Bicol University Tabaco Campus

EDUCATION DEPARTMENT
Tayhi, Tabaco City

ISO 9001:2008
Certificate No. TUV 100051782
COURSE SYLLABUS

COURSE TITLE : Educational Technology 1

COURSE NO. : Education 9

COURSE PREREQUISITE(S) : None

NUMBER OF CREDITS : 3 units (3 hours a week)

COURSE PLACEMENT : BSEd III (Biological Science, Mathematics & Physical Science)

SEMESTER/TERM : 1stSemester , SY 2017-2018

TIME/ROOM : 8:30 -11:30 (Fri); 9:0-0-12:00 (Mon); 1:00-2:30 (MW) in Comp Lab.

COURSE DESCRIPTION : The subject includes the use of educational technology (ET) tools ranging from the traditional to modern educational media;
brief history of ET; roles of ET in the 21st millennium for quality education, phases of application of ET in the
teaching-learning process; pervasiveness of ET ; how skills in planning, designing are developed and;
how technology-enriched teaching-learning process are evaluated for its efficiency and effectiveness.

Institutional Learning Outcomes:

Every BU graduate should:

a. demonstrate critical thinking and integrative skills to solve problems and to support lifelong learning;
b. communicate effectively and appropriately orally and in writing for various purposes with the responsible use ICT tools;
c. collaborate with diverse people ethically and with mastery of knowledge and skills in given disciplines; and
d. create knowledge and innovation to promote inclusive development as well as globalization.

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 COLLEGE LEARNING OUTCOMES:

Every BUTC graduate should:

a. articulate and discuss the recent trends and developments in specific fields of practice;
b. demonstrate managerial skills and technical competencies matching regional, national and international requirements;
c. express ideas clearly and effectively, using oral and written forms of communication, including accountable use of the internet;
d. perform in recognition of professional, social and ethical responsibilities; and
e. exhibit moral courage and ideals to cope with the demands of change.

PROGRAM LEARNING OUTCOMES:

Every graduate of the Bachelor of Secondary Education ( BSEd) Program are teachers who :

a. demonstrate in-depth understanding of the development of adolescent learners;

b. knowledge of various learning areas in the secondary curriculum;
c. create and utilize appropriate materials and assessment tools to enhance instruction and improve learning outcomes ;
d. practice ethical standards of the teaching profession; and
e. exhibit willingness and capability to continue learning and render service to the community.

COURSE OUTLINE:

Instructional Time
Course Learning Outcomes Specific Learning Outcomes Learning Content Instructional Delivery Performance Standard Assessment Tasks
Resources Allotment
At the end of the learning Recognize the importance of the 1. Orientation to: Goal Setting for the Course Syllabus; 90 % of the students can Create a goal setting of 1.5 hours
experience, the learners will be attainment of the VMGO of BU, BUTC a. Vision, Course VMGO of the internalize and involve in the course
able to: and Education Department Mission, university and the the attainment of BU,
Goals & Small group department BUTC & Department ‘s Presentation of output
Assimilate the VMGO of BU, Be aware of the course objectives, Objectives of discussion VMGO and be aware of
BUTC and Education Department content & requirements. BU, BUTC, the course objectives,
with the knowledge acquired in the and content &requirements
course. Education
Department.
b. Course Objectives,
Content, Expectations and
Requirements of the Course

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 Instructional Time
Course Learning Outcomes Specific Learning Outcomes Learning Content Instructional Delivery Performance Standard Assessment Tasks
Resources Allotment
At the end of the learning Identify the different terms frequently L-1 . Meaning of Educational Lecture-Discussion White 95 % of the students can Recitation 2 hours
experience, the learner will be able associated with educational technology Technology-1 board/chalkboard internalize and discuss
to: Small group the different terms.. Quiz
Discuss the meaning/concepts of the discussion Hand Outs
Derive a fundamental background different terms
or concepts of educational Brainstorming
technology Word Association

At the end of the learning Identify the reasons why technology are L-2.Technology: Boon or Bane? Cooperative Learning Power Point 95% of the students can Quiz (concept 2 hours
experience , the learner will be considered boon or bane Presentation identify and explain the mapping)
able to: Small group different advantages and Write-up of the
Explain the advantages and discussions Video presentation disadvantages of using discussions.
Determine the various reasons why disadvantages of using technology technology
technology can become good or especially in education Experiential Learning Hand Outs Critiquing a film/video.
bad/ positive or negative Rubrics developed by
Brainstorming students to evaluate
the film/video
Word Association presented
At the end of the learning Discuss the many roles of educational L-3. Roles of Educational Lecture-Discussion Chalk 95 % of the students can Quiz 2 hours
experience, the learner will be able technology Technology Chalkboard/White explain the roles of
to: Problem-Solving Board educational technology
Explain the role from a constructivist (board work) Write-up of the
Determine the fundamental point of view Copies of the discussions.
concept of Educational Technology pamphlets on
with emphasis on its role in the Brainstorming Roles of Authentic Evaluation
teaching learning process Educational
technology

At the end of the learning Discuss the systematic approach to L-4. Systematic Approach to Cooperative Learning Power Point 95 % of the students can Board work exam 2 hours
experience, the learner will be able teaching Teaching Presentation illustrate a systematic (construction of a
to: Concept Mapping approach in teaching diagram showing
Differentiate the various components Whiteboard systematic approach )
Share their personal reflection on
the systematic approach to Distinguish one step over the other Brainstorming Hand Outs
teaching
Word Association

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 Instructional Instructional Time
Course Learning Outcomes Specific Learning Outcomes Learning Content Performance Standard Assessment Tasks
Delivery Resources Allotment
At the end of the learning Discuss the importance of the Cone of L-5. the Cone of Experience Cooperative Copy of Cone of 95 % of the students can Authentic Evaluation 2 hours
experience, the learner will be able Experience Learning Experience by discuss various
to: Edgar Dale (1969) experiences as cited by Recitation
Identify and discuss the different Determine which experience is Brainstorming Edgar Dale (1969)
Experiences in a Cone appropriate to use in order to develop
necessary competency Concept Mapping
Word Association

At the end of the learning Identify Instructional Material for a L-6. Using and Evaluating Cooperative Hand Outs 95 % of the students can Authentic Evaluation 2 hours
experience, the learner will be able specific topic Instructional Materials Learning E books develop, use and evaluate
to: instructional materials; can Rubrics constructed by
Discuss the role of an instructional Small group Copy of Guidelines select appropriate the students to
Determine the appropriate material in the teaching learning discussion in using evaluating material per competency evaluate instructional
instructional material for a specific process instructional materials
competency to be develop materials Presentation of
Lecture- Output
Discussions
At the end of the learning Identify various direct purposeful L-7. Direct Purposeful Experience Cooperative Hand Outs 95 % of the students can Authentic evaluation 3 hours
experience, the learner will be able experiences appropriate for developing and Beyond Learning discuss direct purposeful
to: desired competency Brainstorming E-books learning; can show or Recitation
Word Association relate such experience
Share their reflection on the Discuss the advantages/advantages of Small group K to 12 Curriculum
importance of using direct direct purposeful experiences discussion Guide
purposeful experience in teaching
learning process Lecture-
Discussions
At the end of the learning Identify different contrived experiences. L-8. Teaching with Contrived Cooperative Samples of 95 % of the students can Authentic Evaluation 3 hours
experience, the learner will be able Experiences Learning Contrived discuss how contrived
to: Discuss the role of contrived Word Association Experiences that experience (s) used in Rubrics develop to
experiences Small group may be used in teaching assess contrived
Describe the fundamental concepts discussion teaching learning experiences
in using contrived experiences as a Determine the best possible contrived process
technology in the teaching learning experience necessary to develop
process desired competency Lecture-
Discussions

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 Instructional Time
Course Learning Outcomes Specific Learning Outcomes Learning Content Instructional Delivery Performance Standard Assessment Tasks
Resources Allotment
At the end of the learning Determine and discuss the dramatized L- .9Teaching with Dramatized Cooperative Hand Outs 95 % of the students can Authentic Evaluation 3 hours
experience, the learner will be able experience necessary to develop a Experience Learning Rules to remember show how dramatized
to: particular competency by in role playing experience becomes Rubrics develop to
Small group useful as a technology in evaluate the
Share their reflections on the Discuss the best features of dramatic discussion the teaching learning dramatized experience
dramatic experiences as used for experiences Sample of puppets, process
effective teaching Role Playing
Discuss why plays not often presented Lecture- Procedure to follow
Determine the principle and in schools Discussions in making puppets
concepts of teaching with
dramatized experience Word Association Making Puppet
stages
At the end of the learning Discuss the rules in demonstration L-10. Demonstration in Teaching Cooperative Hand Outs 95 % of the students can Authentic Evaluation 3 hours
experience, the learner will be able teaching Learning conduct demonstration in
to: Power Point teaching; can use Rubrics develop by
Show how demonstration teaching can Small group Presentation appropriate technology . students to evaluate
Derive a theoretical background on develop competency discussion performance (demo
the fundamental concepts of teaching)
demonstration in teaching Word Association.

Lecture-
Share their reflection on the Discussions
importance of demonstration in
teaching
Assess students’ mastery of concepts Midterm Examination Copy of the test 1.5 hours

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 Instructional Instructional Time
Course Learning Outcomes Specific Learning Outcomes Learning Content Performance Standard Assessment Tasks
Delivery Resources Allotment
At the end of the learning Identify the community resources L-11. Making the Most of Reporting Chalkboard/ 95 % of the students can Authentic Evaluation 3 hours
experience, the learner will be able possible for use in the teaching Community Resources and Field Whiteboard identify and utilize
to: learning process Trips Discussion community resources as a
Hand Outs technology and develop a Narrative Output
Develop a scheme/strategy in the Describe the functions of such scheme to prove that field
conduct of field trip within the resources Interactive Learning Copy of Rules on trip can be done within the
school premises Field Trip including school premises
Share their reflection on the Discuss the important resources in a various forms
fundamental concepts of utilizing community Small group needed prior to field
community resources in the discussions trip
teaching learning process Explain how field trip are conducted
and know the educational benefits Word Association K to 12 Curriculum
derived from field trip. Guide

At the end of the learning Discuss film, video and television: its L-12. The Power of Film, Video and Experiential Short films 95 % of the students can Rubrics constructed to 3 hours
experience, the learner will be able roles, functions and importance in the TV in the Classroom Learning discuss the importance of evaluate the film, the
to: teaching learning process Video related to film, video and television video and topic shown
students’ field of in the classroom in TV
Determine the possible procedure Explain the educational benefits of the Small group specialization especially in the teaching
in using film, video and television use of film, ,video and TV in the discussions learning process Presentation of an
in the classroom. classroom as well as the Output
disadvantages or limitations. K to 12 Curriculum
Share their reflection on the Lecture-Discussions Guide Authentic Evaluation
fundamental concepts of using film,
video and or TV in the classroom
Word Association

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 Instructional Time
Course Learning Outcomes Specific Learning Outcomes Learning Content Instructional Delivery Performance Standard Assessment Tasks
Resources Allotment
At the end of the learning Discuss and explain the various visual L-13. Teaching with Visual Symbols Reporting Different kinds of 80 % of the assigned Summarized copy of 5.5 hours
experience, the learner will be able symbols, how they are prepared, visual symbols reporters can clearly the report
to: utilized and evaluated Small group express their ideas while
discussion Hand Outs the rest of the class are Authentic Evaluation
Derive a theoretical background on Describe how a particular competency Puppet Show listening attentively to the
the importance of visual symbols can be develop using visual symbol(s) Experiential reporter Rubrics develop for
in the teaching and learning Learning Tools for achieving evaluating visual
process; TQE: diagram, symbols
Relate the use of visual symbols to Word Association flowchart,
development of a particular drawings, cartoons,
competency graphs, etc.

At the end of the learning Discuss the most available classroom L.14. Maximizing the Use of Projector Reporting K to 12 Curriculum 95 % of the students can Authentic Evaluation 2 hours
experience, the learner will be able equipment that has become most and Chalkboard Guide develop a strategy in
to: popular in schools. Small group maximizing the use of Board work exam
Determine techniques that can discussion Projector projector as well as
help us maximize the use of the Demonstrate chalkboard techniques chalkboard in the
projector and the chalkboard as well as techniques in the use of Experiential Power Point teaching-learning process
projector- a versatile equipment that is Learning Presentation
common today
At the end of the learning Discuss the elements of project – L-15. Project-Based Learning and Reporting K to 12 Curriculum 95 % of the students can Authentic Evaluation 5 hours
experience, the learner will be able based multimedia learning Multimedia. What is it? Guide discuss how a project –
to: Small group based learning and Submission of Output
Determine how a project-based Explain the disadvantages of the use discussion Hand Out from multimedia is developed;
learning and multimedia is of project based learning and multi- Teaching the New and how such can be
developed media project Experiential Basic Skills by utilized in the teaching
Learning Murmane & Levy learning process
Discuss the Dimensions of Project-
Based Multimedia Learning Word Association
At the end of the learning Discuss the steps involved in the use L-16. Using the Project-Based Reporting K to 12 Curriculum 95 % of the students can Authentic Evaluation 3 hours
experience, the learner will be able of project-based multimedia learning Learning Multimedia as a Guide develop an strategy using
to: strategy Teaching Learning Strategy Small group project-based learning Rubrics develop by
Utilize project-based learning discussion Hand Outs multimedia students to evaluate
multimedia as an strategy in the the strategy
teaching-learning process Experiential
Learning
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 Instructional Time
Course Learning Outcomes Specific Learning Outcomes Learning Content Instructional Delivery Performance Standard Assessment Tasks
Resources Allotment
At the end of the learning Determine which form of assessment L-17. Assessment in a Constructivist Reporting K to 12 Curriculum 95 % of the students can Multimedia Project and 3 hours
experience, the learner will be able fits a constructivist technology- Technology-Supported Learning Guide assess a constructivist Performance Rubric
to: supported learning environment Small group technology –supported
Determine the procedure for discussion learning Authentic Evaluation
assessing constructivist technology Hand Outs
– supported learning Experiential
Learning
At the end of the learning Answer the question” What roles and L-18. Roles and Functions of an Small group K to 12 Curriculum 95 % of the students can Authentic Evaluation 3 hours
experience, the learner will be able functions does an educational media Educational Media Center discussions Guide narrate the educational
to: center perform to serve the teaching- media center from where
Narrate the importance of an learning process?” Reporting they graduated from
educational media center.
Discuss the roles and functions of Discuss the elements for an EMC to Experiential
an EMC. be effectively functional Learning
Describe a particular EMC (high
school graduated from) Word Association

Assess mastery of concepts and skills FINAL EXAMINATION Copy of the test 1.5 hours
in the subject

COURSE REQUIREMENTS : Quizzes and other assessment tools used in the Course
Midterm and Final Examinations
Portfolio with a corresponding instructional materials / technology per lesson
Oral Presentation of a Topic
Submission of accomplished Logbook that contains the list of K to 12 Curriculum Competencies

SYSTEM OF COMPUTING GRADES : Midterm / Final Examination……………………………………………… ….30%

Quizzes ……………………………………………………………………….. 20%
Class Participation / Oral Presentation of a Topic………… ……………… 25 %
Projects / Requirements ……………………………………………………….25%

Total 100 %

Final Grade = 2/3 Tentative Final Grade + 1/3 Midterm Grade

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REFERENCES :

Corpuz, B.B. and Lucido, P.I. (2012), Educational Technology 1. Lorimar Publising Inc. Quezon City Philippines

Corpuz, B.B. and Lucido, P.I. (2008), Educational Technology 1. Lorimar Publising Inc. Quezon City Philippines

Corpuz, B.B. and Lucido, P.I. (2004), Educational Technology 1. Lorimar Publising Inc. Quezon City Philippines

Corpuz, B.B. and Lucido, P.I. (1997), Educational Technology 1. Lorimar Publising Inc. Quezon City Philippines

Council for Educational Technology for the United Kingdom

Educational Technology: Microsoft Encarta Encyclopedia

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

K to 12 Curriculum Guide (DepEd)

Newby T. et al. Instructional Teaching for Teaching and Learning. Prentice Hall Inc Ohio

Re-Structured Basic Education Curriculum (RBEC)

Rokeach, M. (1973) The Nature of Human Values. New York: The Free Press.

Talisayon. S.D. Filipino values determinants of Philippine future. Economic Development Foundation. 1990

World Bank. (2002) Globalization, growth and poverty: Building an inclusive world economy. New York: Oxford Press.

VanDeth, J. W. and Scarborough (eds). (1995) The impact of values. Oxford Press.

2005: Regional Guidelines on Teacher Development for Pedagogy-Technology Integration

2005: Vision and Guiding Principles: UNESCO_ APEID.

URL://httpweinstituteorteachers.org/talks/jones/1htm

URL://http//www.hawaii.educ/etec/dept.etec-program.pdf

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http://www.sfgate.com/cgi-bin/article/cgi?file=.edu/tree/phylogeny.html

http://phyogeny.arizona.edu/tree/phylogeny.html

http://gradeschool.ateneo.edu/library/

Prepared by:

JOSE MICHAEL B. APAN MILARD P. SUBAGAN, Ed.D.

Course Professors

Recommending Approval:

MARLYN A. VILLAR, Ph.D.

Department Chair

Approved:

MARIA ASUNCION V. ORONAN, MSc.FSc.

College Dean

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