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Republic of the Philippines

BATANGAS STATE UNIVERSITY


Jose P. Laurel Polytechnic College
Malvar, Batangas

COLLEGE OF TEACHER EDUCATION

SECONDARY EDUCATION PROGRAM


COURSE SPECIFICATION
First Semester, AY 2015-2016

VISION

A globally recognized institution of higher learning that develops competent and morally upright
citizens who are active participants in nation building and responsive to the challenges of 21st
century

MISSION

Batangas State University is committed to the holistic development of productive citizens by


providing a conducive learning environment for the generation, dissemination and utilization of
knowledge through innovative education, multidisciplinary research collaborations, and
community partnership that would nurture the spirit of nationhood and help fuel national economy
for sustainable development.

CORE VALUES

Faith Integrity
Patriotism Mutual respect
Human dignity Excellence

PROGRAM EDUCATIONAL OBJECTIVES

1. To develop secondary school teachers equipped with knowledge on the government thrusts
and their roles in nation building through holistic education program that instills love of country,
spiritual vigor, harmony and teamwork, commitment to excellent service, human and gender
equality, transparency, honesty and accountability and concern for the environment.

2. To develop secondary school teachers who can teach their field of specializations like:
English, Mathematics, Science, Filipino, Social Studies, Technology and Livelihood Education
and Music, Arts, Physical Education and Health.

3. To utilize different teaching styles aided with varied teaching methodologies, strategies,
techniques and advanced Information and Communication Technology (ICT) application.

4. To function as members of the academic community in the conduct of researches and


extension services anchored in their field of specialization.

5. To engage in lifelong learning, through graduate education and other professional activities
for career advancement.

COURSE TITLE: EDUCATIONAL TECHNOLOGY 2


COURSE CODE: EDUC 309 REVISION NUMBER: 03
PREREQUISITE: EDUC 205 ISSUED DATE: April 15, 2015
LECTURE UNIT: 3 SCHEDULE:
LABORATORY UNIT: None ROOM:

1. PHILOSOPHY
This course is designed for teacher education students and focuses on the educational
uses of Information and Communication Technology (ICT) and its roles in the educational
environment. This introduces students to the basic learning theories and principles as bases in
the design, development, implementation and evaluation of instruction using educational
technology. They will be exposed to innovative technologies to facilitate and foster meaningful
and effective learning. Researches and field observation on the effectiveness of any supporting
material in teaching are utilized to further enhance and facilitate the delivery of instruction in the
teaching-learning process.

2. AUDIENCE
The course is intended for third year Bachelor in Elementary Education and Secondary
Education students.

3. STUDENT OUTCOMES
The following are the skills that teacher education graduates are expected to acquire upon
the completion of their program. These skills are essential in performing their various tasks as
educators.
a. Can apply basic and higher level literacy, communication, critical thinking, and learning
skills in becoming life-long learners.
b. Can serve as role models in the pursuit of positive social, cultural, and political practices
through actions, statements, and social interactions.
c. Can establish a favorable social, psychological, and physical environment in delivering
instruction to diverse types of learners.
d. Can demonstrate mastery of the subject matter with the use of appropriate teaching-
learning approaches and techniques toward the attainment of curricular goals and
objectives.
e. Can innovate and design alternative teaching strategies by recognizing and respecting
individual differences among learners in attaining desired learning goals.
f. Can align assessment tools to curricular goals, objectives and standards, and use the
results to improve teaching and learning.
g. Can adapt, design, and utilize instructional materials and Information Communication
Technology (ICT) resources in delivering instruction and performing various roles of
teachers.
h. Can establish linkages with communities in attaining curricular goals.
i. Can demonstrate a high regard for the teaching profession and embark in a continuing
professional development.

4. INTENDED LEARNING OUTCOMES


By the end of the course, the students must be able to:
ILO 1. determine the value and importance of technology in education,
ILO 2. utilize research output in the choosing, designing technology in education,
ILO 3. design and generate both conventional and non-conventional technology in
support to the delivery of instruction,
ILO 4. develop assessment tools in the evaluation of technology in education, and
ILO 5. demonstrate a lesson in basic education curricula while integrating various
educational technology

The following table maps the intended learning outcomes with the student outcomes.
This also illustrates the relationship of the intended learning outcomes (ILOs) with the student
outcomes (SOs).

Intended Learning Outcome Applicable Student Outcomes


ILO 1 a d g
ILO 2 a e g
ILO 3 a f g
ILO 4 e f g
ILO 5 d f g

5. SPECIFIC OBJECTIVES
Upon completing the course, students should be able to exhibit the following objectives
congruent with each topic outlined in the course.

Intended Learning Outcomes


Topics and Objectives ILO ILO ILO ILO ILO
1 2 3 4 5
A. INTRODUCTION AND BACKGROUND ON
INTEGRATING TECHNOLOGY IN EDUCATION
a. Describe educational exhibits in the country to
strengthen awareness on the innovative
teaching devices which can be used as +
supplementary materials in teaching various
concepts across the curriculum.
b. Document the visit through accomplishing a
+
portfolio.
c. Write a reflection paper on the importance of
+
innovative teaching devices in education.
B. INTEGRATING SOFTWARE AND MEDIA
TUTORS AND TOOLS INTO TEACHING AND
LEARNING
a. Collaborate with an instructor in
conceptualizing supplementary computer aided
+
materials that will serve as resources in
teaching a course.
b. Determine the needs of the learners, the
available technology, and other considerations +
in coming up with the teaching resources.
C. LINKING TO LEARN: PRINCIPLES AND
STRATEGIES
a. Conduct a needs analysis of the target learners
to identify their strengths and weaknesses in +
studying a particular course.
b. Examine the available resources that will
+
facilitate computer aided instruction.
c. Apply the considerations derived from the
needs analysis in devising appropriate +
instructional materials.
D. INTEGRATING TECHNOLOGY ACROSS THE
CURRICULUM
a. Determine the various criteria in assessing
+
appropriate technology for classroom.
b. Create rubrics to be used in computer aided
+
teaching resources.
c. Assess the appropriateness and relevance of
+
teaching using the rubrics.
d. Develop a learning plan that includes
considerations in integrating technology in the +
classroom.
e. Experiment with varying methods of teaching
using technology in actual classroom +
conditions.

6. TEACHING-LEARNING STRATEGIES AND ASSESSMENT METHODS

Teaching and Learning Strategies


A. Active Learning. This is includes question-posing, inquiry, and self-directed
learning.
B. Cooperative Learning. This allows students to work in groups and be responsible
for each others learning, and each accountable for their own learning.
C. Critical Thinking. This approach to thinking emphasizes stating original claims or
opinions and supporting them with reasons. Critical thinking is used expressively
when students make interpretations and support them verbally or in writing. Critical
thinking is used receptively when students critique other peoples arguments.
D. Field Trip. Students will visit educational exhibits in the country to strengthen their
awareness on the innovative teaching devices which can be used as
supplementary materials in teaching various concepts across the curriculum. They
will be asked to document the visit through accomplishing a portfolio
E. Hands-On. This encourages the students to design activities that they are actively
involved. Hands-on participation is as important as verbal participation in the
activity.
Assessment and Evaluation Methods
A. Teaching Demonstration. This is a major requirement in the course. The students
will conduct teaching demonstration integrating various computer aided teaching
resources.
B. Lesson Planning. This serves as a prerequisite to demonstration teaching.
Students will compose lesson plans considering the integration of technology.
C. Teaching Resources. In order to conduct demonstration teaching, students
should have developed computer-aided teaching resources that will supplement
to the lessons. The students will consider the result of the needs analysis in
developing these instructional materials and should collaborate with their
designated instructors in planning and developing the teaching resources. The
designated instructors will suggest ways on how to improve the teaching
resources. They will also assess the final output of the students guided by rubrics
prepared by the subject instructor. The following are the components of the
teaching resources.
a. PowerPoint Presentation of the Topics covered by the Course
b. Worksheets and Activity Sheets in Portable Document Format (PDF)
c. Interactive Assessment Tools using Authoring Software
d. Video Presentation for Online and Independent Learning
e. Other Related Media suggested by the Designated Instructor
D. Homework and Seatwork. Homework and seatwork are integral part of the
course. This may come in various task such as group work, individual activity,
research work, extended reading and the like. This will provide opportunities for
the students to transfer the concepts they have learned in class to a more concrete
situation and to equally participate in class discussion
E. Examinations. There will be four major examinations to be administered on the
date set by the department otherwise specified. These will evaluate students
knowledge on the topics covered in the class. Make-up tests will only be given to
a student having a valid reason for not taking the examination on the prescribed
date. The instructor has the right to disapprove any explanations for absences
presented without prior notice and to void opportunity for a make-up test.
F. Class Engagement. Students are expected to actively participate in the various
activities prepared by the instructor. To be part of the learning community, students
are required to accomplish various tasks required in the course while adhering to
the set standards prescribed by the instructors.

7. COURSE POLICIES
A. Refer to the University Student Handbook for the policies on Attendance,
Dropping of Subject, Grading System and on Scholastic Delinquency.
B. Academic Misconduct. Academic misconduct will be subject to disciplinary
action. Any act of dishonesty in academic work constitutes academic misconduct.
This includes plagiarism, changing or falsifying any academic documents or
materials, cheating, and giving or receiving unauthorized aid in tests,
examinations, or other assigned school works. Punishment for academic
misconduct will vary according to the seriousness of the offense. Punishment for
such offenses includes expulsion, suspension, non-credit of examination and the
like.
C. Regulations and Restrictions in the Classroom
The students should be completely aware of their behaviour and attitude inside
the class. They must avoid interrupting or distracting the class on any level. The
following must be strictly observed during the class.
a. The orderliness and cleanliness of the classroom must be maintained
before, during and after the class.
b. Any material or gadget irrelevant to the subject must be turned off and kept.
c. Chatting or talking with the seatmates is prohibited unless required in the
classroom activity.
d. Going in and out of the room without permission from the instructor.
e. Being excused by friends or peers from the class for any reason is not
allowed except for emergency cases concerning family problems or
administrative reasons.

8. ACADEMIC INFRASTRUCTURE
A. Textbook:
Lucido, Paz I. Educational Technology 2. Quezon City: Lorimar Publishing
Incorporation. 2007.
Roblyer, M.D. and Edwards, Jack. Integrating Educational Technology into
Teaching. 4th ed. New Jersey: Prentice Hall, 2006.

B. References:
Barron, Ann and Orwig Garry. New Technologies for Education. A Beginners
Guide. Colorado: Libraries Unlimited, 2000.
Bates, A.W. Managing Technological Change: Strategies for University and
College Leaders. Colorado: Libraries Unlimited, 2002.
Brown, J.S. and Duguid, P. The Social Life of Information. Boston: Harvard
Business School Press, 2003.
Carlson, S. and C. T. Gadio. Teacher Professional Development in the Use of
Technology in Computer Technology and Autism. English Edition
(available: http://www.autism-resources.com/papers/LINK.htm retrieved:
August 8, 2013)
Corpuz, Breda. Principles of Teaching 2. Lorimar Publishing Incorporation, 2006.
Williams, Sawyer. Using Information Technology: A Practical Introduction to
Computers and Communications. New Jersey: Prentice Hall, 2005.

9. COURSE CALENDAR
The following is the list of topics and required readings for the course. However, the
instructor has the right to alter the outline any time due to inevitable circumstances or presence
of other resources which he deems essential for the class.

Week Topics Required Readings


1. INTRODUCTION AND BACKGROUND ON
INTEGRATING TECHNOLOGY IN EDUCATION
A. Educational Technology in Context: The Big Roblyer and
1
Picture Edwards: 1 48
Technology Integration
The Need for the Big Picture
B. Foundations of Effective Technology Integration: Roblyer and
Theory and Practice Edwards: 28 47
2 Technology Integration Strategies
Learning Theories as Bases for Integration
Models
A Technology Integration Planning Model for Roblyer and
3
Teachers Edwards: 29 48
Essential Conditions for Technology Roblyer and
4 Integration Edwards: 29 48
PRELIMINARY EXAMINATION
2. INTEGRATING SOFTWARE AND MEDIA TUTORS Roblyer and
AND TOOLS INTO TEACHING AND LEARNING Edwards: 1 48
A. Teaching with Instructional Software
5
Instructional Software
Drill and Practice Software Functions
Tutorial Activities
Simulation Activities Roblyer and
6 Instructional Game Activities Edwards: 77 80
Problem-solving Activities
B. Teaching with the Three Basic Software Tools: Roblyer and
Word Processing, Spreadsheet, and Database Edwards: 81 112
Programs
7
Introduction to the basic three software tools
Using Word Processing Software in
Teaching and Learning
Using Spreadsheet Software in Teaching Roblyer and
and Learning Edwards: 81 112
8 Using Database Software in Teaching and
Learning
MIDTERM EXAMINATION
C. Teaching with Multimedia and Hypermedia Roblyer and
Tools Edwards: 113 164
Introduction to Multimedia and Hypermedia
9 Commercial Hypermedia Software
Packages
Introduction to Multimedia/Hypermedia
Authoring
Authoring Tools Type 1: Presentation Roblyer and
Software Edwards: 113 164
Authoring Tools Type 2: Video Production
and Editing Systems
10
Authoring Tools Type 3: Hypermedia
Software
Multimedia Authoring Tools Type #4: Virtual
Reality (VR) and Other Immersion Tools
3. LINKING TO LEARN: PRINCIPLES AND Roblyer and
STRATEGIES Edwards: 191 206
A. Introducing the Internet and Other Distance
11
Learning Tools
Background on Distance Education
Introducing the Internet
Communicating on the Internet Roblyer and
Offering Courses and Programs with Edwards: 191 206
12
Distance Technologies
SEMI-FINAL EXAMINATION
B. Integrating the Internet into the Curriculum Roblyer and
Background on web-based learning activities Edwards: 207 227
Resources for Web Page and Web Site
13
Development
Procedures for Developing and Evaluating
Web Pages and Web Sites
4. INTEGRATING TECHNOLOGY ACROSS THE Roblyer and
CURRICULUM Edwards: 241 254
A. Technology in English and the Language Arts
14 Issues and problems in English and
language arts instruction
Technology integration strategies for English
and language arts instruction
B. Technology in Mathematics and Science Roblyer and
Instruction Edwards: 255 267
Issues and problems in mathematics
education
Technology integration strategies for
15 mathematics education
Useful web sites for mathematics instruction
Issues and problems in science education
Technology integration strategies for science
education
Useful web sites for science instruction
C. Technology in Physical Education and Health Roblyer and
Education Edwards: 292 306
Issues and problems in Physical Education
16
and Health Education
Technology integration strategies for
physical education and health education
Project Making
Peer Teaching
17-18
FINAL EXAMINATION
Submission of all requirements
Prepared by:

Mr. RICHARD M. BAEZ


Instructor III

Checked and Verified by: Noted:

Assoc. Prof. NORA V. MARASIGAN Dr. RUBILYN M. LATIDO


Program Chair, CTE Associate Dean, CTE

Approved:

Dr. AMADO C. GEQUINTO


Dean of Colleges

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