Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

BAAO COMMUNITY COLLEGE
San Juan, Baao, Camarines Sur

OUTCOMES-BASED EDUCATION SYLLABUS

Name of Faculty : RHODERICK B. BIGUEJA

Course Title : Technology for Teaching and Learning 1
Course Number : TTL1
Course Prerequisite : None
Number of Credits 3
Course Placement : BEEd/BSEd Third Year
Semester/Term : First Semester
Time/Room : Work from Home
Contact Information : Facebook Messenger GC
Consultation Time : BEED 3A – Monday 5:30-8:30 PM, BEED 3B – Tuesday 5:30-8:30 PM, BEED 3C – Wednesday 5:30-8:30 PM, BEED 3D – Thursday 5:30-8:30
PM, BSE 3B - Saturday 7:30-10:30 AM, BSE 3C – Saturday 11:00-2:00, BSE 3A – Saturday 2:00-5:00 PM, BSE 3D - Sunday 7:30-10:30AM, BSE 3E -
Sunday 11:00-2:00 PM, BSE 3F – Sunday 2:00-5:00 PM
Consultation Venue : Work from Home
LMS Link/Passcode : Google Classroom: BEED 3A - 3xtfmiu, BEED 3B – oebxufw, BEED 3C - ltwl7rh, BEED 3D – srxwmay, BSE 3A - wwdiet4, BSE 3B - thce6sp, BSE 3C
- eclko6r, BSE 3D – qbfvkmy, BSE 3E - h2nable, BSE 3F - aegodox

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

B. PROGRAM LEARNING OUTCOMES:

a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
f. Manifest a desire to continuously pursue personal and professional development

C. COURSE LEARNING OUTCOMES:

At the end of the course, the students can:
1. Explain ICT policies and safety issues as they impact on the teaching-learning process
2. Identify learning theories and principles applied in the design and development of lessons through appropriate media and technologies for teaching learning
 3. Integrate media and technology in various content areas
4. Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies
5. Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources.

D. COURSE RATIONALE:
Technology for Teaching and Learning 1 (TTL1). This is a 3-unit introductory course that explores basic knowledge and skills and values in the use of technology for teaching and
learning. This course includes 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 tasks that utilize appropriate traditional and innovative technologies with social, ethical and legal responsibility.

E. LEARNING PLAN:
Specific Learning Learning Content Performance Instructional Instructional Assessment Time
Outcomes Standards Delivery Resources Tasks Allotment
1. Understand ICT Unit 1· Introduction to Technology for Teaching and Learning The students Synchronous and PowerPoint Use a rating 1 Week
in A. BasicConceptstobedefined: can clearly Asynchronous Presentation scale for the
Education 1. Technology explain the Discussions PC concept
Brief Lecture: With the aid
2. Information and basic concepts Course map
of a PowerPoint
Define basic Communication of ICT in presentation, provide an Syllabus developed by
concepts in 3. Educational technology education. overview of the subject Graphic each group.
understanding 4. Technology, Media and Learning Technology for Teaching Organizers
ICT in Education 5. Instructional System and Instructional technology and Learning. Pen and
6. Technology Tools paper test
B. Roles ofICT in Teaching for Leeming Small Group
discussion: Give
graphic organizers of the
different concepts tobe
defined through the use
of concept mapping
Wholegroupdiscussion:
Present to the whole
class group outputs.

Individual Research:
Encourage students to
validate the concept map
and conceptual definitions
1.2. Enumerate the Unit 2. ICT Policies and Safety Issues in Teaching and Learning Students can Synchronous and PowerPoint Posting of
national ICT policies identify and Asynchronous Presentation comments ICT
affecting classroom A. ICT National or International Policies That Are Applicable to Teaching and explain the Discussions PC policies in
practices Learning national or Course Freedom
international Discussion on ICT Syllabus Wall/Blog
policies that are national and Freedom Wall in
applicable to international policies the Blog created
teaching and applied to and
learning. teaching and Administered by
learning the teacher
1.3. Describe the B. Safety Issues in ICT Students can Synchronous and PowerPoint Checklist on
implementation ICT clearly describe Asynchronous Presentation the practices
policies in teaching- the Discussions PC that address
learning implementation safety issues
of ICT policies Group Interviews: Organize Accomplished
in teaching and small groupstoconduct Checklist
learning. interviews and
observations on practices
that addresssafetyissues
inICTfor teaching and
learning.
1.4. Identify ICT C. Uses of ICT Policies in the Teaching and Learning Environment Students can Synchronous and PowerPoint Learners'
policies that are identify and Asynchronous Presentation written
incorporated to explain ICT Discussions PC description
the design and policies that are and opinions
implementation of incorporated to Individual Research: on their newly
teaching- learning the design and Encourage students to crafted ICT
activities implementation research on other school Classroom
of teaching- ICTPolicies andbest policies
learning practices
activities.
Facilitate theCreation of
Classroom
ICT Policies agreed
upon by all learners
2. Identify Unit 3. Theories and Principles in the Use and Design of Technology Students can Synchronous and PowerPoint Reflection 1.5 Hours
learning Driven Learning Lessons identify and Asynchronous Presentation Paper
theories and clearly explain Discussions PC
principles A. Learning Theories andPrinciples in: learning
applied in the 1. Dale's Cone ofExperience (with equalattention given to both the principles and Active Learning with
use and Conventional Technology and the Innovative and Emerging Technology for theories that Teacher-Led Discussion
design of Teaching) are applied in on Dale's Cone of
Experience and how its
learning technology
principles and theories are
lessons with driven teaching- utilized in the technology-
technology learning driven teaching and
models. learning
2.1 Identify
learning
principles
and
theories
that are
applied in
technology
driven
teaching-
learning
models.
 2. TPACK (Technology, Pedagogy and Content Knowledge) Synchronous and PowerPoint Essay 1.5 Hours
Asynchronous Presentation
Discussions PC

Image Analysis: Students

analyze andexplainthe
image/diagram.The
teacher synthesizes.
A brief lecture on
TPACK
3. ASSURE Model (Analyze Learners, State Objectives, Select Methods, Synchronous and PowerPoint Checklist onthe 1 Week
Media, & Materials, Utilize Media & Materials, Require Learner Asynchronous Presentation Elements
Participation, Evaluate and Revise) Discussions PC included in a
Discussion on ASSURE Model lessonusingthe
ASSURE Model
Think-Pair and Share: In and the rating
pairs, students will discuss scale
about the ASSURE Model
and create their own ASSURE
lesson
3. Integrate Unit 4. ICT in Various Content Areas Students Synchronous and PowerPoint Oral Examination 2 Weeks
media and A. 21st Century Literacy Skills manifest digital Asynchronous Presentation
technology in Digital Literacy Skills literacy skills Discussions PC
various - Media applying the Sample
content areas - Information instructional Brief Lecture: Explain Infographics
3.1 Review - ICT literacy design models. 21st century literacy
teaching plans B. Instructional Design Models skillswith emphasis on
digital literacy skills.
that require
learners to Research on Instructional
connect the Design Models and
content of the Collaborative Work on
lesson to designing anInfographics or a
society visual image of the assigned
Instructional Design Model
to be presented in class
 - Gagne’s Nine Events
- Bloom’s Revised Taxonomy
- ADDIE
- Meril’s Principle of Instruction

3.2 Introduce C. Technology Enhanced Teaching Lesson Exemplars Students can Synchronous and PowerPoint Lesson Exemplars
sample analyze Asynchronous Presentation analysis output
technology technology Discussions PC
enhanced lessons enhanced Inquiry-Based Approach: Lesson Demonstration
to support learning teaching lesson Introduce a technology- Exemplars
enhanced teaching
Guide
exemplars Checklist
lesson exemplar
focusing on
Analysis of a teaching how
plan exemplar technology is
- identifying the integrated in
elements in designing a the lesson
lesson anddiscussing
the possibilities of
technology integration

Demonstration:
Demonstrate a sample
technology-enhanced lesson
3.3 Select ICT and D. ICT and Conventional Materials to Enhance Teaching Learning Students can Synchronous and PowerPoint Presentation of 3 Weeks
conventional 1. Digital Learning Resources select Asynchronous Presentation selected
learning materials a. Google Docs appropriate Discussions PC instructional
designed to b. Survey instructional media
enhance teaching- Monkey Others media for Group research and appropriate for
learning 2. Conventional Learning Resources teaching and presentation of the the teaching and
a. Flip Charts learning digital learning learning context
b. Realia materials identified as
c. Others appropriate and feasible
in a given teaching-
learning context
3.4 Identify E. Distance Learning Students Synchronous and PowerPoint KWL Chart 2 Weeks
Flexible learning Types of Online Distance Learning explore the Asynchronous Presentation What IKnow
through online - Synchronous synchronous Discussions PC What IWant to
communications - Asynchronous and Forum-Discussion: Conduct a know
(synchronous and asynchronous forum on Distance Teacher-made WhatI Learned
asynchronous online distance Learning Class Site
modality) learning and
Demonstration and
identify its hands-on explorationon Checklist
advantages and thesynchronous and
disadvantages asynchronous online
distance learning using
the Class Site
 3.5 Describe F. Technology Tools in a Collaborative Classroom Environment Students can Synchronous and PowerPoint Paper and
flexible learning describe flexible Asynchronous Presentation Pencil Test
environment that learning Discussions PC
enhances environment Brief Lecture on the Google docs
collaboration with that enhances different technology
the use of collaboration toolsinacollaborative
classroom
technology tools. with the use of
environment
technology
tools SmallGroupDiscussion-
Student Led
3.6 Reflect on the G. Relevance and Appropriateness in the Use of Students can Synchronous and PowerPoint Reflective
use of technology Technology in Teaching and Learning analyze the Asynchronous Presentation narrative
and on its relevance and Discussions PC
relevance and Principles in Selecting Instructional Materials based on their appropriateness Based on thelesson Self or Peer
appropriateness Appropriateness and Feasibility of the material demonstrated, theclass Gibb’s Assessment
- Appropriateness (Target Learners and Instruction) in instruction will analyzeanddetermine Reflection of their
- Authenticity (Dependable) the appropriateness and Cycle template Evaluation
use of technology.
- Interest (Variation: Basedona
- Cost (Economy) lesson plan exemplar) Rubric focusing
- Organization and on the
Balance And other considerations: Classpresentation oftheir appropriateness
Environmental Factors, Dynamic Variables (Size of class, attitudes, etc.) evaluation of the material
ofinstructional materials in instruction
used inthe lesson

4. Formulate Unit 5. Innovative Technologies for Teaching-Learning and Students can Synchronous and Assessment Reporting and 1 Week
teaching and Assessment Task formulate tools Asynchronous Tools Feedbacking
learning A. ICT and Assessment in Learning to evaluate Discussions
experiences and 1. Assessment Tools assessment
assessment tools Students' researchon
tasks using examplesof technology-
appropriate and assisted tools in
assessment inlearning
innovative
technologies
4.1 Identify
Technology-
assisted tools in
the assessment of
learning
B. Tools in evaluating appropriate tools (Ex. Checklist, Rating Scale) Workshop on the Workshop
formulation of tools to output
evaluate assessment
tools
C. Technology Enhanced Lesson using the ASSURE as Synchronous and PowerPoint Rubrics for 1 Week
Demonstrate proficiency Technology Integration Model Asynchronous Presentation assessing lesson
in the formulation of Discussions PC plans
teaching-learning Critiquing
experiences using Lesson Planning ASSURE Model of lessons
innovative technologies plans
revising of
lesson plan
Unit 6. Social, ethical, and legal responsibility in the use of technology Students can Synchronous and PowerPoint Written exam 2 Weeks
5. Demonstrate tools and resources identify and Asynchronous Presentation Rubrics
social, ethical, A. Digital Citizenship explain digital Discussions PC assessing
and legal - Nine Elements of Digital Citizenship citizenship, research
responsibility in B. Social, Ethical and Legal Responsibilities in the social, ethical Lecture discussion of the outputs
the use of Use of Technology Tools and Resources by and legal nine elements of digital Worksheet for
technology Teachers responsibilities citizenship Talk it Out
tools and in the use of Scenarios
resources Group research on the
technology social, ethical, and legal
5.1Show, give tools and
examples, responsibilities in the use
resources of technology tools and
observe social, resources by teachers
ethical, and legal Talk it Out (from Global
responsibility in Digital Citizen Foundation)
the use of An activity ontakingastance
technology tools onanissueand defending
and resources it.
Learners are given a
scenario primarily
focusing onsocial, ethical
andlegal responsibilities
in the Use of technology
Analysis ofthe
different cases
involving social,ethical
andlegal issues on
technology use.

C. Intellectual Property Rights Applicable to the Educational Setting: Group Research on the RA 8293 Rubrics
5.2 Identify Copyright and Related Rights Copyright Law (Part IV) Intellectual Property assessing
examples of Rights in the Educational research
compliance of IPR Setting
presentations
in educational Class presentation of
research outputs (e.g. and outputs
setting.
poster. infographics, hoot
board, etc.)
D. Digital Safety Rules Four As Activity: You PowerPoint Class formulated
5.3 Enumerate Know the Rules (from Presentation Guide on Digital
digital safety rules - Rule 1:Research before you register Global Digital Citizenship PC Safety Rules
that ensure child - Rule 2: Discriminate Foundation) Learners
online safety and imagine that they can
prevent - Rule 3: Think before typing draft three rules that every
cyberbullying digital citizen must
- Rule 4: Require ID follow. What would they
make and why?
- Rule 5: Trust your gut
Abstraction, Analysis &
Application
Forum Discussion onthe
digital safety rules
 E. Cyberbullying Debate on Cyberbullying PowerPoint Posters and
5.4 Discuss Small group discussion Presentation Digital Campaign
safety rules in PC Materials
obtaining Video Clips on
resource Cyberbullying
materials from
local area
network-based
and the internet
5.5 Describe the F. Netizens in Cyberspace Active Citizenship Brief Lecture Posters Posters and
community of Digital Campaign
learners as Materials
netizens who
share and
utilize
digital materials.
5.6 Practice G. Netiquette (Social Conventions Online Advocacy campaign
standard Forum
netiquette in
sharing and
utilizing shared
materials among
learning
communities
5.7 Joining social media site Rubrics Rubrics
Show/demonstrate Role playing on how to assessing
support to school support school learners behaviors in
as part of learning
learners as part of social media
community
learning sites
community in their
digital culture and
behaviors
5.8 Identify H. Educational Sites and Portals Students are Group Research PowerPoint Pencil and 2 Weeks
educational sites able to identify to identify Presentation paper Tests
and portals educational educational sites PC
and portals
suitable to their sites and List of
Presentation and Sharing of
subject area portals suitable Research Outputs (e.g. Educational
to their subject infographics. Digital Sites
area advertisement, brochure,
bulletin board display i
online bulletin board)
5.9 Join online I. Online Communities of Students are Practicum on Online learning Rating Scale
expert and Learning e.g. able to join sample strategies sites Reflection
learning • Facebook online and on how to join Gibb’s
experts’ learning Reflective Cycle
communities • Twitter expert learning
communities
• Instagram communities template
• Webinar
 5.10 Use J. Online Resources Students can Group Research Checklist
resources from e.g. use resources and Application of
relevant mailing • Opensource from relevant the identified
relevant mailing
lists and online • Multimedia resources: Video sites mailing lists and
list and online
journals • Finding images online journals journals
• Music and audio; webcasts
• Locate web resources by topic
• Others
5.11 Describe K. Collaborative Projects Students use Student Led – PowerPoint Paper and
technology tools i.e. The Problem-Based Project technology Group Discussion Presentation Pencil Test
that are used in tools to Lecture PC
group activities collaborate and
share resources
among
community of
practice
5.12 Use L. Technology Tools for Collaborative Work Lecture- PowerPoint Practical Test
technology tools to e.g. Demonstration Presentation
collaborate and • Google Drive Workshop/Hands- PC
on experience on
share resources • Edmodo Internet
the tools
among • Bubbl.us Online chat Connectivity
communities of • Wikispaces session
practice • Others

F. CLASSROOM VENUE: Work from Home

G. COURSE REQUIREMENT:
 Lesson plan exemplars with appropriate integration of technology
 Midterm and Final examination
 Quizzes
 Reflection Notes
 ePortfolio – Complation of Activities
 Class active participation (group work and outputs)

H. SYSTEM OF COMPUTING GRADES:

Midterm:
Finals:
Midterm Exam - 40% Lesson plan exemplar with appropriate integration of technology - 25%
Quizzes / Exercises - 10% Final examination - 25%
Complete reflection notes - 20% Quizzes / Exercises - 10%
Class active participation - 30% ePortfolio - 20%
Class active participation - 20%
I. CLASSROOM POLICIES:

A. Quizzes, Exercises, and Examinations

 There will be two examinations (midterm and finals).
 A student who failed to take the scheduled examination shall only be allowed to take the special examination due to the following valid reasons:
- Illness (supported by a doctor’s Medical Certificate)
- Hospitalization (with a Hospital Discharge Certificate)
- Death of immediate family member
- Emergency cases (i.e. fire, earthquake, accident or such similar occurrences)
- Those who will be taking National Examination (i.e. Civil Service Examination, TESDA Assessment, and the like)
 Missing an exam, quiz, exercise, and non-submission of requirements will be given an “Incomplete” mark. Failure to comply at specified date will be marked “Failed”.
 You are responsible for all information and materials in sessions and classes whether you are present or not.

B. Difficulties/Challenges

Expected Difficulties / Challenges Possible Solutions

1. Slow internet connection / No internet connection in the locality  Provide enough number of days for students to submit each task
 Record webinar and chat sessions so that students can access the
video even after synchronous sessions
2. Conflict schedule of webinar  Set a regular class schedule
 Make a schedule of the synchronous/webinar sessions
 Make a schedule survey before conducting the synchronous/webinar
3. Coordination among members during group activity  Allow students to discuss through available medium like online chats,
text messaging, and the like.
4. Need clarification of the assigned task  Create a group chat
 Provide the cellphone number and email address of the teacher

SYLLABUS ACKNOWLEDGENT

I affirm that I have read the entire syllabus for this course and I understand the information and the responsibilities specified.

_______________________________________
Signature over printed name of student
Date: _________________________________________
Contact information: _____________________________