Course Syllabus: Technology for Teaching and Learning 1
Based on the CMO 74-82, s. 2017 Course Description of TTL1
|
Course Name |
Technology for Teaching and
Learning 1 (TTL1) |
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Course Credits |
3 Units |
|
Course Description |
This is an
introductory course that explores basic knowledge and skills and values in
the use of technology for teaching and learning. This course include ICT
Policies and safety issues, media and technology in various content areas,
learning theories and principles in the use and design of learning lessons,
teaching-learning experiences and assessment task that utilize appropriate
traditional and innovative technologies considering social, ethical and legal
responsibility. |
|
Contact Hours/week |
3 hours |
|
Prerequisite |
None |
|
Course Outcome |
1. Explained the ICT Competency
standards for Teachers and the Roles for Teaching and Learning 2. Explained ICT policies and safety
issues and they impact on the teaching-learning process 3. Described a flexible learning
environment and the different platform used for flexible learning 4. Developed and used the
non-digital and digital tools in delivering technology-enhanced lessons 5. Identified learning theories and
principles related to media and technologies as these apply to the design and
development of lessons 6. Formulated teaching-learning
experiences and assessment tasks using appropriate and innovative
technologies 7. Demonstrated socio-civic,
ethical, and legal responsibilities in the use of technology tools and
resources |
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COURSE OUTLINE AND
TIMEFRAME |
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|
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Course
Content/Subject Matter |
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Week 1 |
A.
Introduction to Technology for Teaching and
Learning |
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Week 2-3 |
B.
ICT Policies and Safety Issues in
Teaching and Learning |
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Week 4-7 |
C.
Non-digital and Digital Skills and Tools in
Delivering Technology-Enhanced Lessons |
|
Week 8-9 |
D.
Flexible
Learning Environment |
|
Week 10-13 |
E.
Use
and Design of Technology-Driven Teaching and Learning Anchored on Theories
and principles |
|
Week 14-15 |
F.
Innovative
Technologies for Assessment Task in Teaching and Learning |
|
Week 16-17 |
G.
Social,
Ethical and Legal Responsibilities in the Use of technology tools and
Resources |
|
One
week (for an equivalent of three hours) |
Allotted for the Midterm and
Final Exam |
|
Desired Learning Outcomes (DLO) |
Course Content/ Subject Matter |
Textbooks/ References |
Outcome-Based Teaching and Learning
(OBTL) |
Assessment of Learning Outcomes (ALO) |
Resource material |
|
|
|
|
Lucido, P & Corpuz B. (2012) Educational
technology 2, Quezon City, Lorimar Publishing Egbert, J. (2009) Supporting
learning with technology essentials of classroom practice person |
Whole group discussion: Present to the whole class the group’s concepts maps Paragraph writing on how technology has influenced One’s life as a learner and how one is going to use technology as a
teacher |
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At the end of the unit, the students must have: 1. Discussed
some ICT policies and explained their implications to teaching and learning 2. Explained
some issued that relate to ICT policies 3. Identified
safety including digital safety rules |
Unit 2. ICT and Safety Issues: Implication to Teaching and Learning 1. Policies
and issues on the Internet and Implications to Teaching and Learning 2. Safety
Issues Including Digital Safety Rules |
Bilbao, et al. (2019) Technology
for teaching and learning 1. Quezon City, PH: Lorimar Publishing, Inc. Anderson, J. (2010). ICT transforming
education: A regional guide. UNESCO, Bangkok Asia and the Pacific
Regional Bureau of education. Lucido, P & Corpuz B. (2012). Educationl
technology 2. Quezon City, PH: Lorimar Publishing |
Group research on articles/ cases regarding freedom of expression,
privacy, data retention and e-pollutants Panel discussion on the topics researched and analyzed School visit and interview with ICT manager, students and teacher on
their school e-safety rules Sharing of interview findings through powerpoint presentation |
Group report on articles and cases regarding freedom of expression,
privacy, data retention and e-pollutants Reflections on the issues discussed in the panel discussion Survey report on e-safety rules in schools Paper and pencil test |
LCD projector Computer/laptop Reflection template |
6 hours |
|
Desired Learning Outcomes (DLO) |
Course Content/ Subject Matter |
Textbooks/ References |
Outcome-Based Teaching and Learning
(OBTL) |
Assessment of Learning Outcomes (ALO) |
Resource Material |
Time Table |
|
At the end of the unit, the students must have: 1. Integrated
media end technology in various content areas 2. Described
technology tools that are used in group activities 3. Used
technology tools to collaborate and share resources among communities of
practice 4. Reflected
on the use of technology on its relevance and appropriateness 5. Selected
conventional materials designed to enhance teaching-learning 6. Introduced
sample technology-enhance lessons to support learning |
Unit
3: Non-digital and Digital skills and Tools in Delivering Technology-Enhanced
Lessons 1: Non-digital
or conventional technology Tools for teaching and learning Examples: a.
Writing
Board b.
Diorama c.
Nature
table d.
Flip
Chart e.
Zigzag
board f.
Board
display/wall display g.
Rope
and Pole display Board Guidelines in
the Construction and Development of Conventional Instructional Support
Materials 2: Digital tools
or non-conventional instructional support for teaching and learning. Examples: a. Mobile phones and QR codes b. Infographics c. E portfolio as a tool d. Others Guidelines in the Development and Use of the
Non-conventional/digital Tools for Teaching and Learning |
Bilbao. Et al. (2019). Technology for Teaching and
Learning 1. Quezon City, PH: Lorimar Publishing, Inc. Low-Cost and Low-Tech Resources for the Classroom on http://www.youtube.com/watch?v=XCKQP7zzYjU Bilbao, et al. (2019). Technology
for Teaching and Learning 1. Quezon City, PH: Lorimar publishing, Inc. |
Watching a video clip on low-cost and low-tech resources for the
classroom Group discussion on the importance of the non-digital materials in
the teaching-learning process Group research on other non-digital instructional materials Development of an instructional material Video production on the process of constructing a diorama Debate on whether non-digital instructional materials are still
relevant in the 21st century teaching Class observation identifying the non-digital instructional materials
used Group discussion on the importance of the non-conventional or digital
materials in the teaching-learning process Group research on other digital instructional materials Development of the non-conventional digital instructional materials |
Video produced on the process of constructing a diorama Classroom observation report Paper and Pencil test |
Video clip Samples of non-digital instructional materials Video camera or any video recording gadget Computer/loptop |
4.5 hours |
|
Desired Learning Outcomes (DLO) |
Course Content/ Subject Matter |
Textbooks/ References |
Outcome-Based Teaching and Learning (OBTL) |
Assessment of Learning Outcomes (ALO) |
Resource Material |
Time table |
|
|
2: Selection and Use of tools and Apps in teaching and Learning |
http://educators
technology.com/2012/06/33-digital skills-every-21st century html Egbert, J. (2009). Supporting
learning with technology essentials of classroom practice. Pearson |
Dyadic work Think-Pair-share Creating digital materials using selected apps for teaching and
learning such as QR codes and infographics Discussion on how these tools can be used in the lesson |
Outputs on selected apps such as QR codes and infographics Paper and Pencil test |
Mobile phone Laptop |
7.5 hours |
|
|
3: Creating ePortfolio as a Technology Tool 4: Collaborative Environment in the Digital Word 5: Digital Literacy Skills in the 21st Century |
Bilbao, et al. (2019). Technology
for teaching and learning 1. Quezon City, PH: Lorimar Publishing, Inc. https://www.youtube.com/watch?v=c0x98cy-Rw |
Guidelines in the construction of ePortfolio Constructing an ePortfolio Viewing a video on 21st century learner Think-Pair-Share about the video Individual research on other collaborative tools Survey on how millennials learn Creating a visual presentation of the data gathered in the survey
using tagxedo, wordle or any similar app |
ePortfolio Survey result Visual presentation of data gathered in the survey Paper and Pencil test |
Laptop/Personal computer/tablet Internet connection Video clip Survey instrument Laptop/smartphone/table |
|
|
Desired Learning Outcomes (DLO) |
Course Content/ Subject Matter |
Textbooks/ References |
Outcomes-Based Teaching and Learning
(OBTL) |
Assessment of Outcomes (ALO) |
Resource Material |
Time Table |
|
At the of the unit, the students must have: 1. Described
a flexible learning environment and different platforms used for flexible
learning 2. Recognized
how innovative teachers use online resources and educational sites and
portals for online distance learning 3. Reflected
on the use of technology on its relevance and appropriateness |
Unit 4. Flexible Learning Environment 1. Online
Distance Education and Learning a.
Different Platforms 1)
Moodle 2)
Google Classroom 3)
Schoology 4)
MOOCs b.
Types of Online Distance education 1)
Synchronous 2)
Asynchronous 2.
Types of Blended Learning 3.
Online Communities of Learning/ Social
Networking Examples of
Platforms for Social Networking a.
Facebook b.
Twitter c.
LinkIn d.
Google + e.
Youtube f.
Pinterest g.
Instagram h.
Tumblr i.
Myspace j.
Flickr k.
Bebo 4.
Benefits and Dangers in Using Social
Networking Sites 5.
Safeguarding oneself in the use of Social
Networking Sites |
Bilbao, et al. (2019). Technology
for teaching and learning1. Quezon City, PH: Lorimar Publishing, Inc. Unesdoc.unesco.org/images/0012/001284/128463e.pdf TED Ideas Worth Spreading http://www.ted.com |
Forum-Discussion: Conduct a forum on Distance Learning Discussion on how the social networking site can be used as a tool for
instruction Appraising one’s views on the characteristics, behavior or practices
of a modern teacher Research on sites and portals which can be used for online distance
education Demonstration and hands-on exploration on the synchronous and asynchronous
online distance learning using the class site |
KWL Chart lWhat
I Know l
What I Want to Know lWhat
I Learned Checklist |
Teacher-made Class Site (e.g. google site, weebly, etc.) Skype KWL Chart template |
6 hours |
|
Desired Learning Outcomes (DLO) |
Course Content/ Subject Matter |
Textbooks/ References |
Outcome-Based teaching and Learning
(OBTL) |
Assessment of Learning Outcomes (ALO) |
Resource Material |
Time Table |
|
|
2 . Online resources, Educational sites and Portals Examples: a. Educational
Technology and Mobile Learning b. GDCF
Ninjas 24 Great Education Tools c. Funbrain d. K
to 12 Resources e. National
Geographic.com |
Smaldino,S. et al. (2005). Instructional
technology and media for learning, 8th ed. New Jersey: Pearson
Prentice Hall Funbrain |
Brief Lecture on the different technology tools in a collaborative
classroom environment Small Group Discussion-Student Led |
Paper and Pencil Test |
Computer/ laptop/smartphones Internet connection |
|
|
At the end of the unit, the students must have: 1.
Identified learning principles and theories
that are applied in technology driven teaching-learning models |
Unit 5. Theories
and Principles in the Use and Design of Technology-driven Lessons A. Learning theories and Principles
in: 1. Dale’ s Cone of Experience (with
equal attention given to both the Conventional Technology and Emerging
technology for teaching) |
Bilbao, et al. (2018). Technology
for teaching and learning 1. Quezon City PH: Lorimar Publishing, Inc. Lucido, p. & Corpuz, B. (2012). Educational technology 1 2nd edition. Quezon City, PH:
Lorimar Publishing, Inc. |
Active learning with Teacher-Led Discussion on Dale’ s Cone of
Experience and how its principles and theories are utilized in the
technology-driven teaching and learning Relate Dale’s Cone of Experience with Bruner’s Three-tiered Model of
Learning |
Reflection Posted on the online Blog/ ‘Classroom-made Twitter Wall’ |
Online Class Blog or Site/’Classroom-made Twitter Wall’ |
1.5 hours |
|
Desired Learning Outcomes (DLO) |
Course Content/ Subject Matter |
Textbooks/ References |
Outcome-Based Teaching Learning (OBTL) |
Assessment of Learning Outcomes (ALO) |
Resource Material |
Time table |
|
2.
Used the learning principles and theories as
basis in the development of the teaching plans and selection of instructional
materials |
B . TPACK and other Frameworks for technology-driven teaching and
Learning 1. TPACK
(Technology, Pedagogy and Content Knowledge) 2. SAMR
(Substitution, Augmentation, Redefinition) 3. Bloom’s
Digital Taxonomy |
TPACK in Two Minutes http://www.youtube.com/watch?v=fagVSQIZELY Introduction to the TPACK Model Video from http://www.youtube.com/watch?v=glkn9Veggxo Shulman, L. (1986). Those who
understand: Knowledge growth in teaching. Retrieved from
http://www.youtube.com/watch?v=ZQTx2UQQvbU |
Image Analysis: Student analyze and explain the image/diagram. The teacher synthesizes. A brief lecture on TPACK Illustrating one’s TPACK state Group sharing
of one’s TPACK state Analysis of a research article designing a task that can have a positive
effect on learning outcomes Analyzing the relation of SAMR with Bloom’s Revised Taxonomy Discussion and selection of technology that can be integrated in a
lesson |
Illustration of one’s TPACK state Essay Paper and Pencil Test |
Video clip Multimedia Projector Computer TPACK framework Ipadagogy wheel |
4.5 hours |
|
|
4. ASSURE
Model (Analyze Learners, State
Objectives, Media, & Materials, Utilize Media & Material, Require
Learner Participation, Evaluate and Revisc) |
Smaldino,S. et al. (2005). Instructional
technology and media for learning, 8th ed. New Jersey: Pearson
Prentice Hall |
(Active Learning in a Brief Lecture given 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 question or ask the class to answer
them. (this could be done during or after the input.) |
Checklist on the elements included in a lesson using the ASSURE Model
and rating scale Lesson integrating the ASSURE model Rubrics in making a digital story |
Metacards Fish Bowl Container Video recording gadgets |
3 hours |
|
Desired Learning Outcomes (DLO) |
Course Content/ Subject Matter |
Textbooks/ References |
Outcome-Based Teaching and Learning
(OBTL) |
Assessment of Learning Outcomes (ALO) |
Resource Material |
Time Table |
|
|
|
|
Think-Pair and Share: In pairs, students will discuss about the
ASSURE Model and create their own ASSURE lesson Production of a two-minute
digital story on one’s understanding of ASSURE Model Writing a reflection paper |
Digital story posted in the ePortfolio Reflection paper |
Ipadagogy wheel |
|
|
At the end of the unit, the students must have: applied the learned
theories and principles in the lesson exemplars. |
5.
Models of Technology-enhanced Instructional
Lessons |
Egbert, J. (2009). Supporting
Learning with technology essentials of classroom practice. Pearson |
Creating an infographic Web conference Giving ways on how to use padlet in the lesson Writing a lesson plan integrating technology Sharing of one’s thoughts on the significance of technology
integration in the lesson Writing one’s technology philosophy |
Infographic produced Lesson plan integrating the use of a mobile
phone Personal philosophy on technology use |
Skype Computer/ laptop internet connection |
3 hours |
|
At the end of the unit, the students must have: 1. Explained
the use of ICT in assessment in learning 2. Explore
various digital online and offline assessment alternatives available |
Unit 6. Innovative
Technologies for Assessment Tasks in Teaching and Learning 1. ICT
and Assessment in Learning a. Types
of assessment |
Bilbao, et al. (2019). Technology
for teaching and learning 1. Quezon City, PH: Lorimar Publishing, Inc. |
Viewing a video on formative and summative assessment Interviewing teachers on the use of ICT in assessing student learning Creating a video clip on the role of assessment in student leaning Writing reflection on current trends in assessment, sample
alternative assessment and sample rubrics and posting them in the ePortfolio |
Blog posts Video clip produced Reporting and Feedbacking Reflection, sample alternative assessment and sample rubrics Posted in the ePorfolio |
Video clip Laptop LCD projector Assessment tools Video recording gadgets Interview guide Recorded live lecture |
6 hours |
|
Desired
Learning Outcomes (DLO) |
Course
Content/ Subject Matter |
Textbooks/
References |
Outcome-Based
Teaching and Learning (OBTL) |
Assessment
of Learning Outcomes (ALO) |
Resource
Material |
Time
table |
|
2.
described the current trends in
technology-based assessment practices in schools 3.
selected appropriate assessment tools |
b.
Role of ICT in Assessment of Learning c.
Current Trends in Assessment of Learning c.1
Use of ePortfolio |
Keser,
h. & ozcan, D. (2011). Current
trends in educational technologies studies presented in World Conference on
Educational Sciences. Retrieved from: https://www.sciencedirect.com/science/article/pii/SI877042811009499 Formative
and Summative Assessment from https://www.youtube.com/watch?v=u0nSW3W4MW0 |
Recording
a live lecture Interview
teachers on their practices on assessment |
Results
of interview with the teachers on their practices on assessment Paper
and Pencil test |
|
|
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|
2 .
Criteria in Choosing Appropriate Assessment Tools Use of Rubrics, checklist,
rating scale |
UNESCO
(2013). Training guide on ICT Multimedia Integration for Teaching and
Learning pp. 60-63 Angelo,
T. & Cross. K>P> (1993). Classroom
assessment techniques 2nd Ed. A Handbook for Collage Teachers
Paper and Pencil test in https://www.youtube.com/watch?v=e60DLLkm_Q0 ePorfolio
in https://www.youtube.com/watch?v=xvqBORISA5k |
Tools
utilized by teachers and the advantages and disadvantages of these Group
discussion on role of ICT in assessing student learning Students
‘ research on example of technology-assisted tools in assessment in learning Commenting
on the different methods of assessment end writing a reflection about them Discussion
on the use of HOTS in paper and pencil test Making
a rubric on the different assessment tools |
Reflection
paper Rubrics
formulated Posts
in the ePortfolio Paper
and pencil test |
LCD
projector Laptop |
|
|
Desired Learning Outcomes (DLO) |
Course Content/ Subject Matter |
Textbooks/ References |
Outcome-Based Teaching and Learning
(OBTL) |
Assessment of Learning Outcomes (ALO) |
Resource Material |
Time Table |
|
At the of the unit, the students must have: 1. Described
the community of leaners as citizens who share the utilize digital materials 2. Practiced
standard netiquette in sharing and utilizing shared material among learning
communities 3. Identified
examples of Intellectual Property Right in educational setting 4. Showed,
given examples, and observed social, ethical, and legal responsibility in the
use of technology tools and resources |
Unit 7. Social, Ethical and
Legal Responsibilities in the Use of Technology Tools and Resources 1. Digital
Citizenship vs. Global Citizenship a.
Nine Elements of digital citizenship b.
Five Tenets global digital citizenship 2. Netizenship
and Netiquette for online Communities Netizenship vs. Netiquette Netiquette Guidelines 3. Intellectual
Property Rights on the Development and Use of Digital Materials Copyright Plagiarism |
Bilbao, et al. (2019). Technology
for teaching and learning 1. Quezon City, PH: Lorimar Publishing, Inc. Nine elements of digital citizenship in https://www.youtube.com/watch?v=gYe11RNGtZU 10 Ways to be a better cyber citizen https://www.justaskgemalto.com/us/top-10-ways-be-better-cyber-citizen/ Digital etiquette in https://www.brainpop.com/ Smaldino, S. et al. (2005). Instructional technology and
media for learning, 8th ed. New Jersey: Pearson Prentice hall |
Viewing of video clips Dyadic discussion on what digital citizenship means Creating a blog entry about digital citizenship Illustrating one’s digital tattoo Case analysis Simulation of a court hearing involving a case on privacy issues Debate Formulating the Internet etiquette Creating an advocacy Video on Netiquette Analysis of the different cases involving social, ethical and legal
issues on technology use Research on copyright infringement cases Checking a classmate ‘s output for plagiarism |
Blog posts Illustration of one’s digital tattoo Paper and pencil test 2-minute video on netiquette Research Outputs Plagiarism checked output Paper and pencil test |
Video clip Laptop Projector Video production gadgets Video app such as powtoon (https://www.powtoon.com) Plagiarism checker app such as https://www.plagiarismsoftware.net/ |
5 hr & 30 min |
|
Course Requirements |
Suggested: A lesson exemplar with an appropriate integration of technology Demonstration on how to use non-digital or digital tools for teaching
and learning Written long exam (Midterm and Finals) ePortfolio for specific Module of for the whole Course that will keep
all learning evidences 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 |
Suggested: Midterm Finals
25% -- A lesson plan exemplar with an appropriate 40% -- Written long exam (Midterm)
integration of technology 30% -- A complete posted reflection notes in the class Blog or 30% -- Summative Exam (Finals) Wikispace / ‘Teacher-made
Classroom Twitter Wall’ 20% -- ePortfolio 30% -- Class Active Participation 25%
--Class Active Participation (group work, (group work, mini-outputs in tasks, among others)
mini-outputs in tasks, among others) |
|
Classroom Policies |
To be formulated by the class |
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