments ▪ Participate in continuing education and professional
in their specific field of practice; development in the specific field of practice

Eloquent ▪ Demonstrate effective oral and written

2. Effectively communicate orally and communication using both English and Filipino
in writing using both English and languages
Filipino languages; ▪ Exhibit adequate technical writing and oral
communication abilities
Culture sensitive ▪ Work effectively as a member of multi-disciplinary &
multi-cultural teams
▪ Display good judgment of people, actions and ideas
and communicate them efficiently
3. Work effectively in multi-
▪ Demonstrate effective leadership, coordination and
disciplinary and multi-cultural teams;
decision-making skills
▪ Demonstrate productive project management skills
▪ Use an understanding of cultural differences to
constructively address issues that arise in the
workplace and community.
Socially and Environmentally ▪ Articulate the contribution of one’s profession to
Responsible 4. Demonstrate professional, social, society and nation building
and ethical responsibility, especially ▪ Articulate the responsibilities of a Filipino citizen in
in practicing intellectual property relation to the rest of the world
rights and sustainable development; ▪ Demonstrate respect for intellectual property rights
▪ Explain professional knowledge and ethical
responsibilities in the biological sciences
Nationalistic 5. Preserve and promote “Filipino ▪ Articulate one’s possible contributions to society and
historical and cultural heritage”; nation building

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Knowledgeable 6. Articulate the relationship of ▪ Generate opportunities for reflection on historical,

education to a larger historical, social, social, cultural, and political processes as they affect
and ethical responsibility; the day to day lives of the students
Objective 7. Facilitate learning using wide range
▪ Actively engages students to sustain interest in the
of teaching methodologies in various
subject matter
types of environment;
Ethical ▪ Use varied teaching methodologies appropriate for
8. Develop alternative teaching diverse learners
approaches for diverse learners; ▪ Evaluate current teaching approaches and innovate
based on learners’ needs.
Systematic ▪ Perform appropriate evidence- based method in
9. Apply skills in curriculum teaching
development, lesson planning, ▪ Utilize literary skills in discerning studies and
materials development, instructional researches
delivery and educational assessment; ▪ Design carefully an instructional delivery plan needed
for a systematic approach to learning.
Service-driven ▪ Demonstrate technical writing and public speaking
10. Demonstrate basic and higher
abilities
level thinking skills in planning,
▪ Act with altruism and selflessness with the clienteles
assessing and reporting;
at all times.
▪ Recognize social and cultural backgrounds of
11. Practice professional and ethical students
Socially responsive teaching standards to respond to the ▪ Foster socially responsive teaching practices in the
demand of the community; creation of a learning environment that is engaging
and accessible to a broader range of students.
▪ Make a creative presentation to motivate students
and hold interest.
▪ Employ basic and advanced technological skills for
12. Pursue lifelong learning for audio- video presentation of lectures and other
Knowledgeable and skilled
personal and professional growth; materials intended for the teaching- learning process
▪ Write clear, focused, coherent essays about literature
for an academic audience using standard English
conventions of grammar and style.
13. Demonstrate in-depth ▪ Discern significant inputs from other disciplines
Decisive understanding of the development of ▪ Observe student culture in leading adolescent
adolescent learners; learners
14. Exhibit comprehensive
▪ Make a realistic stage presentation of the stories read
Realistic knowledge of various learning areas
that will bring to life the characters in performance
in the secondary curriculum;

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▪ Adhere to intellectual honesty

▪ Infuse integrity into classroom culture. Make integrity
15. Create and utilize materials
the norm in classrooms in several important ways.
Honest appropriate to secondary level to
▪ Assess honestly one’s current teaching practices and
enhance teaching and learning;
modify instruction and curriculum to consider all
students’ backgrounds and readiness levels.
▪ Explain key concepts and theories in language and
literature
▪ Develop a cross-cultural perspective on myths,
16. Design and implement
mythologies and folklore from around the world.
assessment tools and procedures to
Expert ▪ Explore different theories of the cultural meanings
measure secondary learning
and functions of language and literature.
outcomes;
▪ Introduce various ways of interpreting and
experiencing language and literature as texts with
oral origins.
17. Develop and utilize ▪ Use technology to empower students to become
techniques/procedures relevant to lifelong learners who are agents of change
Innovative
literary research work in classroom ▪ Make an accurate and precise observations
and other settings; ▪ Design learning activities for particular tasks
▪ Explain complex narratives in simpler versions in a
18. Master the art of storytelling to way that everyone will understand and effectively
Credible have more authority in telling folk respond to questions asked
narratives; ▪ Choose appropriate storytelling styles and
techniques
19. Extend knowledge and critically ▪ Develop an objective viewpoint in discerning
assess current views and theories in information.
Objective but open-minded
various areas of language and ▪ Participate in seminar-workshops, conferences
literature; and/or meetings of professional organizations
▪ Employ research in academic writing styles and use
20. Participate in the generation of
appropriate documentation style.
Research-oriented new knowledge or in literary research
▪ Participate in seminar-workshops, conferences
and development projects.
and/or meetings of professional organizations

COURSE DESCRIPTION

This is an introductory course that explores and teaches basic knowledge, skills and values in the positive use of technology (ICT) for teaching and learning. It shall include ICT
laws, policies and regulations, safety issues, media and technology in various content areas, learning theories and principles in the use and design of a variety of learning
lessons, teaching-learning experiences, creating a safe and secure learning environment, assessment tasks that utilize appropriate traditional and innovative technologies, and
reflection on the use of ICT to improve the teaching and learning process. Social, ethical and legal responsibility in the use of technology tools and resources shall also be
addressed.

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COURSE OUTCOMES

COURSE OUTCOMES (CO) PROGRAM OUTCOMES CODE (PO)

1. demonstrate understanding of the concepts, principles, theories of ICT systems and policies as PO 2, PO 5, PO 6, PO 7, PO 9, PO 14, PO 15,
they apply to and affect the teaching and learning process in various content areas; PO 16, PO 17, PO 20, PO 21
2. show skills in the positive use of ICT to facilitate the teaching and learning process; PO 1, PO 5, PO 7, PO 8, PO 9, PO 10, PO 11,
PO 13, PO 14, PO 15, PO 16, PO 17, PO 18, PO
19, PO 20, PO 21
3. show skills in the selection, development and use of a variety of teaching and learning resources, PO 2, PO 5, PO 7, PO 9, PO 11, PO 14, PO 15,
including ICT, to address learning goals; PO 16, PO 17, PO 18
4. PO 1, PO 5, PO 7, PO 8, PO 9, PO 10, PO 11, PO
13, PO 14, PO 15
5. demonstrate awareness of existing laws, regulations and policies that apply to the teaching and PO 9, PO 11, PO 14, PO 15, PO 16, PO 17, PO
use of ICT; 18
6. demonstrate knowledge of ICT policies, guidelines and procedures that provide safe and secure PO 2, PO 5, PO 6, PO 7, PO 9, PO 14, PO 15, PO
learning environments; 16, PO 17
7. design and evaluate assessment tasks using appropriate and innovative technologies. PO 2, PO 5, PO 7, PO 9, PO 11, PO 14, PO 15,
PO 16, PO 17, PO 18

COURSE LEARNING PLAN

Learning Activities
Course Learning Outcomes Topics Hours (Face-to-Face and Learning Assessment
Outcome/s Remote Teaching) Materials and
Platform
a) Explain relevance of the I. Orientation 1 Brainstorming and Module/
course to the attainment of A. VMGO Hour discussion MS Teams
the University’s VMGO. B. PSU Core Competencies
b) State relevant information C. Course Overview
D. Course
about the course to
Expectations/Requirements
manifest understanding its E. Grading System
overall objectives.

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CO 1, CO 3 At the end of the unit, the pre-se Unit 1 – Introduction to Technology 5 Brief Lecture: Module/ MS Use rating scale for the
rvice teacher (PST) can: a. de for Teaching and Learning hours With the aid of a Teams concept map developed by
fine basic concepts in underst A. Basic Concepts to be defined: 1. PowerPoint presentation, each group.
anding ICT in education. Technology provide an overview of
2. Information and Communication Technology for Teaching
3. Educational Technology and Learning 1.
4. Technology, Media, and Learning
5. Instructional System and Small Group Discussion: Pen and Paper test on the
Instructional Technology 6. Give graphic organizers of basic concepts of ICT in
Technology Tools B. Roles of ICT in the different concepts to be education
Teaching and Learning defined through the use of
concept mapping

Whole group discussion:

Pre-service teachers
present group outputs to
the whole class

Individual Research:
Encourage preservice
teachers to validate the
concept map and
conceptual definition.
At the end of the unit, the pre- Unit 2 – ICT Policies and Safety 9 Forum with Resource Module/ MS Summative quizzes on
service teacher (PST) can: Issues in Teaching and Learning hours Person: Invite a resource Teams ICT laws, policies and
person to talk on national regulations, and safety
a. enumerate the national ICT A. National and International ICT issues in teaching and
and international ICT laws,
laws, policies and regulations Laws, Policies and Regulations that learning Posting of
affecting classroom practices; are Applicable to Teaching and policies and regulations that comments on ICT Policies
Learning apply to teaching and in Freedom Wall/Blog
b. describe the implementation learning in Basic Education,
of ICT laws, policies and B. Safety Issues in ICT: Policies, with particular focus on Checklist on practices that
regulations in teaching-learning; Guidelines and Procedures creating safe and secure address safety Issues cross
and learning environments. referenced to national and
C. Uses of ICT Policies in Teaching international ICT laws,
c. identify ICT laws, policies and Learning in Basic Education policies, regulations and
and regulations that are Group Interviews: Organize procedures
incorporated into the design small group to conduct
and implementation of interviews and observations Accomplished observation
teachinglearning activities to on practices that address guide on how ICT laws,
promote learner achievement policies, regulations and

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and provide safe and secure safety issues in ICT for procedures are
learning environments. teaching and learning. implemented in the
classroom
Individual Research:
Pre-service teachers’
Encourage preservice written description and
teachers to research on the opinions on their newly
school ICT policies and best crafted ICT classroom
practices. policies, highlighting their
knowledge on how the
Class Observation (Field policies uphold the positive
use of ICT to promote
Study): Observe how ICT
learner achievement and
policies are implemented in provide a safe and secure
the classroom. learning environment.

Create ICT Policies:

Facilitate the creation the
Classroom ICT Policies
agreed upon all learners.
The policies should highlight,
among other things, the
positive use of ICT to
promote learner
achievement and provide a
safe and secure learning
environment.

At the end of the unit, the pre- Unit 3 – Theories and Principles in 12 Active Learning with Module/ MS Reflection on active
service teacher (PST) can: the Use and Design of Technology hours Teacher-Led Discussion Teams learning with teacher-led
Driven Learning Lessons on Dale’s Cones of discussion on Dale’s Cones
a. identify the learning principles Experience and how its of Experience posted on
and theories that are applied in A. Learning Theories and Principles principles and theories are the online blog/’Classroom-
the use and design of learning in: utilized in technologydriven made twitter Wall’
lessons with technology; and teaching and learning. Restricted Essay
1. Dale’s Cone of Experience (with
b. show skills in using, equal attention given to both the Image Analysis: Pre-
designing, developing and Conventional Technology and the service teachers analyze
delivering a technology-driven and explain the image on

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lesson that incorporates the Innovative and Emerging Technology TPACK (See PSGs for
positive use of ICT. for Teaching) image/diagram in the Course
Syllabus Template for
2. TPACK (Technology, Pedagogy Technology for Teaching
and Content Knowledge) and Learning

1). The teacher synthesizes

the preservice teachers’
analyses and explanations.
(Active Learning in a Brief
Lecture given by the
teacher) The Fish Bowl
Activity: Pre-service teachers
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.)

3. ASSURE Model ( Analyze Think-Pair and Share: In Module/ MS The pre-service teachers,
Learners, State Methods, Media, & pairs, preservice teachers Teams in small groups, will create
Materials, Utilize Media & Materials, will discuss about the and deliver their own
Require Learner Participation, ASSURE Model and create ASSURE lesson. Checklist
Evaluate and Revise) their own ASSURE lesson on the Elements included in
a lesson using the
ASSURE Model and the
rating scale will be used.
At the end of the unit, the pre- Unit 4 – ICT in Various Content 9 Brief Lecture: Module/ MS Oral examination
service teacher (PST) can: Areas hours Teams on the 21st Century-Digital
Explain 21st Century literacy Literacy skills Lesson
a. show skills in the positive use A. 21st Century Literacy Skills skills with emphasis on exemplar analysis output
of media and technology in 1. Digital Literacy Skills - Media - digital literacy skills.
various content areas; Information - ICT literacy Research on Instructional After analyzing a lesson
Design models and exemplar, the pre-service

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B. Instructional Design Models collaborative work on teachers will demonstrate a

b. introduce sample 1. Gagne’s Nine Events designing an infographic or a sample technology-
technologyenhanced lessons to 2. Bloom’s Revised Taxonomy visual image of the assigned enhanced lesson showing
support learning; 3. ADDIE Instructional Design model to skills in the positive use of
4. Merill’s Principles of Instruction be presented in class technology in teaching and
c. select ICT and conventional learning resources to
learning materials designed to C. Technology Enhanced Teaching Inquiry-Based Approach: achieve learning goals.
enhance teaching-learning; Lesson Exemplars Introduce a technology-
enhanced teaching lesson Demonstration guide will be
d. describe flexible learning D. ICT and Conventional Learning exemplar used. Presentation of
environments that enhance Materials to Enhance Teaching and selected instructional media
collaboration with the positive Learning Analysis of a teaching plan appropriate for teaching
use of technology tools; e. 1. Digital Learning Resources - exemplar—identifying the and learning context.
reflect on the use of technology Google docs - Survey Monkey - elements in designing a
in facilitating and improving the Others lesson and discussing the KWL CHART • What I
teaching and learning process, 2. Conventional Learning Resources possibilities of technology Know • What I Want to
and on its relevance and - Flip cards - Realia - Others integration in accordance Know • What I Learned
appropriateness with ICT laws, policies,
E. Distance Learning regulations and procedures Checklist Paper and Pencil
1. Types of Online Distance to promote the positive use Test on the types and use
Learning - Synchronous - of ICT of technology tools in a
Asynchronous collaborative classroom
Demonstration: Demonstrate environment
F. Technology Tools in a a sample technology-
Collaborative Classroom enhanced lesson in Reflective narrative or
Environment accordance with ICT laws, Entries in the ‘Classroom
policies, regulations and Twitter Wall’ in the
G. Relevance and Appropriateness procedures to promote the classroom/Blog Created
in the Use of Technology in positive use of ICT and Administered by the
Teaching and Learning teacher.
1. Principles in Selecting Group research and
Instructional Materials based on presentation of the digital Self- Or Peer-Evaluation of
their: - Appropriateness and learning materials identified their Assessment
Feasibility. - Appropriateness as appropriate and feasible
(Target Learners and Instruction) - in a given teaching-learning
Authenticity (Dependable) - Interest context.
- Cost (Economy) - Organization
and Balance And other Forum-Discussion: Conduct
considerations: Environmental a forum on distance learning
factors, dynamic variables (e.g size
of class, attitudes, etc.)

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Demonstration and hands-on

exploration on synchronous
and asynchronous online
distance learning using the
class Site

Brief Lecture on types and

use of technology tools in a
collaborative classroom
environment

Small Group Discussion: Led

by Preservice teachers

Based on the lesson

demonstrated, the class will
determine, analyze and
evaluate the appropriateness
and use of technology.
(Variation: Based on the
Lesson plan exemplar) Class
presentation of their
evaluation of instructional
materials used in the lesson
At the end of the unit, the pre- Unit 5 – Innovative Technologies for Pre-service teachers lead Module/ MS Written exam on the
service teacher (PST) can: Teaching-Learning and Assessment discussions of Innovative Teams elements of digital
Task Technologies for Teaching- citizenship
- formulate teaching-learning • ICT and Assessment in Learning - Learning and Assessment
experiences and assessment Assessment Tools Tasks
tasks using appropriate and • Tools in evaluating appropriate Rubrics assessing research
innovative technologies; and assessment tools (ex. Checklist, Pre-service teachers outputs on social, ethical
- evaluate the appropriateness rating scale) research on examples of and legal responsibilities in
of assessment tools using ICT • Technology-Enhanced Lesson technology-assisted tools in the use of technology
resources to address learning using the ASSURE as Technology- assessment in learning.
goals Integration Model
Workshop on the formulation
At the end of the unit, the pre- Unit 6 – Social, Ethical and Legal of tools to evaluate
service teacher (PST) can: Responsibilities in the Use of assessment tools
Technology Tools and Resources
a. show, give examples,
observe and demonstrate A. Digital Citizenship

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social, ethical and legal 1. Nine Elements of Digital Lecture-discussion on the

responsibility in the use of Citizenship nine elements of digital
technology tools and resources; B. Social, Ethical and Legal citizenship
Responsibilities in the Use of
b. identify examples of Technology Tools and Resources Group research on the
compliance of Intellectual by Teachers social, ethical and legal
Property Rights (IPR) in the responsibilities in the
educational setting; C. Intellectual Property Rights (IPR) positive use of technology
Applicable to the Educational tools and resources by
c. enumerate digital safety Setting: Copyright and related teachers Talk it Out (from
policies, guidelines and Rights Copyright Law Global Digital Citizen
procedures that ensure child Foundation) An Activity on
online safety and prevent taking a stance on an issue
cyberbullying; and defending it Pre-service
teachers are given a
d. discuss safety rules in scenario primarily focusing
obtaining resource materials on social, ethical and legal
from local area network-based responsibilities in the use of
and the internet; technology. Analysis of the
different cases involving
e. describe the community of social, ethical and legal
learners as netizens who share issues on technology use.
and utilize digital materials; and
Group research on the
f. practice standard netiquette to Intellectual property Rights in
share and utilize digital Educational Setting
materials as a positive use of
technology. Class presentation of
research outputs (e.g.
poster, infographic,
HootBoard, etc.)
D. Digital Safety Rules 1. Rule 1: 4As (Abstraction, Analysis Module/ MS
Research before you register 2. and Application) Activity: Teams
Rule 2: Discriminate 3. Rule 3: You know the Rules (from
Think before typing 4. Rule 4: Global Digital Citizenship
Require ID 5. Rule 5: Trust your gut Foundation) Learners
imagine that they can draft
E.Cyber bullying three rules that every digital
citizen must follow. What
would they be and why?

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F. Netizens in Cyberspace: Active Class formulated Guide on

Citizenship Forum Discussion on the Digital Safety Rules
digital safety rules
Making of Posters and
G.Netiquette (social conventions digital campaign materials
online)
Role playing on how to
support school learners as
part of a learning
community

Rubrics assessing behavior

H. Educational Sites and Portals in social media sites

Pencil and paper Test

I. Online Communities of Learning Presentation and sharing of The pre-service teachers
e.g. Research Outputs (e.g. will compile a collection of
1. Facebook Infographics, Digital educational Sites
2. Twitter advertisement, brochures,
3. Instagram bulletin board display/online Rating scales on the
4. Webinar bulletin board) practicum accomplished

J. Online Resources e.g. Practicum on sample Reflection on joining expert

1. Opensource strategies on how to join learning communities
2. Multimedia resources; video sites experts’ learning
3. Finding images communities Checklist
4. Music and audio; webcasts
5. Locate web sources by topic Group Research and
6. Others Application of the identified
K. Collaborative projects i.e. The relevant mailing list and Pencil and Paper Test
Problem-Based projects or Project- online journals
Based Project
Pre-service teachers lead Practical Test
L. Technology Tools for Group Discussions Lecture
Collaborative Work, e.g. 1. Google Lecture-Demonstration
drive 2. Edmodo 3. Bubbl.us 4. Workshop/ Hands-on
Wikispaces 5. Others experience on the tools
Online Chat Session
54
hours

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COURSE REFERENCES AND SUPPLEMENTAL READINGS

A. Books and E-books C. Electronic Sources

Bilbao,P., Dayagbil, F., & Corpuz, B. (2014). Curriculum Development for Teachers. LORIMAR
Publishing Inc. Biggs, J. (2014). Constructive Alignment in University Bitter, G.G, & J.M. legacy. (2008).
Using Technology in the Classroom Byun, J.N., Kwon, D.Y., & Lee, W.G (2014). Development of ill-
structured problems for elementary learners to learn by computer-based modelling tools. International
Journal of Computer Theory and Engineering, 6(4), 292-296 CAST (2011). University designed for
learning guidelines version 2.0. Wake_eld, MA: Author Cindy E. H. (2004). Problem-Based learning:
What and How Do students learn? Educational Psychology Review, 16, 3. Constructivism and CALL:
Evaluating some interactive features of network-based authoring tools. ReCALL: The Journal of
EUROCALL, 13(1), 32-46.
A. Journals/Magazines

COURSE REQUIREMENTS
LECTURE REQUIREMENTS:
1. Homework (activity sheets)
2. Quizzes
3. Papers (Essay, commentary, original speech/script)
4. Presentations
5. Examinations

ASSESSMENT AND GRADING

Final Grade = ½ Midterm Grade + ½ Final Grade
A. Examinations 40%
B. Presentations/Papers/Recitation/Quizzes 30%
C. Home-based Requirements 30%

COURSE POLICIES AND EXPECTATIONS

Lecture Class Policies (Residential Class)
1. Please wear your face masks at all times. Bring your own alcohol, soap, ballpoint pen, paper and other materials. Strictly no borrowing of things.
2. Please stay home if you are unwell.
3. Attendance in the class signifies readiness to participate in class discussions and activities.
4. A student is responsible for his/her absence.
5. A student will be automatically marked DRP (Dropped) after eight (8) consecutive absences.
6. Requirements must be submitted within the designated date of submission.

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7. NO CELLPHONES OR ELECTRONIC DEVICES AT ANY TIME. All school rules will be followed as stated in the student handbook
8. Late work: Deductions will be given; however, leniency will be observed.
9. Others as agreed upon by the class.
Lecture Class Policies (Online Class)
1. Wear a decent casual dress during web conference.
2. No foul words during online discussions.
3. Observe punctuality and courtesy (group of 5 individuals per batch; usually group leaders)
4. Private conversations during web conferencing are not allowed.
5. Respect shall be observed for the teacher and students.
6. Cheating and plagiarism is not tolerated.
7. On-time submission of requirements as agreed during class orientation.
Additional Information:
1. A Messenger Group Chat will be created for the subject specifically which will be used to answer queries.
2. A closed Facebook group will be created for posting of announcements, syllabus, assignments, rubrics, directions, videos or links of instructional materials.
3. All assignments shall be submitted to the teacher’s email. When you contact me, identify yourself. Please indicate in the subject of the email your name and the
activity (e.g. Technology for Teaching and Learning 1_Dela Cruz, Juan_Activity_1)
4. All documents and/or photos shall be renamed bearing your name and the activity for purposes of monitoring of submission and on-time passing.

FACULTY CONTACT INFORMATION

NAME Julieflor O. Micu

DESIGNATION
EMAIL ADRESS [email protected]
WEBSITE
CONSULTATION HOURS Friday 3:00-4:00 PM
OFFICE LOCATION College of Education
Adapted from:
Professional Education prototype Syllabi
Checked by: Recommended by: Approved by:
Compendium
by Philippine National Research for
Teacher Quality

Prepared by: ANALENE V. DE GUZMAN, MA. Ed. JUN S. CAMARA, Ph. D. RANDY JOY M. VENTAYEN, DBA,DIT
Department Chairperson College Dean Campus Executive Director

JULIEFLOR O. MICU
Faculty-in-charge

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