COURSE SYLLABUS

1st SEMESTER, S.Y. 2023-2024

COURSE INFORMATION

COURSE CODE EED TTL 313

COURSE TITLE Technology for Teaching Elementary Grades
TIME FRAME 18 weeks (54 hours)
CREDIT UNITS 3 units
COURSE PREREQUISITE Technology for Teaching and Learning 1
COURSE SCHEDULE TWTh 5:30-8:30

COURSE DESCRIPTION

This is a course is designed for prospective teachers to develop and use digital and non-digital teaching-learning resources using technology tools appropriate in various subject areas in the elementary level.
Further, the course will provide opportunities for students to use technology tools to develop project-based collaborative activities and share resources among communities of practice.

COURSE OUTCOMES
At the end of the course, students must have:
1. Demonstrated a deep understanding of the institution’s vision, mission, goals, and core values, and the understanding of the scope and nature of the course and the expected
outcomes of the students at the end of the course.
2. use ICT to develop 21st century skills: effective communication skills – viewing, listening, speaking, reading, and writing skills;
3. develop project/problem-based/inquiry-based collaborative plans and activities using technology tools;
4. use open-ended tools to support the development of the project-based collaborative activities in subject specific application;
5. produce learning resources using technology tools in various subject areas;
6. evaluate the relevance and appropriateness of ICT tools and resources based on the learning context; and
7. use technology tools to collaborate and share resources among communities of practice.
 COURSE LEARNING PLAN
Desired Learning Course Content/ Subject Matter Textbook/ References Time

Course Teaching and Learning

Resource/ Table
Outcomes Outcomes Activities Assessment Tasks
Materials (hr)

CO1 COURSE ORIENTATION  Syllabus, EVSU Student’s  Reflection Recitation  Powerpoint

Handbook Quiz (Essay) Presentation
• Vision, Mission, Goals, and
 Recite the university Core Values of the
vision, mission, goals University
and core values of the • Program Outcomes •
university. Course Information
 Explain the important Course Description
roles of students in • Course Outcomes
realizing the goals and 2
• Course Outline
objectives of the
• Course Requirements and
program.
Course Polices
 Understand the scope
• Course References and
and nature of the
Supplemental Readings
course and the
expected outcomes of
the students at the end
of the course.
CO2  Use ICT to develop Unit 1. Using ICT in Developing  https://www.deped.gov .  Repertory grids that present 1
CO3 21st 21st Century Skills/ ICT in the ph/k-to-12/about/k-to12basic- units from the curriculum
 Guide the students to go
CO5 Century Skills: 21st Century Skills educationcurriculum/ guide vis-à-vis its identified
over the K to 12 Curriculum
Information, Media 21st century critical thinking
Framework for elementary
and Technology Skills, A. K to 12  Digital Citizenship (2016). level to familiarize them with
and problem-solving skills  K to 12
Retrieved from the intended learning and ICT tools. Curriculum
with emphasis on Curriculum Framework
Critical (Elementary Level) http://www.iste.org/stan competencies of every year Guides
 Short Briefing Paper
Thinking and dards/standards/forstudents2016 level.
describing learning
Problemsolving B. MATATAG na K to 10  Guide the students to review activities that integrate 21st
 Analyze Elementary Curriculum some units in the curriculum century critical thinking and
learning plans in the guide with focus on the problemsolving skills
context of the 21st development of 21st century development.
century skills skills: critical thinking and
C. 21st Century problem-solving.
Communication  Lead them to the specific 1
Skills units that can be best taught  Sample
with the use of existing ICTs
Learning or
and let them rationalize why.
Unit Plans

D. Learning Activities to 1
 Based on the identified units,
develop critical thinking and
let students plan for at least 1
problemsolving
or 2 major learning  Concept Map
activity/ies that will facilitate on
the Digital
development of Citizenship
D.  UNESCO (2016). critical thinking and  Situated  Published 2
Promoting Fostering Digital Citizenship. problemsolving in their Judgement Cases on
Digital lessons. Let them share and Tests Plagiarism
Retrieved from http://www.unescobkk.o rg/education/ict/resourc
Citizenship
justify to the whole class at  Interactive sites:
es/publications/elibrarythemes/teachingandlearning/fosteringdigitalcitizenshipthrough- least one activity they have http://taching
safe-andresponsibleuse-of-ict/  ICT in Education. http://www.unescobkk.o constructed. .about.com/o
rg/education/ict/resourc es/freeeducationalresources  Present introduction about d/tech/tp/Inte
digital citizenship. A basic ractiveScienceWebsites.ht
concept map may be shown to
m
let students have an initial
background of what digital
citizenship is. Relate this to
the critical thinking and
problemsolving skills that were
presented in the previous
activities in this unit. After the
short introduction, let students
open a site where people can
comment on a post. Let them
show a post where they got
offended or they think the
comments were offensive.
Have them share what they
felt while reading these
comments. Process their
ideas by relating the concept
of digital citizenship.
 Present a case of plagiarism
of online materials by teachers
and students. Discuss the
basics of copyright and fair
use guidelines for teachers.
Ask ways by which teachers
and students can show digital
citizenship always when they
utilize digital resources.
 Have students open various
sites and allow them to
explore how ICT can develop
21st century skills. Suggested
site:
http://teaching.about.con/od/tec
h/tp/Interactive-
ScienceWebsites.htm
 Enhance Revisiting  http://nlvm.usu.edu./en/ nav/topic_t_5.html  Guide the students to explore on  Annotations  Computer 3
the of existing samples of unit plans in on how some  Projector
elementary elementary ICT tools may  Learning plans
Elementary
 Instruct the students to review
learning (EPP) enhance
existing elementary learning
plan to learning sample unit
develop plans: plans in
21st integration elementary.
Century of 21st
Skills century
through critical
ICT thinking
integration. and
problem-
solving
skills and
ICTs

plans and identify some learning

activities 21st century critical
thinking and problem-solving
skills integration. Let them write
these and discuss in class.
 Facilitate a discussion by
asking the students to choose
which specific unit from the
curriculum guide they can work
o their unit planning which
should be ICTintegrated. Let
them explain how ICTs will
enhance the development of the
21st century critical thinking and
problemsolving skills or
competencies required in the
curriculum guide.
CO3  Develop project- and Unit 2. Developing  http://www.ascd.org.pub  Following the scientific inquiry  Developed checklist of the  Suggested 3
CO4 problem-based, Problembased and Projectbased lications/books/102112/ approach, begin by presenting a elements of problem- and sites to visit:
collaborative activities Instructional Plans problem and ask the students to project- based approach as
CO6 chapters What
using technology tools. suggest solutions. evidence of their
 Explain problem-based Nature of Problem-based and  Corpuz, B.B., Lucido,  Facilitate the thorough review of understanding of the is Project-
and project-based P.I. (2008) – PBL and PrBL. Students must reviewed learning plans. Based Media
Project-based approaches
Educational be able to give examples or Learning?
learning approaches.
Teaching with Projects Technology 1, Quezon cases. http://www.
City, Lorimar Inc.  Present the 7 Essentials for  Essay discussing ascd.org.pu
Project-Based Multimedia Learning PRBL (1. Need to Know 2. A problembased and blications/b
Publishing
Driving Question 3. Student projectbased learning ooks/10211
Using Technology to Enhance Voice & Choice 4. 21st Century approaches. 2/chapters
Student Inquiry Skills 5. Inquiry & Innovation 6.  Handouts
Feedback & Revision 7. A  Samples of
Publicly Presented Product Projectbased
 Introduce the concept of Multimedia
Anchored Instruction is a Learning
framework for merging problem
solving with content-specific
instruction
 Solving Content-Specific
Problems: The ABCS of Activity
A is for Authentic Activities
B is for Building Knowledge
C is for Constructing Activities
S is for Sharing Activities
 Introduce a problem to the
class which may be solved
using technology too.

CO3  Explain parts of a Basic Parts of a Learning Plan/ Unit  Deped Order no. 70,  A day before, let students go  Developed Learning Plan  Samples of 2
CO4 problem-based and Plan over the repertoire of sample Template (DepEd,
s.2012 problem-
project-based learning learning plans reviewed during UNESCO, Intel and other
Guidelines on the and/or
plan. Preparation of Daily the first 3 weeks or those with Learning Plan Templates) projectbased
Lessons Deped. Have them review the unit plans
http://www.deped.gov.p parts and describe the contents https://enga
h/sites/default/files/order of each part. Focus their ge.intel.com
attention on the parts where the /docs.DOC
/2012/SO_s2012_70.pdf
elements of problem-based/ 52038
project-based learning should be  Problem- and
integrated. Let them identify Projectbased
from the sample plans the main Learning
learning activity that will require https://www
students to do inquiry activities .edutopia.or
or create projects. Lead g/blog/pblvspbl-
students to the part of the vsxbljohnlarmer
sample plan where the problem
or project activities are
indicated.
 Present to the class some
samples of Learning Plan
Assessment tools (UNESCO)
that will guide them to review
provided sample.
 Based on the review of sample
plans, let students prepare their
own draft. Give time for them to
create the document using a
Word application following the
basic parts identified. Let
students share their outputs to
peers for feedback.  Related
Activities:
review samples of Problem- and
or Project-based unit plans (see
https://engage.intel.com/docs/D
OC52038). Download desired
samples and let students review
each plan. Provide local DepEd
samples of learning plans for further
review. Let students formulate
concepts on problem- and project-
based learning based on the
samples reviewed.
 Comparison of the difference of
Problem- and Project-based
Learning (use
http://www.edutopia.org/blog/pbl
-vs-pbl-vs-xbl-john-larmer.
CO3  Develop a Writing a problem-  K to 12 Curriculum Guides  Using K to 12 curriculum unit  Revised unit plan with  Paper 3
CO4 problembased based/project based Learning http://deped.gov.ph/k-to- they have chosen previously, the integration of IMs  Pen
CO5 and Plan 12/curriculum-guides let them copy competencies created together with  references
CO7 projectbased learning a. Developing learning and develop learning sample project/s to be
outcomes from the
 A Revision of Bloom’s outcomes out of it. Have
plan. rated by the teacher using
identified competencies Taxonomy by David Krathwohl these written on the template
they have created. a rubric.
in the chosen unit that http://www.unco.edu/cet
best require ICT l/sir/stating_outocme/do  Facilitate a class
integration. cuments/Krathwohl.pdf brainstorming on possible
b. Review of the revised performances or product
Bloom’s taxonomy of outputs that will serve as an
objectives. evidence of
c. Alignment of understanding or acquisition
competencies, of the competencies and the
outcomes, and learning outcomes. Out of
the identified performances
assessment with
or outputs, they will be
teaching and learning tasked to identify which is
activities. the best that will serve as the
student’s project. Emphasize
the need for alignment of the
project (performance or
product outputs) with the
acquisition of the desired
competencies and outcomes
even before they write their
procedures.
 Review the revised Bloom’s
Taxonomy of Objectives. Let
them start drafting their day 1
lesson of their unit by writing
their specific objectives.
 Let students consider a
project idea for their unit
plan.
CO3  Use open-ended Unit 3. Productivity Software  https://www.applicationp  Quiz  Laptop 5
CO4 tools Applications/ Tools for erformancemanagement  Implementation plan that  Projector
CO5 (such as word Teaching and Learning .org/software/productivit y-software/ will describe how the
CO7 processing, openended tools will be
spreadsheet, Open-ended tools and their uses  https://computer.howstu f maximized in the
presentation in teaching and learning fworks.com/productivitysoftware.htm
implementation of the
software, and  https://www.electricteac her.com/ chosen language unit.
authoring tools) in Maximize the Use of Microsoft  Have a thorough review of the
Word, Spreadsheet, and MS Office.
subject specific  https://prezi.com/learn /
application. Publisher
 Identify uses of  https://helpx.adobe.com/
openended tools Effective Use of Powerpoint and photoshop/tutorials.html
(productivity tools – Prezi
whether freeware or
Microsoft Office) in the Adobe Photoshop and Movie  Ask the students on when and
teaching-learning Maker how they can use the different
in elementary open-ended/productivity tools
subjects. in the teaching-leaning of
elementary subjects.
CO3  Crate student Creating student samples using  https://www.applicationp  Direct the students to create  Student samples using  Computer 3
outputs
CO4 using computer open-ended tools erformancemanagement outputs for presentation utilizing open-ended tools to be and application programs
CO5 application .org/software/productivit y-software/ the different open-ended/ evaluated by the peer  Projector
productivity tools. and the teacher.  Site visitation: http://www.
CO7 programs as
 https://computer.howstu f  Students are directed to develop  Presentation of growingwire less.com/be
evidence of learning fworks.com/productivitysoftware.htm selfmade group/group
video, animation, or any related -
made video/ selected
open-ended tools to disseminate aware/cybe rbullying/ne
multimedia format.
wscasestudiesoncyberbulyin
 https://computer.howstu f their findings on the chosen  Case Analysis on
Cyberbullying. g
fworks.com/internet/basi concern.
 http://www . osteopathic.
cs/podcasting.htm org/osteopa
 https://buffer.com/library  Try out podcasting in your class. thichealth/abou
Podcasting and Using /podcasting-forbeginners Discuss how social networking t-
Social sites like facebook, twitter, yourhealth/healt h-
Networking Sites in Instagram etc. can be used in conditions  Mobile phones
Education teaching.  http://www . polleverywh
 Have a side discussion about ere.com/
cyberbullying/
Sample cases:
Case Presentation and Analysis
on Cyberbullying highlighting the
 Students may use this link:
health effects and psychological http://gettin
effects of cyberbullying. gsmart.com
*The New Kid in School /2013/01/pa rt1-
*Hateful Texting 44smartways-
*Psychological impacts of to
Cyberbullying usesmartphone
*Health Effects of Cyberbullying s-in-class/
 Students may have individual
reading about using mobile
phones in teaching and learning
 https://www.ubuntunet.net/sites/de
 http://gettingsmart.com fualt/files/mtegaw.pdf
/2013/01/part-1-44smart-ways-
tousesmartphones-in-class/  Recording Lectures: The “Flipped”
Classroom
These teachers are recording their
“lectures” using video or audio and
students are listening to that  Poll Health/
Mobile Technology for
Environmental Survey
Teachers outside of class as the homework
Participation Quiz: 1.
and in class they are completing
Ask your students a
the practice and the teacher question with the Poll
serves as a guide, re-teaching as Everywhere app.
2. Students answer in
real time using mobile
phones, Twitter, or web
browsers.
3.See your response live
on the web or in a
Powerpoint
 needed. presentation  iPad,
tablet,
 Students without Cellphones/ smartphone
Smartphones s
Other issues arise because not
every student has a cellphone.
The easiest way to work around
this is to have students working in
groups, collaborating and solving
problems together. Now, we only
need one cellphone to report out
the group work. If we get creative,
any problem can be solved.

 Present the ICT Resources for

teaching different elementary
subjects.

 PhET interactive simulations

 Ask the students on how computer
Gaming in Education games may be used in teaching

Educational Apps for Mobile

Phones

12 |
 CO3  Prepare IMs for Making IMs using open-ended  https://books.google.co  Engage the student in preparing  Evaluation of the IM and the  Computer 2
CO4 different elementary tools m.ph/books? IMs using selected open-ended learning plan using a rubric and other
CO5 subjects utilizing id=66nKOWl0tM0C&pg tools using the problem-based materials
Revisiting of PB learning plan: =PA4&lpg=PA4&dq=m  Peer Assessment of the Plan needed to
CO6 selected open-ended project developed complementing
integration of student samples and aking+IMs+using+open make the
CO7 tools in delivering the an authored learning plan.
teacher-made IMs - IMs
learning plan  Let students create their IMs using
ended+application&sou their laptops or desktop in the  Suggested
rce=bl&ots=gyRpDSIkx computer laboratory. site:
f&sig=ACfU3U12_kHP  Using a Learning Plan http://www.
WUwyceyrZWDx6MXX assessment tool (UNESCO academia.e
mh4bIQ&hl=en&sa=X& Learning Plan Assessment Tool), du/1068035
ved=2ahUKEwjmkpm7 let the students assess the 9/PREPAR
ATION_IMP
n5vnAhWKv5QKHdCf learning plans of the other groups
ROVISATI
BXYQ6AEwCXoECAU (peer assessment).
ON_AND_
QAQ
UTILIZATIO
N_OF_INT
RUCTIONA
L_MATERI

ALS_AND_
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R_EFFECT IVE_TEAC
HING

CO3  Enhance the Selection of competencies Bilbao, et al. (2019).  Based on the observations made  Improved learning plan  Computer 1
CO4 learning plan to requiring ICT integration Technology for during demonstration lesson, to be evaluated by peer  Projector
CO5 develop 21st Teaching and Learning teachers will request the students and the teacher.  Learning plans
CO6 Century Skills 1. Quezon City, PH: to integrate suggestions for the
CO7 through Lorimar Publishing, Inc. enhancement if IM and learning
ICT integration plan.

13 |
 CO3  Reflect on their own Electronic Portfolio Bilbao, et al. (2019).  Expose the students to  Blog or e-portfolio to be  Students 1
CO4 learning using Technology for various ICT integration evaluated by the teacher may use
CO5 technology tools Teaching and Learning mechanisms using a rubric. this link to guide them
CO6 1. Quezon City, PH: https://www.fizyka.umk.pl/~pdf/EU in making their eportfolios:
CO7 Lorimar Publishing, Inc. _ISE/files/new/EUISEBookHR.pdf http://www.i nformation
 Ask the students to improve week.com/s oftware
the existing learning plans by /7waystocreateeportfolios/d/
integrating ICT d-id/111067
 Show an electronic portfolio
 Discuss the concept of e-
portfolio.
 Instruct the students to
make a reflection of their learning
how to use technology tools in
teaching and its impact through an
eportfolio.
 Instruct the students to
make a reflection of their learning
how to use technology tools in
teaching and its impact through an
eportfolio.
CO3  Produce learning Unit 4. Producing Learning  Students can make an inventory  Quiz  2
CO4 resources using Resources using Technology of IMs and technology tools being  Demonstration of students
CO5 technology tools in Tools used by many elementary on developed IM utilization
various subject areas Human and non-human learning covering specific field
CO6 teachers through internet research
CO7 CO3 resources/ instructional  Use of Rubric in rating the
and interview with elementary
CO4 materials/ developed IMs
 Identify various Bilbao, et al. (2019). teachers.
CO5
instructional Technology Tools for Teaching Technology for
CO6
materials (IMs) and Elementary Teaching and Learning
CO7
technology 1. Quezon City, PH:
tools in teaching Lorimar Publishing, Inc.

elementary

14 |
 CO3  Explain the Characteristics of Good/ Bilbao, et al. (2019).  Facilitate a discussion on the  Formulae criteria to  Laptop 3
CO4 characteristics of Appropriate IMs and Technology Technology for Teaching characteristics of good determine the  Projector
Tools appropriateness of IMs and
CO5 good/ appropriate IMs and Learning 1. Quezon instructional tools by using a
technology tools  Educational
CO6 and technology tools in City, PH: Lorimar multimedia presentation. Show  Rubric development on IMs softwares
Principles of Universal Design for
CO7 teaching elementary Learning Guidelines Publishing, Inc. sample technology-based IMs for and Technology Tools
students to observe. Ask them to  Design educational software
A Software Review and Selection note some observations for later review form to be rated by
Process discussions. Post a question on the teacher using a rubric
the importance of choosing the
right tools for their unit plans. 
Present the different types of
educational software like
drillandpractice, integrated
learning systems, problem-solving
software, reference software,
simulation, tool and tutorial
software. The student may be
asked to show how each software
is being used.

CO3  Create appropriate Creating teacher productivity Bilbao, et al. (2019).  Review on the different qualities  Develop instructional  Computer other
and 2
CO4 IMs using technology materials using technology tools Technology for Teaching of a good/ appropriate IMs and materials using technology materials needed
tools in teaching technology tools. tool to be evaluated by the produce the to
CO5 and Learning 1. Quezon
elementary teacher using a rubric IM
CO6 City, PH: Lorimar
CO7 Publishing, Inc.

Revisiting of PB learning plan:  Supervise the students in  Leadership in shared

 Exhibit leadership in incorporating technology tools in creating instructional material decision-making using
shared using technology tool by pair or technology tools must be
decisionmaking using preparing IMs in introducing the
technology tools unit by group taking into account the included in the rubric
different characteristics of a
good IM.

CO3  Evaluate the relevance Unit 5. Digital and Non-Digital 2

CO4 and appropriateness of Resources
CO5 digital and nondigital
CO6 resources based on
the learning context.
CO7
 Give a word puzzle that
 Characteristics of ICT Characteristics of ICT Resources contains a mixture of digital and
Resources in elementary non-digital resource examples. Let  Listing of characteristics of  Projector
students ICT resources  Computer

15 |
 find the words that they consider
as resources. After their answers
are checked, organize the words
according to its type. Let them
post these on the board for
checking and finalizing the list.
Ask them to justify why they
consider the examples as digital
or non-digital resources. As an
output, let them give the
characteristics of the two types of
resources.
 Instruct the students to create
instructional materials using
technology tool by pair or by
group taking into account the
different characteristics of a good
IM considering the digital
categories.
 Students will be made to assess
the characteristics of digital and
non-digital based IMs.

CO3  Determine the Relevance and appropriateness of Bilbao, et al. (2019).  Let the students to inspect and  Demonstration on the use of  Computer 1
CO4 relevance and ICT resources Technology for Teaching analyze lesson exemplars/ the IM  Lesson
CO5 appropriateness of and Learning 1. Quezon lesson plans that utilized ICT  Peer assessment on Demo exemplars
CO6 digital and non-digital City, PH: Lorimar resources. Have them determine teaching and assessment of
CO7 resources based on the Publishing, Inc. the appropriateness based in the the used Lesson Exemplars
learning context. learning context.

16 |
 CO2  Revise digital learning Assessment tools for selecting Bilbao, et al. (2019).  Give time to students to go over  Revision of lesson  Tips on 2
CO3 resources in response relevant and appropriate digital Technology for Teaching or review and improve the lesson exemplars the
to varied needs of and non-digital resources exemplars that utilized either
CO4 and Learning 1. Quezon Use of
students. digital or non-digital resource or
CO5 City, PH: Lorimar Digital
both. Have them determine the
CO6 Revisiting of PB learning plan: Publishing, Inc. Resources
appropriateness based on the
CO7 Integration of the use of digital and learning context. http://www.
non-digital resources and utwente.nl/u
assessment tools in the LP b/en/dlrport
procedure al/teachers/
tips-use/
 Develop assessment  Guide the students in designing
tool to evaluate an assessment tool that can  Developed Assessment Tool  Computer
relevance and evaluate the relevance and and other
appropriateness of appropriateness of ICT resources materials

needed to
make digital

digital and non-digital to the learning context. learning

resources to the resources
learning context
 Computer
and other
materials
 Create ICT resources  Group the students and let needed to
to enhance them have brainstorm session make ICT
teachinglearning on how to produce ICT resources
resources. Have other groups  Produce digital learning
critique and evaluate using the resources to be evaluated by
assessment tool. peer and the teacher

17 |
 CO2  Use technology tools to Unit 6. Technology Tools for Bilbao, et al. (2019).  Computer 3
CO3 collaborate and share Collaboration Technology for Teaching  Projector
Focused group discussion on
CO4 resources among and Learning 1. Quezon  how to share resources in the 
communities of Features and Uses of ICT tools for  Assigned group must have
CO5 collaboration and sharing City, PH: Lorimar community multiple site presentation
practice
CO6 resources Publishing, Inc.
 Identify features and  Facilitate a collaborative activity
CO7
uses of ICT tools for where students will reflect on the
Effective Teaching and Learning in  Critiquing complemented with
collaboration and Electronic Classroom essence of collaboration in and panel discussion on sites
sharing of resources general. presented
among communities of Promoting Collaborative and
 Ask students to accomplish a
practice Transformative Learning in KW-L chart for the topic on ICT
Cyberspace tools for collaboration and sharing
resources.
 Submit link of accounts
 Group students into triads and created by students for wikis,
blogs, and social
instruct students to browse the bookmarking sites
assigned sites or tools and note  Submit tabular presentation
the key features and uses of the of the uses and features of
tools. collaborative tools and
resources sharing
CO3  Determine Becoming Information Users –  Listing of educational sites 2
CO4 educational site and SSCC (Search, Sort, Create, and portals suitable to
CO5 portals suitable to Communicate) elementary
CO6 elementary
education
 Engage Communities of practice/  Evaluation and ▪ Discuss the features and uses of  Extent of activity and Computer 2
in community of Learning for Information participation in the Projector
ICT tools for collaboration and
a Elementary Teachers (local and (http://alexia.lis.ulus.ed Community of Learning Computer
international) sharing of resources among  Evaluation of learning plan
Community of Learning u/-janicke/Eval.html
communities of practice. Projector
(COL) for elementary  Internet Source
 Design a ▪ Request student to make an
Effectiveness of COLs in Validation Project:
collaborative inventory of educational sites and
professional development of http://www.stemnet.nf.
activity using portals in elementary with short
appropriate teachers ca/Curriculum/Validate/
description for each site.
technology valid.html
tools

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 Revisiting of PB Learning plan:  Checklist for an  Explain that to guide the design of
Integration of collaborative Informational Webpage: opportunities for students to
activities in elementary http://www2.widener.e become information users,
du/Wolfgram- effective instruction should help
Memorial- them learn to search information,
Library/webevaluation/i sort, and judge information, and
nform.html create and communicate ideas as
 Cyberguides: result of information use.
http://www.cyberbee.c  Introduce Kuhltau’s
om/guides.html  Kathy InformationSeeing Model,
Schrock’s Critical Eisenberg and Berkowitz’s
Evaluation Surveys: Information Problemsolving
http://school.discovery. Model, Irving’s Information
com/schrockguide/eval Skills Model, and
.html Stripling and Pitt’s Research
Process Models.
 Thinking Critically
 Explore some suggested sites for
about World Wide Web
Resources: the purpose of examining criteria
http://www.library.ucla. to judge web pages.
edu/libraries/college/in  Through COL, direct the students
struct/web/critical.htm to make a collaborative activity in
 Sites for COL: elementary which will employ
https://canvas.instructu technology tools.
re.com/login/canvas
 https://school.quipper.c
om/en-PH/index.html
 https://www.edmodo.c
om/


CO3  Implement the Demonstration of designed learning   Microteaching of ICT-based  Evaluation of demonstration Computer 5
CO4 designed ICT-based plans collaborative activity teaching Projector
CO5 collaborative activity
CO6
Total 54

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