UNIVERSITY OF LA SALETTE, INC.

Santiago City, Isabela, Philippines

COLLEGE OF TEACHER EDUCATION

COURSE LEARNING PLAN

First Semester, Academic Year 2023-2024

Course Number : PEDUC 008

Descriptive Title : Technology for Teaching and Learning 1
Units : 3 Units
Contact Hours per Week : 3 hours Lecture per week
Type of Course : Lecture

Prepared and submitted by: Date Submitted: Reviewed by: Date Reviewed:

KING CHRISTIAN D. ANTONIO, MIT, ________________ MARIA DIWATA V. CADIENTE, ________________

LPT _ MAED _
Instructor Program Coordinator

Endorsed by:

LILIA D. ANTONIO, Ph.D.

Dean, College of Teacher Education
Approved by:

MADEILYN B. ESTACIO, Ph.D.

Vice President for Academic Affairs

VISION

1
The University of La Salette, Inc., a Catholic institution founded by the compliance with international standards for curricular programs and
Missionaries of Our Lady of La Salette, forms RECONCILERS “so that they university management.
may have life, and have it to the full.” (John 10:10) 3. To provide accessible education through various modalities of learning.
4. To lead the academic community with strategic and transformative
MISSION competencies in realizing the Vision, Mission and La Salette Philosophy
of Education.
The University of La Salette, Inc. is a premier institution of choice, providing 5. To develop and implement transformative teaching and learning
accessible, quality, and transformative education for integral human experience through critical approach and values-based integration.
development particularly the poor. 6. To undertake research on various disciplines and generate new
knowledge needed for the advancement of the university as well as for
CORE VALUES the national development.
7. To realize ICT oriented learning by establishing the monitoring system to
1. FAITH-The total submission to God’s call to Holiness to His will collect and review information needed to manage an organization or on-
2. RECONCILIATION-Constantly renewing our relationship with God, going activities of the university.
others and all creation through a life of prayer, penance and zeal 8. To provide industry experience through on-the-job-trainings, exposures,
3. INTEGRITY-The courage and determination to live and to die for internship, immersion programs and linkages.
Salettinian ideals 9. To provide a holistic curriculum that integrates instruction, extension,
4. EXCELLENCE – Upholding the highest standard of quality education research, ICT, industry experience for both students and faculty.
and professionalism in the areas of instruction, research and extension 10. To adopt an interdisciplinary approach by enhancing the institution’s
5. SOLIDARITY – Commitment to building a community anchored on interest in the understanding of the cultural reproduction and social
mutual trust, confidence, teamwork, unity and respect for the dignity of integration and in spiritual and moral formation.
the human person and creation

INSTITUTIONAL OUTCOMES

Having finished their academic degree at the University of La Salette, the

graduates are expected to become:

Transformative Leaders. Active involvement in their respective

INSTITUTIONAL OBJECTIVES community and organization by championing the Salettinian ideals.

In keeping with its Philosophy, Vision and Mission, La Salette professes the Reconcilers. Continue to communicate their Salettinian identity and culture
following institutional objectives: through active involvements in the evangelizing ministry of reconciliation in
1. To foster a reconciled and reconciling community through spiritual their local communities, work-places and in social organizations.
upliftment programs and liturgical activities.
2. To sustain the quality assured education of the university through Industry Competent. Demonstrate their readiness in the arena of and
institutional and program accreditations, professional certification, and qualification for employment through the established link between theoretical

2
aspect of the curriculum and its practical dimension as a result of their on-
the-job trainings, exposures, internship, immersion programs and linkages
with relevant industries or workplaces.

Research-Oriented. Keep abreast with current developments and trends in

all relevant technical/professional knowledge areas for successful adaptation
to a changing and complex world through continuing engagement in research
projects to contribute to the humanization of the world in general, and to the
reconciling effects on their relationships with God, with fellow human
beings, with society and with nature.

Information and Communication Technology Proficient. Demonstrate

contemporary skills applications as they offer innovative solutions in work
situations through the employment of new technology and new ways of
communication.

Critical Thinkers. Engage themselves in critical reflection and

communicative discourses on uncritically assimilated assumptions, beliefs,
value-system and diverse perspectives that need to be collaboratively
addressed for an emancipatory and integral process of human growth and
community building.

Holistic Persons. Demonstrate through their attitude, behavior and

engagement a synthesis of faith and lived experience, of faith and science;
synthesis of cognitive, affective and behavioral aspects of learning; synthesis
of cultural and global concerns, and a synthesis of curricular and co-
curricular programs.

PROGRAM OUTCOMES

The minimum standards for English Bachelor of Elementary Education

program are expressed in the following minimum set of learning outcomes:

CODE BSED PROGRAM OUTCOMES

BEED- Demonstrate in-depth understanding of the diversity of learners
1 in various learning areas.
BEED- Manifest meaningful and comprehensive pedagogical content
2 knowledge (PCK) of the different subject areas
BEED- Utilize appropriate assessment and evaluation tools to measure
3 learning outcomes.

3
BEED- Manifest skills in communication, higher order thinking skills
4 and use of tools of technology to accelerate learning and
BEED- teaching. systems
Demonstrate positive attributes of a model teacher both as an
5 individual and as a professional
BEED- Manifest a desire to continuously pursue personal and
6 professional development.

4
 BEED PROGRAM OUTCOME AND INSTITUTIONAL OUTCOMES

INSTITUTIONAL
PROGRAM OUTCOMES OUTCOMES
T R I R I C H
Bachelor of Elementary Education (from CMO No. 74, s. 2017)
1. Apply scientific and evidence-based practices critical to the educational and learning processes. /
2. Demonstrate skillful performance in a variety of physical activities. /
3. Adapt performance to variety of physical activity settings: (e.g., formal classes, recreational, and competitive) /
4. Critically examine the curriculum (e.g., content, pedagogy and assessments) and program, and enhance (e.g., innovate) them /
necessarily.
5. Plan and implement safe and effective physical activity programs to address the needs of individual and groups in school /
and/or non-school settings.
6. Monitor and evaluate physical activity programs in school and/or non-school settings. /
7. Use appropriate assessments in, as and for student or client learning. /
8. Use information, media and technology in pedagogy and for lifelong learning. /
9. Demonstrate firm work/professional ethics. /
10. Cultivate solidarity by working and dealing with/relating to others harmoniously. /
11. Promote the advancement of the profession by making sense of and getting involved in current discourse that impact on the /
profession.
12. Pursue lifelong learning for personal and professional development. /
13. Communicate effectively with PE practitioners, other professionals and stakeholders. /
14. Use oral, written, and technology formats deftly. /

COURSE INFORMATION

5
 Course Code PEDUC 008
Course Title Technology for Teaching and Learning 1
Course Description This course 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.
Pre / Co -requisite None
Credit 3 Units
Contact Hours Per Week 3 hours Lecture
Class Schedule 1:30-3:00PM MW / 3:00-4:30PM TTH
Room Assignment HA309 & HA301

COURSE OUTCOMES

At the end of the course, the pre-service teachers should be able to:

Knowledge
A. Explain the ICT Competency Standards for Teachers and the Roles of Technology for Teaching and Learning
B. Explain ICT policies and safety issues as they impact on the teaching-learning process
C. Describe a flexible learning environment and the different platforms used for flexible learning

Skills
D. Develop and use the non-digital and digital tools in delivering technology-enhanced lessons
E. Identify learning theories and principles related to media and technologies as these apply to the design and development of lessons
F. Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies

Values
G. Demonstrate socio-civic, ethical, and legal responsibilities in the use of technology tools and resources

COURSE OUTCOMES AND THEIR BEED PROGRAM OUTCOMES

COURSE OUTCOMES PROGRAM OUTCOMES

6
 1 2 3 4 5 6 7 8 9 10 11 12 13 14
KNOWLEDGE
1. Explain the ICT Competency Standards for Teachers and the Roles of / / / /
Technology for Teaching and Learning
2. Explain ICT policies and safety issues as they impact on the teaching- / / / / /
learning process
3. Describe a flexible learning environment and the different platforms used for / / / / / / / / /
flexible learning
SKILLS
1. Develop and use the non-digital and digital tools in delivering / / / / / / / / / / /
technology-enhanced lessons
2. Identify learning theories and principles related to media and / / / / / / / /
technologies as these apply to the design and development of lessons
3. Formulate teaching-learning experiences and assessment tasks using / / / / / / / / / / / / / /
appropriate and innovative technologies
VALUES
1. Demonstrate socio-civic, ethical, and legal responsibilities in the use of / / / / / / / / / / /
technology tools and resources

COURSE OUTLINE

TIME
Learning Outcomes Topic Outline Methodology Assessment Learning Resources
FRAME

7
 At the end of this weeks,  Vision, Mission,  Interactive  Students will be  ULS Student Handbook
the pre-service teacher Goals, Philosophy Discussion presented with various
(PST) should be able to: of Education, and  Think-Pair-Share situations. Then, they  ULS Official Website
Core Values of the will cite which part of
 Brainstorming o https://uls.edu.ph
the Vision, Mission,
 recite the Vision, University of La
Philosophy or Core
Mission, Philosophy Salette, Inc. Value is demonstrated.
and Core Values of the
Week 1 University; and  Students will compose
 evaluate the Vision, a poem on the
Mission, Goals, relevance of the
Philosophy, and Core Vision, Mission,
Values of the ULS. Goals, Philosophy, and
Core Values of the
ULS to their personal
and professional life.
At the end of this weeks, Module 1. Teaching Brief Lecture: With the aid Use rating scale for the Books:
the pre-service teacher and Learning with of a PowerPoint concept map developed Bilbao, Purita P., Dequilla, M.A.C.V.,
(PST) should be able to: Technology: An presentation, provide an by each group. Rosano, D.A., Boholano, H.B. (2019).
Introduction overview of Technology for Technology for Teaching and Learning 1.
Teaching and Learning 1. Lorimar Publishing, Inc.
 Define basic concepts
in understanding ICT  Lesson 1: ICT Small Group Discussion: Internet:
education Competency Give graphic organizers of Teaching in the 21st Century, by Delafosse,
Standards for the different concepts to be S. at https://www.youtube.com/watch?
 Explain the roles of ICT Philippines Pre- defined through the use of v=075aWDdZUlM
to effective teaching Service Teacher concept mapping M2_ICT-Pedagogy Integration in Language
Week 2 Learning Plans.pdf. (2023, February 9).
and learning Education
https://www.slideshare.net/j-mar2187/m2ict
pedagogy-integration-in-language-learning-
planspdf

Journal Articles:
Calzada, M. P. T., & Antonio, V. V. (2023).
Development of Technology-Enhanced
Lessons in Optics (TELO). American
Journal of Multidisciplinary Research and
Innovation, 2(3), 41-48.
Week 3 At the end of this weeks,  Lesson 2: Whole group discussion: Pen and Paper test on the Books:
the pre-service teacher Understanding the Pre-service teachers present basic concepts of ICT in Bilbao, Purita P., Dequilla, M.A.C.V.,
(PST) should be able to: Basic Concepts in group outputs to the whole education Rosano, D.A., Boholano, H.B. (2019).
class Technology for Teaching and Learning 1.
ICT
Lorimar Publishing, Inc.

8
  Define basic concepts Individual Research:
in understanding ICT  Lesson 3: Roles of Encourage pre-service Internet:
education Technology for teachers to validate the Teaching in the 21st Century, by Delafosse,
concept map and conceptual S. at https://www.youtube.com/watch?
Teaching and
definition. v=075aWDdZUlM
 Explain the roles of ICT Learning
to effective teaching Journal Articles:
and learning Akhmedov, B. (2022). A new approach to
teaching information technologies in
education. Central Asian journal of
education and computer sciences
(CAJECS), 1(2), 73-78.
Week 4 At the end of this weeks, Module 2: ICT Forum with Resource Summative quizzes on Books:
the pre-service teacher Policies and Issues: Person: Invite a resource ICT laws, policies and Bilbao, Purita P., Dequilla, M.A.C.V.,
(PST) should be able to: Implication to person to talk on national regulations, and safety Rosano, D.A., Boholano, H.B. (2019).
Teaching and international ICT laws, issues in teaching and Technology for Teaching and Learning 1.
policies and regulations that learning Lorimar Publishing, Inc.
 enumerates the national  Lesson 1: Polices apply to teaching and
ICT laws, policies and and Issues on learning in Basic Education, Posting of comments on Habulan, Nenita V. (2016). Pedagogical
regulations affecting Internet and with particular focus on ICT Policies in Freedom Foundations in Educational Technology
classroom practices; Implication to creating safe and secure Wall/Blog (Technology for Teaching-Learning 1).
Teaching and learning environments. Lorimar Publishing, Inc.
 describes the Learning Checklist on practices that
implementation of ICT Group Interviews: Organize address safety Issues Internet:
laws, policies and  Lesson 2: Safety small group to conduct cross referenced to M2_ICT-Pedagogy Integration in Language
regulations in teaching- Issue on the Use of interviews and observations national and international Learning Plans.pdf. (2023, February 9).
on practices that address ICT laws, policies, https://www.slideshare.net/j-mar2187/m2ict
learning; and ICT Including E-
safety issues in ICT for regulations and pedagogy-integration-in-language-learning-
Safety Rules teaching and learning. procedures planspdf
 identifies ICT laws,
policies and regulations Individual Research: Accomplished Journal Articles:
that are incorporated Encourage preservice observation guide on how Calzada, M. P. T., & Antonio, V. V. (2023).
into the design and teachers to research on the ICT laws, policies, Development of Technology-Enhanced
implementation of school ICT policies and best regulations and Lessons in Optics (TELO). American
teaching-learning practices. procedures are Journal of Multidisciplinary Research and
activities to promote implemented in the Innovation, 2(3), 41-48.
learner achievement classroom
and provide safe and
Pre-service teachers’
secure learning written description and
environments. opinions on their newly
crafted ICT classroom
policies, highlighting their

9
 knowledge on how the
policies uphold the
positive use of ICT to
promote learner
achievement and provide
a safe and secure learning
environment.
At the end of this weeks,  Computer Quiz Quiz about the Books:
the pre-service teacher Hardware Social Discussion components of Living in The IT Era
(PST) should be able to:  Fundamental Brainstorming computer hardware. Hajer Kefi, Editor. Newcastle upon Tyne :
Recitation Information Technology Ethics: Concepts
Parts of a
and Practices in the Digital
 Identify the parts of Computer Collaborative Fill out an advance
WorldCambridge Scholars Publishing.
computer hardware  Mainstream organizer about the 2015. eBook., Database: eBook Collection
Classes of advantage and (EBSCOhost)
 Compare and contrast Computers disadvantage of
the mainstream of  Trends of computer Internet:
classification of Computers classifications that are Computer Hardware – GeeksforGeeks
computer  Computer most widely used. https://www.geeksforgeeks.org/computer-
hardware
Algorithm
 Illustrate the Learnings  Algorithm and Its Forum discussion about
the trends in computer What is Algorithm - Definition, Types and
of computer technology Importance Application
technology.
Week 5  Flowchart https://www.edrawsoft.com/algorithm-
 Define Computer The students will
 Pseudocode definition.html
Algorithms identify computer
 Control algorithms
Structures Journal Articles:
 Categorize the process D’Agostino, D., Merelli, I., Aldinucci, M.,
of flowchart and its Sort the use of & Cesini, D. (2021). Hardware and software
used flowcharts into solutions for energy-efficient computing in
different categories. scientific programming. Scientific
Programming, 2021.
 Apply Flowchart using
system program Utilize a system
software to apply a
flowchart.
 Describe the Pseudo
Code with Control
Give an explanation of
Process
the pseudo code with
control process.
Week 6 PRELIMINARY EXAMINATION
Week 7 At the end of this weeks, Module 3: Non- Whole group discussion: Quiz about the Use of Books:

10
 the pre-service teacher digital and Digital Explore the possibilities of Non-Digital or Bilbao, Purita P., Dequilla, M.A.C.V.,
(PST) should be able to: Skills and Tools in learning about these tools Conventional Rosano, D.A., Boholano, H.B. (2019).
Delivering and how to effectively Instructional Support Technology for Teaching and Learning 1.
integrate them in Lorimar Publishing, Inc.
 Described the Technology- Materials
instruction.
procedures for Enhanced Lesson
Avineri, T., Lee, H. S., Tran, D., Lovett, J.
developing Brief Lecture: The current
ACTIVITY: (for Oral N., & Gibson, T. (2018). Distance learning,
conventional Lesson 1: systems employ Presentation) Using E-Learning and blended learning in
instructional materials Development and technologies by integrating your gadget, connect to mathematics education. In ICME-13
Use of Non-Digital or ICT tools and applications the web and explore on monographs.
 Provided alternative Conventional in the following
ways in incorporating Instructional Support education and in instruction. educational application Internet:
the digital tool in the Materials tools. Scholl, A., & Scholl, A. (2023). What is
lesson Whole group discussion: Inquiry-Based Learning? Types, benefits,
Lesson 2: Select and documentation can help the Creating an ePortfolio: examples. SplashLearn Blog – Educational
Use ICT Tools for teacher monitor the process Create a Home Page Resources for Parents, Teachers & Kids.
 Explored the use of a and assess the product of https://www.splashlearn.com/blog/what-is-
platform such as a Teaching Learning and at least two other
learning. Doing this requires inquiry-based-learning-a-complete-
google site proper pages. Decide what the overview/
Lesson 3: Creating organizations through a other two pages of
ePortfolio as a portfolio. your class site will be Journal Articles:
Technology Tool for and label each one. Livingstone, S., Mascheroni, G., &
Stoilova, M. (2023). The outcomes of
gaining digital skills for young people’s
lives and wellbeing: A systematic evidence
review. New media & society, 25(5), 1176-
1202.
Week 8 At the end of this weeks, Lesson 4: Brief Lecture: apps or tools Build a platform or an Books:
the pre-service teacher Technology for collaboration that can be online account that can Bilbao, Purita P., Dequilla, M.A.C.V.,
(PST) should be able to: Collaborative Tools combined be used for a Rosano, D.A., Boholano, H.B. (2019).
in the Digital World in education collaborative work Technology for Teaching and Learning 1.
Lorimar Publishing, Inc.
 Identified and explored Brief Lecture: digital skills
collaborative tools or Lesson 5: Digital and digital literacy as a Internet:
applications that can Literacy Skills in the response to the 21st Conduct a self- Scholl, A., & Scholl, A. (2023). What is
be integrated in 21st Century Century developments. evaluation on level of Inquiry-Based Learning? Types, benefits,
instruction digital literacy skill examples. SplashLearn Blog – Educational
Resources for Parents, Teachers & Kids.
 Identify and describe https://www.splashlearn.com/blog/what-is-
the elements of digital inquiry-based-learning-a-complete-
literacies overview/

Journal Articles:

11
 Livingstone, S., Mascheroni, G., &
Stoilova, M. (2023). The outcomes of
gaining digital skills for young people’s
lives and wellbeing: A systematic evidence
review. New media & society, 25(5), 1176-
1202.

At the end of this weeks, Module 4: Flexible Group research and Group research and Books:
the pre-service teacher Learning presentation of the digital presentation of the digital Bilbao, Purita P., Dequilla, M.A.C.V.,
(PST) should be able to: Environment learning materials identified learning materials Rosano, D.A., Boholano, H.B. (2019).
Lesson 1: Online as appropriate and feasible identified as appropriate Technology for Teaching and Learning 1.
in a given teaching-learning and feasible in a given Lorimar Publishing, Inc.
 describes flexible Distance Education
context. teaching-learning context.
learning environments and Communities of Internet:
that enhance Learners Forum-Discussion: Conduct Forum-Discussion: Teaching in the 21st Century, by Delafosse,
collaboration with the a forum on distance learning Conduct a forum on S. at https://www.youtube.com/watch?
Week 9 positive use of Lesson 2: Online distance learning v=075aWDdZUlM
technology tools; Resources, Education
Sites and Portals Demonstration and hands- Journal Articles:
 Identify the use of on exploration on Calzada, M. P. T., & Antonio, V. V. (2023).
technology in synchronous and Development of Technology-Enhanced
asynchronous online Lessons in Optics (TELO). American
facilitating and
distance learning using Journal of Multidisciplinary Research and
improving the teaching the class Site Innovation, 2(3), 41-48.
and learning process,
and on its
Week 10 At the end of this weeks, Module 5: Theories Active Learning with Reflection on active Books:
-11 - 12 the pre-service teacher and Principles in the Teacher-Led Discussion on learning with teacher-led Bilbao, Purita P., Dequilla, M.A.C.V.,
(PST) should be able to: Use and Design of Dale’s Cones of Experience discussion on Dale’s Rosano, D.A., Boholano, H.B. (2019).
Technology Driven and how its principles and Cones of Experience Technology for Teaching and Learning 1.
theories are utilized in posted on the online Lorimar Publishing, Inc.
 identifies the learning Lessons
technology-driven teaching blog/’Classroom-made
principles and theories and learning. twitter Wall’ Adele Kuzmiakova. Ashland : Introduction
that are applied in the Lesson 1: Edgar Dale to Computer Science and Technology 2020.
use and design of Cone of Experiences Image Analysis: Pre-service eBook., Database: eBook Collection
learning lessons with teachers analyze and explain The pre-service teachers, (EBSCOhost)Collection (EBSCOhost)
technology; and Lesson 2: TPACK as the image on TPACK (See in small groups, will
a Framework for PSGs for image/diagram in create and deliver their Internet:
 show skills in using, Technology-Driven the Course Syllabus own ASSURE lesson. Scholl, A., & Scholl, A. (2023). What is
designing, developing Teaching and Template for Technology Checklist on the Elements Inquiry-Based Learning? Types, benefits,
Learning for Teaching and Learning included in a lesson using examples. SplashLearn Blog – Educational
and delivering a
1). The teacher synthesizes the ASSURE Model and Resources for Parents, Teachers & Kids.
technology-driven the pre-service teachers’ the rating scale will be https://www.splashlearn.com/blog/what-is-

12
 lesson that incorporates Lesson 3: The analyses and explanations. used. inquiry-based-learning-a-complete-
the positive use of ICT. ASSURE Model overview/
(Active Learning in a Brief The students will Be
Lecture given by the familiar with computer Internet and Network | Information
 Recognize computer Lesson 4: Models of
teacher) The Fish Bowl networks. Identify Technology Services
networks. And essential Technology-
Activity: Pre-service fundamental computer https://its.uiowa.edu/internet
computer network Enhanced teachers are given networking protocols.
protocols. Instructional Lessons metacards and asked to Construct a technological Journal Articles:
write a question of network Calzada, M. P. T., & Antonio, V. V. (2023).
Computer Network clarification about the Development of Technology-Enhanced
and the Internet topic (i.e. questions Lessons in Optics (TELO). American
 On the Edge of the concerning the application Journal of Multidisciplinary Research and
Network of the topic to practical Innovation, 2(3), 41-48.
 Type of Network concepts). Teacher draws
these questions from the Muhajir, D., Akbar, M., Bagaskara, A., &
Access
bowl and answers the Vinarti, R. (2022). Improving classification
 Computing on the questions or asks the class algorithm on education dataset using
Go to answer them. (This could hyperparameter tuning. Procedia Computer
Journey to the Core be done during or after the Science, 197, 538-544.
of the Network input.)

Think-Pair and Share: In

pairs, pre-service teachers
will discuss about the
ASSURE Model and create
their own ASSURE lesson
Week 12 MIDTERM EXAMINATION
Week 13 At the end of this weeks, Module 6: Pre-service teachers lead Reporting and feed Books:
- 14 the pre-service teacher Innovative discussions of Innovative backing of their Bilbao, Purita P., Dequilla, M.A.C.V.,
(PST) should be able to: Technology for Technologies for Teaching- research Rosano, D.A., Boholano, H.B. (2019).
Assessment Tasks in Learning and Assessment outputs/findings on Technology for Teaching and Learning 1.
Tasks Lorimar Publishing, Inc.
 formulates teaching- Teaching and examples of
learning experiences Learning Pre-service teachers
technology-assisted Kevin Wilson. Series: Exploring Tech.
and assessment tasks research on examples of tools in assessment in Edition: 2019 edition. [Place of publication
using appropriate and Lesson 1: ICT and technology-assisted tools in learning not identified] : Elluminet Press. 2019.
innovative Assessment of assessment in learning. eBook., Database: eBook Collection
technologies; and Learning Workshop Output: (EBSCOhost)
Workshop on the Tools used to evaluate
 evaluates the Lesson 2: Criteria in formulation of tools to assessment tools. PSTs Internet:
appropriateness of Choosing evaluate assessment tools will design, develop, Teaching in the 21st Century, by Delafosse,
Appropriate select and demonstrate S. at https://www.youtube.com/watch?
assessment tools using

13
 ICT resources to Assessment Tools positive use of ICT v=075aWDdZUlM
address learning goals. resources and
assessment tools to Journal Articles:
address learning goals. Scholl, A., & Scholl, A. (2023). What is
Inquiry-Based Learning? Types, benefits,
examples. SplashLearn Blog – Educational
Resources for Parents, Teachers & Kids.
https://www.splashlearn.com/blog/what-is-
inquiry-based-learning-a-complete-
overview/
At the end of this weeks, Module 7: Social, Lecture-discussion on the Written exam on the Books:
the pre-service teacher Ethical and Legal nine elements of digital elements of digital Bilbao, Purita P., Dequilla, M.A.C.V.,
(PST) should be able to: Responsibilities in citizenship citizenship Rosano, D.A., Boholano, H.B. (2019).
the Use of Technology for Teaching and Learning 1.
4As (Abstraction, Analysis Lorimar Publishing, Inc.
 demonstrate social, Technology Tools
and Application) Activity:
Pencil and paper Test
ethical and legal and Resources You know the Rules (from Internet:
responsibility in the use Global Digital Citizenship The pre-service Teaching in the 21st Century, by Delafosse,
of technology tools and Lesson 1: Digital Foundation) Learners teachers will compile a S. at https://www.youtube.com/watch?
Week 15 resources; Citizenship vs. imagine that they can draft collection of v=075aWDdZUlM
Global Citizenship three rules that every digital educational Sites
citizen must follow. What Journal Articles:
would they be and why? Scholl, A., & Scholl, A. (2023). What is
Inquiry-Based Learning? Types, benefits,
examples. SplashLearn Blog – Educational
Resources for Parents, Teachers & Kids.
https://www.splashlearn.com/blog/what-is-
inquiry-based-learning-a-complete-
overview/
Week 16 At the end of this weeks, Lesson 2: Forum Discussion on the Rating scales on the Books:
the pre-service teacher Netizenship and digital safety rules practicum accomplished Bilbao, Purita P., Dequilla, M.A.C.V.,
(PST) should be able to: Netiquette in Online Rosano, D.A., Boholano, H.B. (2019).
Communities Debates on Cyber bullying Reflection on joining Technology for Teaching and Learning 1.
expert learning Lorimar Publishing, Inc.
 describes the Small group Discussion communities
community of learners Lesson 3: Intellectual Brief Lecture Internet:
as netizens who share Property Right on the Teaching in the 21st Century, by Delafosse,
and utilize digital Development and Forum: The class will have Pencil and Paper Test S. at https://www.youtube.com/watch?
materials; and Use of Digital a forum on Netiquette v=075aWDdZUlM
Materials Joining social media sites
 practice standard Journal Articles:
netiquette to share and Group research on the Scholl, A., & Scholl, A. (2023). What is
Intellectual property Rights Inquiry-Based Learning? Types, benefits,

14
 utilize digital materials in Educational Setting examples. SplashLearn Blog – Educational
as a positive use of Resources for Parents, Teachers & Kids.
technology. https://www.splashlearn.com/blog/what-is-
inquiry-based-learning-a-complete-
overview/
 identifies examples of
compliance of
Intellectual Property
Rights (IPR) in the
educational setting;
Week 17 At the end of this weeks,  Cyber security Quiz The students will Identify Books:
- 18 the pre-service teacher  Types of Social Discussion the many forms of Padallan, Jocelyn O. Oakville, ON : Cyber
(PST) should be able to: Cybercrime Brainstorming cybercrime; law Security Arcler Press. 2019. eBook.,
Recitation enforcement to secure an Database: eBook Collection (EBSCOhost)
 Law Enforcement Collaborative IT infrastructure, analyses
 Analyze and resolve  Protecting and fix security problems Internet:
security issues in Yourself in networks and computer What Is Cybersecurity? – Cisco
networks and computer
systems to secure an IT  Artificial systems. https://www.cisco.com/c/en/us/products/
Intelligence security/what-is-cybersecurity.html
infrastructure.
 Machine Create policies and
Learning practices to manage Journal Articles:
 Develop policies and
security risks in the Vaishya, R., Javaid, M., Khan, I. H., &
procedures to manage  ML Techniques workplace. Haleem, A. (2020). Artificial Intelligence
enterprise security risks. for Supervised (AI) applications for COVID-19 pandemic.
Learning Fill out an advance Diabetes & Metabolic Syndrome: Clinical
 Compare and contrast  Application organizer about the Research & Reviews, 14(4), 337-339.
traditional information
advantages and
processing with human
disadvantages of applying Hong, W. C. H., Chi, C., Liu, J., Zhang, Y.,
intellect, as well as the
artificial intelligence (AI) Lei, V. N. L., & Xu, X. (2022). The
benefits and drawbacks of
to complicated, human- influence of social education level on
applying artificial
centered challenges as cybersecurity awareness and behaviour: a
intelligence (AI) to
well as how it compares comparative study of university students
complicated, human-
to traditional information and working graduates. Education and
centered situations.
processing and human Information Technologies, 1-32.
intellect.
 Discuss about the
fundamental theories and Forum discussion about
methods underlying the fundamental ideas and
cutting-edge artificial techniques of advanced
intelligence, including artificial intelligence,
dynamic Algorithms, such as inductive
inductive learning, learning, statistical
statistical learning, learning, reinforcement

15
 reinforcement learning, learning, deep learning,
deep learning, natural natural language
language processing, processing, robotics,
robots, and more. dynamic and more.
Week 18 FINAL EXAMINATION

COURSE REQUIREMENTS

1. Examinations (Prelim, Midterm, Finals)

2. Completed Module Activities
3. Quizzes

16
 4. Completed Assessment Tasks
5. Submission of Assignments

GRADING SYSTEM

The student’s grade is composed of:

A. Class Standing (CS) which includes quizzes, assignments, recitations, laboratory exercises, seat works and requirements.
B. Periodical examinations (PE) refer to Preliminary, Midterm or Final Examination.

The Prelim Grade (PG): 2/3 CLASS STANDING + 1/3 PERIODICAL EXAM

The Midterm Grade (MG): 2/3 CLASS STANDING + 1/3 PERIODICAL EXAM
CUMULATIVE MIDTERM GRADE = 2/3 MIDTERM GRADE + 1/3 PRELIM GRADE

The Final Grade (FG): 2/3 CLASS STANDING + 1/3 PERIODICAL EXAM
CUMULATIVE FINAL GRADE = 2/3 FINAL GRADE + 1/3 CUMULATIVE MIDTERM GRADE

The percentage equivalent of Periodical Examination and the different components of the CS is computed as:
% = (Raw Score/No. of Items) * 50 + 50

Passing Mark is 75% and above.

Failing Mark is below 75%.

Incomplete Mark will be given to students on the ff. instances:

1. The student failed to take the final examinations.
2. The student failed to submit major course requirements.

FDA (Failure due to absences) Mark will be given to students who have incurred a significant number of absences. Please refer to the University of La Salette, Inc.
Student Handbook Section 3.3.4-6.

PERFORMANCE ASSESSMENT RUBRICS

Criteria 3 2 1 0
A. Response to Written response addresses all Written response addresses at Response to writing prompts is Response lacks any
Essay Question essay question writing prompts least 2 of 3 essay writing unclear or vague and/or comprehension of the essay
Writing Prompts clearly and directly. prompts clearly and directly. addresses only one writing question or appears to address a
(content) prompt in a clear, direct different essay question.

17
 manner. No essay response provided.
B. Quality and Response indicates depth and Response indicates simplistic or Response lacks focus or Response is unfocused, illogical
Clarity of complexity of thought in repetitive thoughts in answering demonstrates confused or or incoherent.
Thought answering the essay question. the essay question. conflicting thinking. No essay response provided.
(content)
Response is well organized and Response is organized and Response is fairly organized Response is disorganized and
C. Organization
developed with appropriate developed with general and developed, presenting underdeveloped, providing little
& Development
support to make meaning clear supporting ideas provided generalizations without or no relevant support.
of Ideas (writing)
(well-chosen examples). (reasons/general examples). adequate support. No essay response provided.
D. Grammar, Response is free from any errors Response has 3 or less errors in Response has 4-5 errors in Response has 6 or more errors in
Usage, and in grammar, usage, and grammar, usage, and grammar, usage, and grammar, usage, and mechanics.
Mechanics mechanics. mechanics. mechanics. No essay response provided.
(writing)

SPECIFIC COURSE POLICIES

According to the University of La Salette, Inc. Student Handbook Section 5.7

1. A class hour begins and ends with a prayer. Classroom prayer must be recited with decorum.
2. Respect, orderly and decent behavior and conduct shall be observed inside the classroom at all times.
3. A student may be allowed to leave the room with the permission of the instructor and/or authorized personnel of the university while the class is in session.
4. Students who wish to sit-in class must secure permit from the instructor.
5. Students are not allowed to stay inside the classroom if there are no classes.
6. Students are not allowed to attend classes if not in proper uniform. It must be observed that PE uniform shall be utilized for PE classes only.

Other course policies are stated in The Student Handbook under Policy on Class Attendance……

1. Per College policy, excused/unexcused absences should not exceed 20% of the assigned number of hours. More than 20% absences incurred during the
semester would mean being dropped from the class roll.
2. Class attendance is important. Class participation is expected and will form a part of the final grade. Students are expected to come to all classes and be on
time. Roll will be checked each class meeting. Classes missed for legitimate reasons, such as illness, temporary duty, are excusable; however, the student must
make up for the missed work by completing class exercise sheets and attending alternate activities.
3. Students are required to read all assigned materials prior to class and be prepared to discuss them and apply them to problem solving situations presented in
class.
4. In this course, students are encouraged to discuss problems with their peers and to seek help from others in understanding the topic. Material submitted for
grading should be the synthesis of the students’ ideas and the input (lectures) they have received. Instances discovered of UNFAIR ADVANTAGE being taken
of any other individual or group will result in a loss of grade substance.

18
5. Plagiarism: All academic work submitted by students, written or otherwise, is expected to be the result of their own independent thought and research. In
cases where students submit work professing to be their own, but uses the ideas, organization, wording or anything else from another source without the
appropriate acknowledgment, then the student(s) is/are guilty of plagiarism.
a. Students may discuss assignments among themselves or with a professor or tutor, but the actual work/report/result to be submitted should be done completely
and solely by the student. In cases where a student's report or assignment involves research in outside sources or information, the student must carefully
acknowledge exactly what, where and how he/she has utilized the sources or information.
6. Cheating during examinations is never condoned and allowed! Students caught cheating in any form will have their papers confiscated and will be sent out of
the examination room and will not be allowed to retake the exam anymore.
7. Make up policy: Students who are unavoidably absent from an examination (long exams or major exams) or recitation must submit an excuse letter duly
signed by any of his/her parents before he/she can take the missed examination. If the cause of the absence is illness, then the student must present a medical
certificate. Quizzes and exercises missed because of valid absences will be prorated.
8. Quizzes are unannounced while long exams are announced. Strictly no make-up exams on quizzes, long exams and term exams unless an excuse
slip or certification is shown.
9. Students are required to submit course requirements on time to avoid deductions of points.

CONSULTATION HOURS

DAYS TIME / AVAILABILITY ROOM

Monday/Wednesday/Friday 7:30am - 9:30am CIT Office
Tuesday/Thursday 7:30am – 8:30am CIT Office

REFERENCES

BOOKS
 Bilbao, Purita P., Dequilla, M.A.C.V., Rosano, D.A., Boholano, H.B. (2019). Technology for Teaching and Learning 1. Lorimar Publishing,
Inc.
 Bindayna, K. M., & Al-Salman, J. M. (2023). Problem-Based Learning Approach in Microbiology. Academic Press.
 Digital Literacy and Socio-Cultural acceptance of ICT in developing countries. (2021). In Springer eBooks. https://doi.org/10.1007/978-3-
030-61089-0

19
  Avineri, T., Lee, H. S., Tran, D., Lovett, J. N., & Gibson, T. (2018). Distance learning, E-Learning and blended learning in mathematics
education. In ICME-13 monographs. https://doi.org/10.1007/978-3-319-90790-1
 Habulan, Nenita V. (2016). Pedagogical Foundations in Educational Technology (Technology for Teaching-Learning 1). Lorimar Publishing,
Inc.
 Kevin Wilson. Series: Exploring Tech. Edition: 2019 edition. [Place of publication not identified] : Elluminet Press. 2019. eBook., Database:
eBook Collection (EBSCOhost)
 Perry Lea. Edition: 1st edition. IoT and Edge Computing for Architects Birmingham : Packt Publishing. 2020. eBook., Database: eBook
Collection (EBSCOhost)
 Padallan, Jocelyn O. Oakville, ON : Cyber Security Arcler Press. 2019. eBook., Database: eBook Collection (EBSCOhost)
 D.J. Hemanth; V.D.A. Kumar; S. Malathi. Series: Advances in Parallel Computing, v.37. Amsterdam : IOS Press. 2020. eBook., Database:
eBook
 Adele Kuzmiakova. Ashland : Introduction to Computer Science and Technology 2020. eBook., Database: eBook Collection
(EBSCOhost)Collection (EBSCOhost)

ONLINE
 Teaching in the 21st Century, by Delafosse, S. at https://www.youtube.com/watch?v=075aWDdZUlM
 Low-Cost and Low-Tech Resources for the Classroom. https://www.youtube.com/watch?v=XCKQP7zzYjU
 K to 12 Basic Education Curriculum | Department of Education. (n.d.). https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/
 M2_ICT-Pedagogy Integration in Language Learning Plans.pdf. (2023, February 9). https://www.slideshare.net/j-mar2187/m2ictpedagogy-integration-in-
language-learning-planspdf
 Scholl, A., & Scholl, A. (2023). What is Inquiry-Based Learning? Types, benefits, examples. SplashLearn Blog – Educational Resources for Parents,
Teachers & Kids. https://www.splashlearn.com/blog/what-is-inquiry-based-learning-a-complete-overview/
 What Is Information Technology? A Beginner’s Guide to the World of IT
o https://www.rasmussen.edu/degrees/technology/blog/what-is-information-technology
 Computer Hardware – GeeksforGeeks
o https://www.geeksforgeeks.org/computer-hardware
 What is Algorithm - Definition, Types and Application
o https://www.edrawsoft.com/algorithm-definition.html
 Internet and Network | Information Technology Services
o https://its.uiowa.edu/internet
 Graphics and multimedia - Globalization | Microsoft Learn
o https://learn.microsoft.com/en-us/globalization/localization/graphics-and-multimedia
 What Is Data Analysis? (With Examples) | Coursera
o https://www.coursera.org/articles/what-is-data-analysis-with-examples
 What Is Cybersecurity? – Cisco
o https://www.cisco.com/c/en/us/products/security/what-is-cybersecurity.html

20
JOURNALS
 Ichsan, I., Suharyat, Y., Santosa, T. A., & Satria, E. (2023). The Effectiveness of STEM-Based Learning in Teaching 21 st Century Skills in
Generation Z Student in Science Learning: A Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 9(1), 150-166.
 Mohammad, N. K., Hongliang, M., & Sulisworo, D. (2023). Analysis of Implementing K-12 Program on Teachers' Pedagogical Approaches
and Their Challenges. Journal of Pedagogy and Education Science, 2(03), 183-196.
 Roshanaei, M. (2023). The relationship between approaches to learning and preferences for instructional methods. Research and Planning in
Higher Education, 13(3), 109-142.
 Wetzel, E. M., & Farrow, C. B. (2023). Active learning in construction management education: faculty perceptions of engagement and
learning. International Journal of Construction Management, 23(8), 1417-1425.
 Livingstone, S., Mascheroni, G., & Stoilova, M. (2023). The outcomes of gaining digital skills for young people’s lives and wellbeing: A
systematic evidence review. New media & society, 25(5), 1176-1202.
 Calzada, M. P. T., & Antonio, V. V. (2023). Development of Technology-Enhanced Lessons in Optics (TELO). American Journal of
Multidisciplinary Research and Innovation, 2(3), 41-48.
 Akhmedov, B. (2022). A new approach to teaching information technologies in education. Central Asian journal of education and computer
sciences (CAJECS), 1(2), 73-78.
 AlDaajeh, S., Saleous, H., Alrabaee, S., Barka, E., Breitinger, F., & Choo, K. K. R. (2022). The Role of National Cybersecurity Strategies on
the Improvement of Cybersecurity Education. Computers & Security, 102754.
 Hong, W. C. H., Chi, C., Liu, J., Zhang, Y., Lei, V. N. L., & Xu, X. (2022). The influence of social education level on cybersecurity
awareness and behaviour: a comparative study of university students and working graduates. Education and Information Technologies, 1-32.
 Muhajir, D., Akbar, M., Bagaskara, A., & Vinarti, R. (2022). Improving classification algorithm on education dataset using hyperparameter
tuning. Procedia Computer Science, 197, 538-544.
 Islomovna, M. F., Isomjonovna, R. D., Islom, M., Sharifovna, K. N., & Islomovna, M. D. (2021). DESIGNING THE METHODICAL
SYSTEM OF THE TEACHING PROCESS OF COMPUTER GRAPHICS FOR THE SPECIALTY OF ENGINEER-BUILDER. Journal of
Contemporary Issues in Business & Government, 27(4).
 Vaishya, R., Javaid, M., Khan, I. H., & Haleem, A. (2020). Artificial Intelligence (AI) applications for COVID-19 pandemic. Diabetes &
Metabolic Syndrome: Clinical Research & Reviews, 14(4), 337-339.

REVISION AND APPROVAL NOTATION:

NAME POSITION/DESIGNATION SIGNATURE DATE

MARIA DIWATA V. CADIENTE,
Last Revised by Instructor
MAED
KING CHRISTIAN D. ANTONIO, MIT,
Last Updated by Instructor
LPT

21
 MARIA DIWATA V. CADIENTE,
Reviewed by Program Coordinator
MAED
Endorsed by LILIA D. ANTONIO, Ph.D. College Dean
Approved by MADEILYN B. ESTACIO, Ph.D. Vice President for Academics

22
 23
Revised as of August 2020