Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar, Philippines
Web: http://uep.edu.ph; Email: [email protected]

COLLEGE OF EDUCATION
Elementary Teacher Education Department
Syllabus in TTL 2 (Technology for Teaching and Learning in Elementary Grades)
Second Semester, SY: 2024 – 2025

UEP’s Vision: A globally competitive university producing graduates in pursuit of Institutional Graduate Outcomes: Graduates of the University of Eastern
higher economic welfare of the people and the community through inclusion and Philippines should:
cooperation from the stakeholders. 1. Exhibit proficiency in their chosen field of discipline through their involvement in
various types of employment;
UEP’s Mission: Provide technical and professional training, advanced instruction in 2. Utilize research methodologies that will allow them to generate new knowledge
literature, arts, philosophy, the sciences and promotion of innovation, scientific and and address problems and issues and promote development;
technological researches. 3. Values Philippine historical and cultural heritage;
4. Demonstrate global awareness through responsible global citizenship;
UEP QUALITY POLICY 5. Clearly communicate in several modes of delivery (oral, written, and visual) in
The University of Eastern Philippines (UEP) commits to be academically English and Filipino; and
competitive, research and extension-focused, and economically-sustainable public 6. Manifest high degree of professionalism through observation of ethical and
higher education institution. Specifically, UEP shall: professional behavior.
Uphold the values of relevance, integrity, productivity and excellence in service
delivery;
Endeavor to continually improve the quality management system;
Provide quality services through participatory governance and compliance to legal
and other prescribed requirements.
#UEPCares

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College Goals: Program Outcomes:

The college aims to produce prospective teachers who can be effective ▪ Demonstrate in-depth understanding of the diversity of learners in various
leaders and managers endowed with faith in the Creator, who can convey organized learning areas
knowledge, who can be efficient promoter and facilitator of learning, professional
▪ Manifest meaningful and comprehensive pedagogical content knowledge
competent, a true humanist and imbued a deep love of country, respect human rights,
(PCK) of the different subject areas
a scientific attitude, moral and spiritually value and commitment toward national,
regional, and provincial development goals. ▪ Utilize appropriate assessment and evaluation tools to measure learning
outcomes
1. Prepare prospective school teachers who are professionally competent and
efficient promoters and facilitators of learning. ▪ Manifest skills in communication, higher order thinking and use of tools and
2. Produce a God-fearing graduate with desirable attitude and personal discipline, technology to accelerate learning and teaching
moral character, aesthetic and cultural values.
3. Develop critical thinking skills. ▪ Demonstrate positive attributes of a model teacher, both as an individual
4. Develop research and extension capabilities and managerial skills in education and as a professional.
management.
5. Produce graduate who will pass the Licensure Examination for Teachers.

Course Title: TECHNOLOGY FOR TEACHING AND LEARNING IN THE ELEMENTARY GRADES
Course Credits: 3 Contact Hours/Week: 3 hours/week
Course Description:
This 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 individual and project-based collaborative activities and assessment tasks and share
resources among communities of practice. It also includes information and communication technology (ICT) policies and safety
issues, media and technology in various content areas, learning theories and principles in the use and design of learning lessons
that utilize appropriate traditional and innovative technologies with social, ethical and legal responsibility in the use of technology
tools and resources.

Prerequisite:
TECHNOLOGY FOR TEACHING AND LEARNING 1

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 Course Learning Outcomes At the end of this course, the students should be able to:

Knowledge
1. demonstrate technological pedagogical content knowledge (TPACK) and its application within and/or across the
curriculum teaching areas in the elementary grades.
2. prepare developmentally appropriate teaching and learning processes that meet K-12 curriculum requirements.
3. select, develop and use variety of contextualized teaching and learning resources, including ICT, to address learning
goals.

Skills
4. design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum
requirements.
Values
5. appreciate the importance of ICT to facilitate the teaching and learning process.

Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester

COURSE OUTLINE AND TIMEFRAME

Weeks COURSE CONTENT/SUBJECT MATTER

Orientation of the Vision, Mission, Goals, and Objectives of the University, College, and Program.
Week 1
Discussion of classroom policies and grading system
Week 2 – 3 Review of Technology for Teaching and Learning
Week 4 – 5 ICT Policies and Safety Issues in Teaching and Learning

Week 6 – 8 Online Communities of Learning

Week 9 MIDTERM EXAMINATION

Week 10 – 11 Collaborative Projects

Week 12 – 13 Digital Safety Rules

Week 14 – 16 Digital and Conventional Learning Materials to Enhance Teaching-Learning

Week 17 Course Synthesis and Finalization of Portfolio

Week 18 FINAL EXAMINATION

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LEARNING PLAN
Teaching and Learning
Learning Outcomes Course Content/Topic Activities/Instructional Assessment Tasks Resources
Delivery/Method
understand the University’s University’s Vision, Mission and • Lecture Discussion • Oral Recitation • Student Handbook
Vision, Mission and Institutional Institutional Outcomes, Program • Policies, Standards, and
Outcomes, Program Objectives, Objectives, Course Policies Guidelines (PSG) for BEEd
Course Policies

a. Define basic concepts in Review of Technology for • Lecture Discussion • Quiz • Bilbao, P. P., et.al. (2019).
understanding ICT in education Teaching and Learning • Small Group Discussion • Oral Recitation Technology for teaching
a. Definition of Basic and learning I. Quezon City:
b. Determine the roles of ICT in Concepts and Important
LORIMAR Publishing.
Teaching for Learning Terms
b. Roles of ICT in
c. Identify learning theories, Teaching for Learning
principles and researches Theories and Principles in the
applied in the use and design of • Modules in Teaching and
Use and Design of Technology
learning lessons with Learning in the Elementary
Driven Learning Lessons
technology Grades by Alejandro L.
(Dale’s Cone of Experience,
Giray, Jr.
d. Determine the different TPACK, ASSURE, SAMR;
technology driven teaching- Mayer’s Principles for the
• PowerPoint Presentation
learning models Selection of Technology for
Educational Use:
appropriateness, authenticity,
cost, interest, organization and
balance)
a. Enumerate the national ICT ICT Policies and Safety Issues • Lecture Discussion • Quiz • Lucido, P. I. (2007).
policies affecting classroom in Teaching and Learning • Individual activity • Oral Recitation Educational Technology 2.
practices A. ICT national or
• Collaborative Work • Interview Quezon City: LORIMAR
international policies
Publishing.
b. Describe the implementation that are applicable to
of ICT policies in teaching- teaching and learning • PowerPoint Presentation
learning • Modules in Teaching and
B. Safety Issues in ICT Learning in the Elementary
c. Identify ICT policies that are Uses of ICT Policies in Grades by Alejandro L.
incorporated to the design and Giray, Jr.

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implementation of teaching- the Teaching and
learning activities Learning

a. Join online communities of Online Communities of Learning • Lecture Discussion • Online Quiz • Modules in Teaching and
learning a. Facebook • Collaborative Work • Online Activities using Learning in the Elementary
b. Twitter
• Online Lecture Facebook, twitter, Grades by Alejandro L.
b. Use resources from relevant c. Instagram
mailing lists and online d. Webinar • Research-Based Learning instagram Giray, Jr.
resources • Conduct of a Webinar • PowerPoint Presentation
Online Resources
a. Open source
b. Multimedia resources; video
sites
c. Finding images
d. Music and audio; webcasts
e. Locate web sources by
topic

Midterm Examination Week

a. Describe technology tools Collaborative Projects • Lecture Discussion • Creating files in Google • Modules in Teaching and
that are used in group activities • Online Sessions Docs, Google Drive and Learning in the Elementary
Technology Tools for
• Collaborative Activities joining Google Classroom Grades by Alejandro L.
b. Use technology tools to Collaborative Work
collaborate and share resources a. Google Suite (docs, drive, • Research-based Learning and Google Meet Giray, Jr.
among communities of practice classroom) • PowerPoint Presentation
b. Edmodo
c. bubbl.us
d. Wikispaces

a. Articulate digital safety rules Digital Safety Rules • Lecture Discussion • Creating digital poster on • Modules in Teaching and
that ensure child online safety • Group Work safety rules Learning in the Elementary
Grades by Alejandro L.
Giray, Jr.
• Video
• Sample Posters
6. Select, design and create Digital and Conventional • Lecture Discussion • Performance Tasks • Modules in Teaching and
digital learning materials Learning Materials to Enhance • Collaborative Work Learning in the Elementary
designed to enhance Teaching-Learning
• Product-based learning

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 teaching-learning and Grades by Alejandro L.
assessment A. Digital Learning Giray, Jr.
Resources
7. Showcase the appropriate 1. Google Docs
• Corpuz„ B. & Lucido, P. l.
use of different learning 2. YouTube
resources through a 3. Survey Monkey (2008). Educational
teaching demonstration 4. Word clouds Technology l. Quezon City:
5. Audios LORIMAR Publishing.
6. Videos
7. Slide presentations/ • PowerPoint Presentation
narrated slideshows
8. Still images/
Photographs, talking • Videos
pictures
9. Comic strips
10. Mobile apps (utility,
/productivity content
presentation, games,
augmented/virtual
reality)
a. Select, design and create Digital and Conventional • Lecture Discussion • Observation Report • Modules in Teaching and
conventional learning materials Learning Materials to Enhance • Classroom Observation • Creating conventional Learning in the Elementary
designed to enhance teaching- Teaching-Learning
• Demonstration learning resources Grades by Alejandro L.
learning
b. Showcase the appropriate B. Conventional Learning • Lesson Planning Giray, Jr.
use of different learning Resources • Demonstration Teaching
resources through a teaching 1. Manipulative (realia and • Corpuz„ B. & Lucido, P. l.
demonstration models or mock-ups) (2008). Educational
2. Printed materials Technology l. Quezon City:
(handouts, study LORIMAR Publishing.
guides, flashcards, big
books)
3. Charts/ graphs and • PowerPoint Presentation
posters
4. Wall display
a. Synthesize what they learned Course Synthesis and • Individual activity • Portfolio
from the course through the Finalization of Portfolio • Reflection Paper
portfolio
Final Examination Week

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Required Readings and Other Materials
▪ Ballado, R. S. 2012. Basic Concepts in Educational Technology 1. Rex Book Store, Inc., Sampaloc, Manila.
▪ Ballado, R. et.al. 2023. Technology for Teaching and Learning 1. Rex Book Store, Inc., Sampaloc, Manila.
▪ Bilbao,P., Dayagbil, F., & Corpuz, B. (2014). Curriculum Development for Teachers. LORIMAR Publishing Inc.
▪ G.G, & J.M. legacy. (2008). Using Technology in the Classroom
▪ CAST (2011). University designed for learning guidelines version 2.0. Wake_eld, MA: Author
▪ Giray, A. L. 2022. Modules in Technology for Teaching and Learning in the Elementary Grades, UEP Laoang Campus.
▪ Lucido, P. & Corpuz, B. 2012. Educational Technology 2. Lorimar Publishing Co., Quezon City.
▪ Newby, T.J. (2011). Educational technology for teaching and learning. (4 th ed) Boston: Pearson Education, Inc.

Suggested Readings
▪ Bilbao, P. P., Dequilla, M. A., Rosano, D. A., & Boholano, H. B. (2019). Technology for teaching and learning I. Quezon City: LORIMAR Publishing.
▪ Canonigo, A. M. (2018). Educational technology. Mandaluyong City: Anvil Publishing Inc.
▪ Corpuz„ B. & Lucido, P. l. (2008). Educational Technology l. Quezon City: LORIMAR Publishing.
▪ Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: LORIMAR Publishing.
▪ Corpuz, B., et.al.(2007). Principles of Teaching l, Quezon City.
▪ DepEd K-12 Curriculum Guides
▪ Garo, C. D. (2008). Theories and Principles of Educational Act Technology. Philippines: National Book Store.
▪ Lucido, P. I. (2007). Educational Technology 2. Quezon City: LORIMAR Publishing.
▪ Lucido, P. L, et.al. (2008). Educational Technology l. Quezon City: LORIMAR Publishing.
▪ PPST-RPMS Manual
▪ Salandanan, G. G. (2007). Principles and Strategies of Teaching. Quezon City: LORIMAR Publishing.

Website/Videos/Film Clips
▪
Class Materials
▪ Activity Sheets
▪ Instructional Materials Evaluation Forms
▪ Study Guides in TTL 2
▪ Rubrics
▪ Video Lessons

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RUBRICS
Lesson Plan Rubric

Unacceptable Developing Acceptable Exemplary

Criteria 0 1 2 3 Points
74> 75-84% 85-92% 93-100%
Context for Learning Incomplete or no description Description of target population Description of target population The unique attributes of your target
(10 pts) of target population and and learning environment is vague and learning environment is population and learning environment
learning environment and/or, the appropriateness of the general and the appropriateness are very clear and the
lesson (for this group) is not of the lesson (for this group) is appropriateness of the lesson (for
convincing. clear. this group) is obvious.

Common Core/State Common Core/State Common Core/State standards Common Core/State standards Common Core/State standards are
Curriculum Standards standards are not included. are not included are listed but missing for each thoroughly listed for each objective.
(10 pts) objective

Objective(s) Behavior, criteria, conditions, Two of the three (behavior, Behavior, criteria, conditions, and Behavior, criteria, conditions, and
and language expectations criteria, and/or conditions) are language expectations are academic language expectations
(10 pts) are unclear or missing. apparent, but unclear or poorly somewhat clearly communicated. are clearly communicated and
written. clearly and concisely written (no
unnecessary word).
Assessments No assessment procedures The behaviors assessed are Includes both summative and Includes both summative and
included. inconsistent with the behavior formative assessments. The formative assessments. The
(20 pts) described in the objective and behaviors assessed resemble behaviors assessed exactly match
description of the lesson. the behaviors described in the the behaviors described in the
objective and description of the objectives and description of the
lesson. lesson. (Scoring guides or rubrics
are provided if appropriate.)

Procedures Procedures are incomplete The lesson is poorly introduced. The lesson is introduced in The lesson is introduced in a logical
or missing. Procedures are unclear and manner that may be somewhat and engaging manner so that
(20 pts) difficult to follow. confusing to students in order to students know what to expect and
know what to expect and what is what is expected of them.
expected of them. Procedures are Procedures are clear and detailed to
vague, lacking detail required for a enable a third party follow the
third party to follow the lesson. lesson without aid.

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 Modifications No modifications included. Include vague modifications for Include some modifications for Includes detailed modifications for
(10 pts) special needs students, learning diverse learners special needs diverse learners, special needs
styles, English Language students, learning styles, English students, learning styles, English
Learners and other anticipated Language Learners and other Language Learners and other
problems. anticipated problems you may anticipated problems you may
encounter and how to solve them. encounter and how to solve them.

Closure No procedures for lesson Includes vague procedures for Includes procedures for closing Includes procedures for closing the
(10 pts) closure are included. closing the lesson and the lesson and transitioning to the lesson and transitioning to the next
transitioning to the next or follow next or follow up activity. Key or follow up activity. Key points of
up activity. Key points of the points of the lesson are included, the lesson are clearly articulated.
lesson are missing. but poorly articulated

Reflection Reflection is vague and/or Includes a reflection but does not Includes a somewhat thoughtful Includes a thoughtful reflection
(10 pts) incomplete describe the lesson, areas for reflection describing the lesson, describing the lesson, areas for
growth, strengths, and/or areas for growth, strengths, and growth, strengths, and modifications
modifications for future lessons. modifications for future lessons for future lessons.
and/or lacks detail.

Total Points

Course Requirements: Classroom Policies

• IMs Production and Evaluation • Avoid cheating

• Short Film • Avoid Plagiarism
• Lesson plan exemplar with an appropriate • Students are required to take prescribed midterm and final examinations on the scheduled dates;
integration of technology otherwise, they will be marked INC. (incomplete). No special examination shall be given to the students
• ePortfolio who fail to take the examinations except on reason of illness or other justifiable cause. (UEP-COED
• Conduct of a Seminar-Workshop Students’ Handbook)
• Midterm and Final Examination • Attend classes always
• Avoid name-calling and gender-biased actuations

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 • Be careful with your tone when speaking
• Be accurate and factual
• Don’t use sarcasm freely
• Be as polite
• Use proper grammar and punctuation
• Stay on topic
• Make clear and brief points
• Respect people’s privacy
• Respect others’ opinions
• Submit assignments on time

Grading System: Consultation Hours:

Professor: SERGIO S. DIAZ, JR., PhD
Performance Tasks/Outputs 40% (MWF)- 7:00-8:00,10:00-12:00/
Written Works 20%
Email Address: [email protected] 1:00-2:00, 4:00-5:00
Midterm Examination 20%
Final Output 20%
Total 100%
Contact Number: 09566482795 (TTh) - 7:00-11:00

PREPARED BY: CHECKED BY: APPROVED BY:

SERGIO S. DIAZ JR., PhD MIRIAM B. CABRITO, PhD TITO M. CABILI, PhD
Faculty Chair, ETED Department Dean

Date: Date: Date:

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