Republic of the Philippines

CARLOS HILADO MEMORIAL STATE COLLEGE

Talisay City, Negros Occidental

OUTCOMES-BASED COURSE SYLLABUS

In

EDUC 9
Course Number

EDUCATIONAL TECHNOLOGY 1
Descriptive Title

First Semester, Academic Year 2015-2016

Semester/Academic Year

Prepared by:

Mrs. Ma.Rosa S. Caraballe, Prof. Jose Rabbi B. Malaga, Dr. Cynthia D. Mijares, Dr. Joel O. Mijares, Dr. Juliet S. Trujillo
Subject Teachers

Approved:

_____________________
Dean
 Republic of the Philippines
CARLOS HILADO MEMORIAL STATE COLLEGE
Talisay City, Negros Occidental

OUTCOMES-BASED COURSE SYLLABUS

College: College of Education Programs: BSED/BEED
Course Number: EDUC 9 Course Title: Educational Technology 1
No. of Hours: 3 Hrs / Week; 54 Hrs / Semester No. of Wks/Semester: 18 Weeks / Semester
Instructors: ____________________ Term/Sem/AY: First Semester, AY 2015-2016
________________________________________________________________________________________________________________________________

I. Vision of the Institution

Green CHMSC ExCELS: Excellence, Competence, and Educational Leadership in Science and Technology
Driven by its passion for continuous improvement, the State College has to vigorously pursue distinction and proficiency in delivering its
statutory functions to the Filipino people in the fields of education, business, agro-fishery, industry science and technology,through committed
and competent human resource, guided by the beacon of innovation and productivity towards the heights of elevated status.

II. Mission of the Institution

A leading institution in higher and continuing education committed to engage in quality instruction, development-oriented research,
sustainable lucrative economic enterprise, and responsive extension and training services through relevant academic programs to empower a
human resource that responds effectively to challenges in life and acts as catalyst in the holistic development of humane society.

III. Institutional Learning Outcomes

Seq Outcomes
Creative, critical, and
1 analytical thinking
2 Global, cultural, social,
ethical, and environmental
awareness
3 Physical/mental wellness
and personal responsibility
and development
4 Entrepreneurship and
productivity
5 Integrity and professionalism
6 Life-long learning
competence
7 Interpersonal and
communication competence
8 Quantitative and
technological competence
9 Leadership competence
Upon graduation, the students can:
Analyze and solve problems by using informed judgment based on evidence, sound reasoning
and / or creativity to differentiate facts from opinions and to specify solutions and their
consequences.
Exercise role as local, national, and global citizens participation in a democratic process, respect
social and cultural diversity, appreciate the complexity of the physical world and understand the
significance of both environmental sustainability and social justice.
Recognize lifestyles that promote physical and mental well-being, engage in self-reflection and
ethical decision-making, explore career choices and life goals, practice effective individual and
collaborative work habits, and demonstrate a commitment to ongoing learning.
Entrepreneurial spirit and engage in activities leading to increased production, and application
of new technology that contribute to nation-building and natural development.
Exhibit professionalism, integrity, and ethical standards by reflecting on the value of
professionalism in daily interactions, use appropriate ethical choices in practice setting which
are in the best interest of the client.
Utilize lifelong learning skills in pursuit of personal development and excellence in professional
practice.
Demonstrate analytical reading and writing skills including evaluation, synthesis, and research;
communicate clearly, express interpret thoughtfully and logically and engage actively in
dialogue and discussion while paying attention to audience, situation and intercultural context.
Use mathematical skills appropriate to new technological society by analyzing and solving
problems that are quantitative in nature and by utilizing technology for informational,
academic, personal and professional needs.
Display leadership skills in a given profession through professional advocacy, promotion of
profession in positive, constructive manner and use of effective organization and time
management for efficient practice.
IV. Vision of the College of Education
The College of Education as a leading globally-competitive training center for professional teachers in the elementary
and secondary levels

V. Mission of the College of Education

Train and develop highly motivated and committed professional elementary and secondary education teachers equipped with instructional,
personal and social competencies conducive to the task of human development.

VI. Goals of the College of Education

Implement Teacher Education Programs for the elementary and secondary levels and endeavor to achieve quality and excellence, relevance
and responsiveness, equity and access, and efficiency and effectiveness in instruction, research, extension, and production.

VII. BSEd Program Outcomes

Upon completion of the program, the graduates can:
A. Outcomes Common to All Programs in All Types of Schools:
1. Articulate and discuss the latest developments in Teacher Education.
2. Effectively communicate orally and in writing using both English and Filipino.
3. Work effectively and independently in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and ethical responsibility.
5. Preserve and promote “Filipino historical and cultural heritage”.
B. Outcomes Common to Teacher Education as a Discipline:
6. Articulate the relationship of education to larger historical, social, cultural and political processes.
7. Facilitate learning using a wide range of teaching methodologies in various types of environment.
8. Develop alternative teaching approaches for diverse learners.
9. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational
assessment.
10. Demonstrate basic and higher level thinking skills in planning, assessing and reporting.
11. Practice professional and ethical teaching standards to respond to the demands of the community.
12. Pursue lifelong learning for personal and professional growth.
C. Outcomes Specific for the BSEd Program:
13. Demonstrate in-depth understanding of the development of adolescent learners.
14. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
 15. Create and utilize materials appropriate to the secondary level to enhance teaching and learning.
16. Design and implement assessment tools and procedures to measure secondary learning outcomes.
17. Construct and utilize appropriate technology supported instructional materials which will enhance teaching and learning
in the secondary level.
D. Outcomes Common to All Horizontal Typologies of Schools:
18. Demonstrate service orientation in the teaching profession.
19. Participate in various types of employment, development activities, and public discourses, particularly in response to the
needs of the communities one serves.
20. Participate in the generation of new knowledge or in research and development projects.
21. Support national, regional and local development plans.

VIII. Curricular Map on Program Outcomes and Institutional Learning Outcomes

Institutional Learning Outcomes

Program Outcomes 1 2 3 4 5 6 7 8 9
1. Articulate and discuss the latest developments in Teacher Education. ✓ ✓ ✓ ✓ ✓ ✓
2. Effectively communicate orally and in writing using both English and Filipino. ✓ ✓ ✓ ✓ ✓ ✓
3. Work effectively and independently in multi-disciplinary and multi-cultural teams. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
4. Act in recognition of professional, social, and ethical responsibility. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
5. Preserve and promote “Filipino historical and cultural heritage”. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
6. Articulate the relationship of education to larger historical, social, cultural and political ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
processes.
7. Facilitate learning using a wide range of teaching methodologies in various types of ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
environment.
8. Develop alternative teaching approaches for diverse learners. ✓ ✓ ✓ ✓ ✓ ✓ ✓
9. Apply skills in curriculum development, lesson planning, materials development, instructional
delivery ✓ ✓ ✓ ✓ ✓ ✓ ✓
and educational assessment.
10.Demonstrate basic and higher level thinking skills in planning, assessing and reporting. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
11. Practice professional and ethical teaching standards to respond to the demands of the ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
community
12. Pursue lifelong learning for personal and professional growth. ✓ ✓ ✓ ✓ ✓ ✓ ✓
13. Demonstrate in-depth understanding of the development of adolescent learners. ✓ ✓ ✓ ✓ ✓
14. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum. ✓ ✓ ✓ ✓ ✓ ✓
 15. Create and utilize materials appropriate to the secondary level to enhance teaching and ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
learning.
16. Design and implement assessment tools and procedures to measure secondary learning ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
outcomes.
17. Construct and utilize appropriate technology supported instructional materials which will
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
enhance
teaching and learning in the elementary/secondary level.
18. Demonstrate service orientation in the teaching profession. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
19. Participate in various types of employment, development activities, and public discourses,
particularly in ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
response to the needs of the communities one serves.
20. Participate in the generation of new knowledge or in research and development projects. ✓ ✓ ✓ ✓ ✓
21. Support national, regional and local development plans. ✓ ✓ ✓ ✓ ✓ ✓

IX. Course Description

Educational Technology 1 is offered to provide students with opportunities to recognize the importance of both the conventional and innovative
technologies to facilitate and foster meaningful and effective learning. Students are expected to understand the meaning and how educational
technologies evolved and developed in the past and in the 21st century. The sound understanding of the nature, application and production of the
various types of educational technologies should likewise be understood by them to focus on developing teacher support materials appropriate to
the needs of their future clientele based on clear designing principles and outcome.

X. Course Learning Outcomes

Upon completion of this course, the students can:
1. Articulate and discuss the latest developments in Teacher Education.
2. Effectively communicate orally and in writing using Hiligaynon, English and Filipino.
3. Work effectively and independently in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and ethical responsibility.
5. Preserve and promote “Filipino historical and cultural heritage”.
6. Articulate the relationship of education to larger historical, social, cultural and political processes.
7. Facilitate learning using a wide range of teaching methodologies in various types of environment.
8. Develop alternative teaching approaches for diverse learners.
9. Apply skills in materials development, instructional delivery and educational assessment.
10. Demonstrate basic and higher level thinking skills in planning, assessing and reporting.
 11. Practice professional and ethical teaching standards to respond to the demands of the community.
12. Pursue lifelong learning for personal and professional growth.
13. Demonstrate in-depth understanding of the development of adolescent learners with diverse learning styles.
14. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
15. Create and utilize materials appropriate to the secondary and elementary levels to enhance teaching and learning.
16. Design and implement assessment tools and procedures to measure secondary and elementary learning outcomes.
17. Construct and utilize appropriate technology supported instructional materials which will enhance teaching and learning
in the secondary and elementary levels.
18. Demonstrate service orientation in the teaching profession.
19. Participate in various types of employment, development activities, and public discourses, particularly in response to the
needs of the communities one serves.
20. Participate in the generation of new knowledge or in research and development projects.
21. Support national, regional and local development plans.

XI. Curricular Map on Course Learning Outcomes and Program Outcomes

 Program Outcomes
Course Learning Outcomes 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1 18 19 2 2
7 0 1
1. Articulate on the contribution of the course to the
attainment of the mission of the BSEd/BEEd Programs ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
and of the institution.
2. Effectively communicate orally and in writing using ✓
Hiligaynon, English and Filipino. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

3. Work effectively and independently in multi-

disciplinary and multi-cultural teams. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

4. Act in recognition of professional, social, and ethical

responsibility ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
5. Preserve and promote “Filipino historical and cultural
heritage”. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
6. Articulate the relationship of education to larger
historical, social, cultural and political processes. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
7. Facilitate learning using a wide range of teaching
methodologies in various types of environment. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
8. Develop alternative teaching approaches for diverse
learners. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
9. Apply skills in materials development, instructional
delivery and educational assessment. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
10. Demonstrate basic and higher level thinking skills in
planning, assessing and reporting. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
11. Practice professional and ethical teaching standards
to respond to the demands of the community. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
12. Pursue lifelong learning for personal and
professional growth. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
13. Demonstrate in-depth understanding of the
development of adolescent learners with diverse ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
learning styles.
14. Exhibit comprehensive knowledge of various
learning areas in the secondary curriculum. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
15. Create and utilize materials appropriate to the
secondary and elementary levels to enhance teaching ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
and learning.
16. Design and implement assessment tools and
procedures to measure secondary and elementary ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
learning outcomes.
17. Construct and utilize appropriate technology
XII. Course Requirements

1. Attendance

2. Individual report/ group report

3. Mid and End Term projects (portfolio/Outputs)

4. Two (2) Term Examinations

5. Quizzes/ Long Tests/ Recitation

XIII. Academic Performance Evaluation System

A. Performance (80%)
1. Knowledge
a. Quizzes / Unit Tests – 30%
b. Mid-term / End-term Examinations – 20%
c. Participation in class deliberations – 10%
2. Skills – 10%
a. Graded Discussion / Extemporaneous Discussion
3. Attitude / Attendance – 10%
a. Attendance/Regularity/Promptness
b. Involvement / Commitment
c. Attitude / Conduct
B. Requirement/Project/Output -20%
a. Term Paper / Project / Portfolio
XIV. References
Heinich R. et. al.,( 2002). Instructional Media and Technologies for Learning, 7ed., Prentice Hall, Upper Saddle River, New Jersey

Lucido, P. & Borado, M., 1997, Edicational Technology, Katha Publishing Co., Inc., Quezon City, Philippines

Williams D., 2000, Integrating Technology into Teaching and Learning: Concepts and Application, Prentice Hall, Singapore
 Woodward, J. & Cuban, L., 2001, Technology Curriculum and Professional Development, Corwin Press, Inc., Thousand Oaks,
California

Garo, C. Theories and Principles of Educational Technology (2008). Quezon City: National Book Store

34th National Convention manual, Philippine Association for teacher Education (PAFTE), (2004). The Teacher Curriculum CHED memo No. 30

De Guzman-Santos, R. (2007). Assessment of Learning 1 and 2, Lorimar Publishing, Inc.

Salandanan, G. (2009). Methods of Teaching. Revised Ediiton. Lorimar Publishing, Inc.

Salandanan, G. (2005). Teaching and teacher., Lorimar Publishing, Inc.

Corpuz, P. (2008). Educational Technology 1. Lorimar Publishing, Inc.

Teacher Education Council (TEC) (2009), DepEd, CHED, Experiential learning Courses Handbook.

Encyclopedia Encarta, 2009

Concepcion, B. et.al. (2010). NCBTS Oriented, Licensure Examination for Teachers Reviewer

Web Resources: The Encyclopedia of Educational Technology URL: http://coe.sdsu.edu/eet/

International Journal of Educational Technology URL: http://www.ao.uiuc.edu.ijet

Educational Technology Review URL: http://www.aace.org/pubs/etr/issue4/harper.cfm

National Educational Standards URL: http://cnets.iste.org

Educational Technology & Society URL: http://ifets.ieee.org/periodical/

Australasian Journal of Educational Technology URL: http://www.ascilite.org.au/ajet/ajet.html

“MP3 Format” Microsoft Encarta (2008)

“Distance Education” Microsoft Encarta (2009)

URL: www.altavista.com
 Evaluating Online Resources: Guidelines and Criteria

Kimberly Vogel, SDSU Educational Technology URL: http://coe.sdsu.edu/eet

Susan E. Beck, New Mexico State Library URL: http://lib.nmsu.edu/instruction/evalcrit.html

XV. Course Contents

CONTENTS/ STUDENT LEARNING TIME

TOPICS OBJECTIVES OUTCOMES AND ACTIVITIES ALLOT- STRATEGIES EVALUATION KEY INDICATORS
MENT / RESULTS
MIDTERM
I. 1. Getting to Know 1. be acquainted with 1. students can refresh their Discussion - Oral 95% of the
Session each other minds about the school policies Participation students
9 weeks possess
2. Subject Orientation on 2. be oriented with the 2. students can discuss their understanding
course content, policies expectations towards the Goal Setting of the school’s
Classroom
Rules/Policies, and requirements course policies and its
Dialogue VMGO
Requirements and - Written
3. develop sense of
Grading System direction in life
3. Target Setting
4. understand the College and
4. MVGO Review COEd MVGOs

II. Introduction to
Educational Literature review
Technology Recitation
1. explain educational Students can be familiarized 90% of the
1. Technology in technology with the different use of varied students have
conventional type of Written/Quiz
Education Group Activities familiarization
- Concepts, Role, 2. review/trace the educational technology
Participation on the use of
evolution of educational
Definition and varied
 Rationale technologies Collecting conventional
- Evolution and Pictures (for Outputs type of
Development 3. understand the extent students’ educational
of educational
portfolios) technologies
- Technology in Special technology in special Students can gather pictures of
Education education educational technology used in Discussion 80% of the
special education
students have
4. gather pictures of
educational technology used Authentic passing scores in
in special education assessment the written quiz
2. Media, Technology rubrics
and Learning
Teaching 90% of the
2.1 Learning Demonstration students have
2.1.1 Definition Quizzes
completed the
2.1.2 Process
1. Identify the varied types Students can identify varied group outputs
2.1.3 Environment
of conventional materials types of conventional materials Group Activities
2.2 Dale’s Cone of
Recitation
Experience
2.2.1 Types of Learners
90% of the
2. Describe the Discussion students have
1. Visual
characteristics of the Students can describe the Long test
2. Auditory familiarization
different types of learners characteristics of the different
3. Tactile/Kinesthetic on the use of
and cite examples of types of learners
4. Multisensory varied
technologies suited for Designing of
2.3 Media conventional
each type varied
2.3.1 Roles of Media
conventional type of
in Learning Portfolio of
3. Show/design samples of technologies educational
2.3.2 Methods activities
instructional materials Students can design sample technologies
2.3.3 Technology
based on Dale’s Cone of instructional materials based
 Technologies for
Experience on Dale’s cone of experience
Learning
 Definition of Role play on
current social 80% of the
Learning
4. Prepare samples of students have
problems
instructional materials passing scores in
Types of
such as games and, etc.
Experiences:
 1. Direct, experiments the written quiz
Purposeful
Experience Simulations
- Games 5. Differentiate contrived
- Experiments from direct experiences Students can differentiate
2. Contrived contrived from direct
Experience experiences Hands –on
1.Three- 6. Define learning Activities
Dimensiona
l Materials
2.Objects 7. Simulate the procedure of
3.Specimens using variety of Students can simulate the Documentation
4.Mock-ups technologies in the procedure of using variety of of activities
5.Diorama teaching and learning technologies in the teaching
process and learning process Authentic
assessment
Group Activities rubrics
3. Dramatized 90% of the
Experience students have
Discussion
- Drama completed the
- Pageant 8. Discuss psychological Quizzes
Designing of group outputs
- Psycho process in the learning Students can discuss the
varied
Drama environment psychological process in the
- Socio- learning environment conventional
Drama technologies Recitation
 Learning Process
 Learning 9. Explain the effect of the Role play on
Environment varied types of current social
approaches to instruction Long test
 Psychological problems
Perspective
 Approaches to Simulations
Instruction Portfolio of
 The Middle 10. Discuss the philosophical Hands –on
activities
Ground perspective on learning Students can prepare simple Activities
 Philosophical lesson plans for group
Perspective on presentation of each type Documentation
Learning
 11. Prepare simple lesson of activities
4. Display Surfaces plan for group presentation of
- Chalkboard each type Portfolio of
- Bulletin Board activities
- Multi-purpose board
- Cloth Board 80% of the
- Peg Board Designing of
students have
- Flip Chart varied types of Group passing scores in
- copy board - Give the use/s of each demonstration presentation the quiz
- magnetic board board as classroom material Students can give the use/s of boards
- Exhibits each board as classroom 85% of the
Two Types of - Prepare a sample of each material
Discussion students have
Exhibits demonstration board (by
Demonstrations acquisition of
 Displays group)
Students can prepare sample of Quizzes skills in
 Diorama
each demonstration board designing
5. Field Trip -Acquire skills in designing instructional
- Museum instructional materials based Recitation board
-Community Group Activities
on principles
Resources -Discuss the importance of
6. Still Pictures
field trip 85% of the
-Drawings Project/
- Differentiate display from Students can acquire skills in students have
-Charts
-Graphs exhibit designing instructional Output -based completed the
-Posters -Find pleasure in viewing materials based on principles Discussion assessment group outputs
-Cartoons visual materials for rubric
instruction
3. Technologies for Students can discuss the
Learning -Demonstrate how an importance of fieldtrip
instructional board is used
 What are Technologies Field trip
as a device
for Learning
 Cooperative Learning
 Simulations 90% of the
 Games &Simulation Students can find pleasure of students have
Games viewing visual materials for
Presentation of familiarization
instruction
 Learning Centers outputs on the use of
 Programmed varied
Instruction Students can demonstrate how technologies for
 Explore the various an instructional board is used
learning
 Programmed Tutoring technologies of learning as a device
 Describe the different
 Programmed Teaching technologies for learning Portfolio of
and identify their activities
 Personalized System advantages and limitations
of Instruction Simulations 80% of the
students have
4. The ASSURE Model  Synthesize an Designing of Group
passing scores in
instructional situation varied types of presentation
the written
in which one of the technologies of
 The ASSURE Model technologies of Students can explore various Discussion evaluation
learning
 Analyze Learners instruction could be technologies of learning
used effectively Quizzes 90% of the
 State Objectives Demonstrations
 Select Methods, students
Media and Materials Group Activities Recitation completed the
 Utilize Media and group outputs
Discussion Project/
Materials
 Require Learner Students can describe the
Presentation of Output -based
Participation different technologies for
learning and identify their outputs assessment
 Evaluate and Revise
advantages and limitations rubric
 Explore & discuss the
ASSURE model

 Utilize the ASSURE model

to template different
teaching-learning Discussion
activities particularly in
Teaching
instructional design and
lesson planning demonstration
utilizing ASSURE Quizzes
90% of the
model students have
acquisition of
 Students can explore and Critiquing of Recitation skill in
discuss the ASSURE model student presenting
performance technologies
Students can utilize the ASSURE
Authentic using ASSURE
model to template different
Assessment model
teaching-learning activities
using rubrics 80% of the
students have
passing scores in
the quiz

90% of the
students have
completed the
group outputs

END-TERM

5. Visual Principles 9 weeks

Portfolios 90% of the
 The Roles of Visual  Explore the different roles Students can explore the Discussions/lectu students have
Instruction of visual in effective different roles of visual in res on visual acquisition of
instruction effective instruction principles skills on the use
 Visual Literacy Quizzes
of varied visual
 Discuss the importance of
visual literacy and the designs
 Goals of Visual Design
goals of visual design Students can Hands-on Recitation 80% of the
 Processes of Visual perform/demonstrate the activities
 Perform/demonstrate the different processes of visual students have
Design
different processes of design passing scores in
 Visual Planning visual design Critiquing the quiz
Presentation &
 Visual Planning Tools  Prepare materials for Students can prepare materials Documentation 90% of the
presentation applying for presentation applying visual of individual & students have
 Digital Images visual principles principles Individual completed the
 group outputs outputs individual/group
outputs
6. Visuals

 Non-projected Visuals  Explore the different visual Students can explore the
technology, equipment & different visual technology, Demonstration of Quizzes 80% of the
 Projected Visuals materials equipment and materials visual principles students have
 Demonstrate how each Recitation passing scores in
 Document Cameras technology, equipment & Hands-on
the quiz
materials functions & activities Critiquing
 Overhead Projection works Students can demonstrate how 90% of the
 Discuss their advantages & each technology, equipment Presentation & Individual
students have
 Slides limitations and materials function and Documentation outputs
completed the
work of individual &
Portfolios individual/group
 Digital Images group outputs
outputs
 Digital Image
Projection

7. Audio 80% of the

Students can explore the Quizzes
 Hearing and Listening  Explore the different audio Discussions/
different audio technology, students have
 Developing Learning technology, equipment & Recitation
Skills materials equipment and material Lectures passing scores in
 Audio Formats the written test
 Producing Class  Demonstrate how each Students can demonstrate how Demonstration
Materials of Cassette technology, equipment & well each technology, on the utilization Individual
Tapes materials functions & equipment and materials of common audio outputs 90% of the
 Duplicating and works function and work
materials students have
Editing Audio Tapes
 Selecting Audio  Discuss their advantages & Group activity completed the
Materials limitations Portfolios individual/group
 Utilizing Audio simulations outputs
Materials
 Require Learner
Participation
80% of the
 Evaluate and Revise students have
passing scores in
8. Video  Explore the different video Students can explore different Discussions/Lect Quizzes the written test
 Video Formats formats and identify the video formats and identify their ures
 Special Attributes to special attributes of video special attributes Recitation
Video Demonstration
 Advantages  Select appropriate video/ Critiquing 90% of the
on the utilization
 Limitations produce one, and utilize it Students can select, produce of Videos in students have
for teaching-learning and utilize video Portfolios
 Integration teaching and completed the
 Selecting Video process
learning individual/group
 Producing Video
 Discuss their advantages & outputs
 Utilizing Video film showing
 Require Learner limitations
Participation collaborative
 Evaluate and Revise learning 80% of the
students have
Quizzes passing scores in
9.Computers Discussions/Lect
 Explore the different roles the written test
ures
Roles of Computers in of computers in the Students can explore the
Learning teaching-learning process different roles of computers in Recitation
Demonstration
 Integrating Computers the teaching-learning process
on the utilization
into the Curriculum  Illustrate how computers
can be integrated in the Students can illustrate how of Computers in
 Integrated Learning 90% of the
learning system computers can be integrated in the learning Critiquing
System students have
the learning system system
 Explore and select completed the
 Software Selection
available software Students can explore and select Exploration on individual/group
 Computer Hardware
available software computer Demonstra- outputs
 Computer Facilities
 Discuss its advantages & utilization tion
limitations
10. Multimedia collaborative
learning
 Multimedia Kits
80% of the
 Hypermedia students have
passing scores in
 Interactive Media  Explore and discuss the Discussions/ Quizzes the written test
different multimedia Students can explore and
discuss the different Lectures
 Illustrate how each set of multimedia
Demonstration Recitation 90% of the
 Virtual Reality media works
on the utilization students have
 Expert Systems Students can illustrate how of Multimedia in completed the
each set of media works the learning individual/group
 Discuss its advantages, Critiquing
system outputs
limitations & integration
Exploration on
the use of Demonstra-
 Identify & discuss the multimedia tion
different types of learners
Collaborative/coo
perative learning

Prepared by:

Mrs. Ma.Rosa S. Caraballe

Prof. Jose Rabbi Malaga

Dr. Cynthia D. Mijares

Dr. Joel O. Mijares

Dr. Juliet S. Trujillo

Approved:

Dr. Cynthia D. Mijares

Dean