Republic of the Philippines

ABRA STATE INSTITUTE OF SCIENCES AND TECHNOLOGY

Lagangilang, Abra

VISION

The premier higher education institution of science and technology in the Cordillera Administrative Region.

MISSION

The College primarily provides technological, professional, technical education and shall inspire leaderships in the field of Agriculture, Forestry, Home technology,
Agricultural education and Industry, through scientific research and extension.

CORE VALUES

N obility - Learned an educated

E ntrepreneuship - Productivity and self-reliance
W isdom - Love of God
A ction - Performance-focused
S incerity - High commitment to duty
I ntegrity - Personal transformation
S ervice - Client-oriented
T eamwork - Coordinated group work
COLLEGE GOALS
1. To produce quality graduates who are locally and globally completive.
2. To develop/generate new knowledge and verify client-oriented technologies and other solutions to development problems.
3. To disseminate and showcase client-responsive technologies and other solutions to development problems towards an improved welfare of local communities.
4. To engage in viable Income-Generating Projects (IGP’s) to augment the finances of the College.
5. To realize ASIST as a dynamic and responsive, learning and performing organization, efficiently and effectively managing its resources.
Program Objectives:
Elementary:
1. To develop students become highly competent teachers for the elementary level, equipped with the necessary knowledge, skills and values in teaching
the different subject areas.
2. To develop research, production, and service-oriented teachers.
3. To develop socially conscious and environment-friendly teachers.
Secondary:
1. To develop students become highly competent teachers for the secondary level, equipped with the necessary knowledge, skills and values in teaching the
different subject areas.
2. To develop research, production, and service-oriented teachers.
3. To develop socially conscious and environment-friendly teachers.

COLLEGE OF TEACHER EDUCATION AND HOME TECHNOLOGY

Teacher education department

Outcomes-Based Teaching and Learning Plan

Course Title Technology for Teaching and Learning 2 Course Code TTL2
Course Units 3 Course Pre/Co-requisites TTL1
Course Description The TTL2 is a 3-unit course which will focus on the application, design, production, utilization and evaluation of Information and
Communications Technology (ICT) materials for teaching and learning in Secondary Language(English and Filipino) Education
Programs. The major Requirement for this is an ICT –Integrated and Project-based Learning Plan aligned to the K-12 Curriculum.
All the learning activities and course requiremnts will revolve arounf the student-teacher developed Learning Plan
Course Intended Learning
Outcomes (ILO)
After completing this course, STUDENTS MUST HAVE:
1. Discuss the role of technology in education or learning.
2. Describe alternative learning environments (student-centered learning, multi-sensory stimulation, multi-media, and
information exchange, etc.).
3. Examine advantages and disadvantages of computer-based instruction.
4. Create online bulletin boards using Visual Principles.
5. Design instructional-media-enhanced lesson designs, particularly online lessons housed in a course management
system. 
6. Appreciatethe value of media in learning.

COURSE OBJECTIVES PROGRAM OBJECTIVE COURSE

CONTENT
1. To lend familiarization on how educational technology can be utilized as the media for the avenues teaching- 3, 5, 6, 7, 8, Parts 1, 2, 4
learning process in the school. 2, 9 Parts 2, 3
2. To impart skills in planning, designing, using, and evaluating the technology-enriched teaching and learning
process. 1, 4, 5, 10, 11 Part 5
3. To provide education in the use of technology in instruction by providing knowledge and skills on technology
integration-in-instruction to learners.
4. To impart learning experiences in instructional technology-supported instructional planning. 5, 10, 11 Part 1-5
5. To acquaint students on information technology or IT-related learning theories with the computer as a tutor.
6. To engage learners on practical technology integration issues including IT classrooms, use of the internet for Part 4-6
learning, cooperative learning through the use of information technology.

COURSE MAPPING GRID

PART/UNIT Cr PS CT DML Com Col ICT IL Cit L PSR
e C
Part I. Background, Information and Overview: 3 3 3 3 3 3 3 3 3 3 3
Part II. Inclinations to Educational Technology 3 3 3 3 3 3 3 3 3 3 3
Part III. The Role of IT in Educational Technology 3 3 3 3 3 3 3 3 3 3 3
Part IV. Computers as the Third Revolution in Education 3 3 3 3 3 3 3 3 3 3 3
Part V. Use of Technology in Teaching-Learning Process 3 3 3 3 3 3 3 3 3 3 3
 Part VI. Application/Softwares Commonly Used in Education / Hands-on Activities 3 3 3 3 3 3 3 3 3 3 3
Part VII. Stage preparation 3 3 3 3 3 3 3 3 3 3 3
Part VIII. Stage Play 3 3 3 3 3 3 3 3 3 3 3
Codes: 3=To a large Extent 2= To some Extent 1= To a Little Extent
Legend: Cre-Creativity M-Media Literacy PS- Problem solving ICT- Info. & Comm’n. Tech
Com-Communication PS- Problem Solving Cit- Citizenship LC-Life & Career
IL- Information Literacy Col- Collaboration CT- Critical thinking DML- Decision Making & Learning
PSR- Personal & Social
Responsibility

Liminal Period (MIDTERM) Part I Introduction

Essential Learning
Week Content Declarative Knowledge Functional Intended Learning Suggested Assessment tasks (ATs)
standards knowledge Outcomes (ILO) Teaching/Learning
Activities (TLAs)
1-3 Assess Background, A Review  of Summarize Create a graphic
learning from Information and Educational learning outcomes organizer to Devising a graphic
Edtech 1 Overview Technology 1 derived from summarize learning organizer
Educational outcomes derived from
An Overview: Technology 1 Educational
Educational Technology 1
Present Technology 2 Formulate their
introduction personal Students make a Reflection, Making
on Ed.tech 2 anticipation on ladderized diagram Connection
what they can (Like a stairway) with
learn/achieve from summary words of the presentation of diagram
the course. learning objectives of
educational *quiz
trace the technology 2 course.
Educational development of
Technology in the education with the Groups are separately
 Asia Pacific Region use of technology
discuss the assigned to access IT
strategy and Discuss the role of master plans of each
goals of other technology in state/city and to make
country ICT. education or a report to the class on
learning. the most remarkable
IT features in the plan

4-5 technology- Inclinations to Basics Concepts on discuss Create a grid to Reflection, Making
integrated Educational Integrating technology- differentiate Connection
instruction Technology Technology in integrated technology-integrated
and the Instruction instruction and the instruction from the Quiz
traditional traditional traditional instruction
instruction instruction process.
process. process. Writing/Rubric
Fill-in what are needed
State-of –the-Art ET in the following
the Application discuss the classroom situation
systematic Practices systematic given by the teacher.
instructional instructional
planning planning process
process

6-8 Conceptual The Role of IT in IT Enters a New discuss the Observing Video Presentation, video
model of Educational Learning conceptual model presentation conferencing/uploading of
learning and Technology Environment of learning and Conducting online video/rubric
dimension of dimension of Surveys and
meaningful meaningful interpretation of data Quiz
&discovery &discovery Create online word
Learning Learning cloud
Writing/Rubric
General flow IT for Higher Essay writing
of events in Thinking Skills And showcase
 resource- Creativity creative skills in Graphic organizer
based designing
projects
discuss and report Video presentation
Higher Thinking the general flow of Create one IT – based
Skills Through IT- events in projects
Based Projects resource-based
projects: Examine your social
networking profile
Share their ideas
about the element
of a constructivist
approach to
instruction.
9-11 Programs(ca Computers as the Computers as discuss the Digital Literacy Skills Self-Inventory checlist
pabilities) Third Revolution in Information and capabilities of the Self-Inventory
normally Education Communication PC outside of Webinar
installed in Technology education
an ordinary Create a digital big research work
modern PC examine the book
programs(capabilit
ies) normally Webinar quiz
installed in an
ordinary modern word puzzle Presentation, video
The Computers as a PC conferencing/uploading of
Experience of Tutor list internet sites create own digital video/rubric
CAI which contains game
The Computer as simulation
the Teacher’s Tool programs that create own IM
enhances learning
of a chosen research work
subject matter
 report experience
to the class in
collecting, trading
and creating
interactive
activities

LIMINAL (FINAL TERM)

PERIOD:
12-15 Brainstorming Use of Technology in Information prepare a student- The students will be World Wide Web
on ideas, Teaching-Learning Technology in cantered micro grouped into a circle of
problems and Process Support of  Student- LESSON plan 5 members. Each PowerPoint presentation
project plans Centered Learning which contains 2 group will prepare a
learning objectives microLESSON through Pictures
and instructional visiting the teacher’s
tasks given site Textbook
Cooperative
www.classroom.google.c
Learning with the
Computer om
Cooperative The group then will
Learning with the demonstrate the
Computer sample microLESSON
The Software as an plan to their eclass
Educational
Resources
16-17 adapts to the Use of Technology in Understanding explores WinEcon The students will visit PowerPoint presentation
needs of the Teaching-Learning Hypermedia to answer self- some of the Museum
teacher and/or Process assessment sites in the Internet World Wide Web
the learner
questions and using Surf School Surf School program
tests that adapts program.
to the needs of the
teacher and/or the The students will a
 learner reflection paper on
The Internet and their perspective of
Education shares his/her giving importance to
experience with the rise of the Internet
having a quick in the 21st century.
tutorial on Internet
basics from the Lecture/Class
‘Surf School’ Discussion

Think-Pair-Share

“What If” Questions

Hands-on activity

18 Demonstration Educational prepare a short The students will Any textbook

Technology 2 lesson for the present the completed
Practicum class integrating slide and instructional PowerPoint presentation
materials for the
technology in the Prezi
chosen subject matter
devised subject from objectives down
matter to the assignment part Kingsoft Office
of the lesson.
World Wide Web

NON-PROJECTED VISUAL DEVICES RUBRIC


CRITERIA
Very Good
(8 points)
Appropriateness The design is appropriate
to the chosen device and its
purpose.
The design of the device
and important feature are
also properly created.
Durability The device and its design
can stand over a long
period of time without tear
or damages.
Creativity All parts of the design of
the device follows color
harmony, presents good
quality of materials, and
draws attention to the
purposed audience.
DESCRIPTIONS
TOTAL
Good Fair Poor
(6 points) (4 points) (2 point)
The design is appropriate The design is The design is not
to the chosen device and appropriate to the appropriate to the
its purpose. chosen device and its chosen device and its
Some of the design of purpose. purpose.
the device and important Few of the design of The design of the
feature are also properly the device and device and important
created. important feature are feature are not
also properly created. properly created.
Few of the parts of the Most parts of the The device and its
non-projected device is device and its design design are ruined after
torn or damaged after are torn apart or several minutes of
several minutes of damaged after several exposure.
exposure. minutes of exposure.
Some parts of the design Few parts of the design No part of the design
of the device follows of the device follows of the device follows
color harmony, presents color harmony, color harmony,
good quality of presents good quality presents good quality
materials, and draws of materials, and draws of materials, and
attention to the purposed attention to the draws attention to the
audience. purposed audience. purposed audience.
 MICROLESSON DEMONSTRATIONRUBRIC
DESCRIPTIONS
CRITERIA TOTAL

Above Average Average Under Average Poor

(4 points) (3 points) (2 points) (1 point)
Eye Contact
Made eye contact at least 5 Made eye contact at least Made eye contact at Made eye contact at
times. 4 times. least 3 times. least 2 times.

Posture
Was upright all the time. Was upright most of the Was upright some of Was upright a few of
Did not slouch. time. Slouched once. the time. Slouched the time. Slouched
twice. thrice.

Hand Usage
Hands were constantly
used and were pointing to
the visual aid and to show
expression.
Hands were mostly used Hands were sometimes Hands were rarely
and were pointing to the used and were pointing used and were
visual aid and to show to the visual aid and to pointing to the visual
expression. Hands went show expression. aid and to show
into pocket once. Hands went into pocket expression. Hands
twice or thrice. were in pocket for a
lot of time.

Body Language
Body language constantly Body language mostly Body language Body language rarely
portrayed enthusiasm and portrayed enthusiasm sometimes portrayed portrayed enthusiasm
interest. and interest. enthusiasm and and interest.
interest.
Creativity
 The visual aid was creative
in showing the necessary
information.
Information
All the information is
given.
Details
The information includes
many specific details that
give examples.
The visual aid was The visual aid was The visual aid was
mostly creative in somewhat creative in mediocre, creatively,
showing the necessary showing the necessary in showing the
information. information. necessary
information.
Most of the information Some of the A small amount of
is given. information is given. the information is
given.
The information includes The information The information
some specific details that includes a few specific includes very little
give examples. details that give specific details that
examples. give examples.
 REFLECTION PAPER/ESSAY SCORING RUBRIC
Wt.
5 4 3 2
Level TOTAL

INTRODUCTION Well-developed introduction
engages the reader and creates
interest. Contains detailed
background information. Thesis
x3 clearly states a significant and
compelling position.
Introduction creates interest. Introduction adequately
Thesis clearly states the explains the background, but
position. may lack detail.  Thesis states
Conclusion effectively the position.
summarizes topics.   Conclusion is recognizable
and ties up almost all loose
ends.
Background details are a
random collection of
information, unclear, or
not related to the topic.
Thesis is vague or
unclear.
Conclusion does not
summarize main points.

MAIN POINTS Well developed main points Three or more main points are Three or more main points are Less than three main
Body Paragraphs directly related to the thesis. related to the thesis, but one present. The narrative shows points, and/or poor
  x3 Supporting examples are concrete may lack details.  The narrative the events, but may lack development of ideas.   
and detailed.   shows events from the author's details. The narrative is
The narrative is developed with a point of view using some undeveloped, and tells
consistent and effective point-of- details. rather than shows, the
view, showing the story in detail. story.

ORGANIZATION Logical progression of ideas with a Logical progression of ideas.  Organization is clear. No discernable
Structure x1 clear structure that enhances the Transitions are present equally Transitions are present.  organization.  Transitions
Transitions thesis.  Transitions are mature and throughout essay. are not present. 
graceful.
STYLE  Writing is smooth, skillful, Writing is clear and sentences  Writing is clear, but sentences Writing is confusing,
Sentence flow, variety x1 coherent.  Sentences are strong and have varied structure.  Diction may lack variety.  Diction is hard to follow.  Contains
Diction expressive with varied structure. is consistent.   appropriate.  fragments and/or run-on
  Diction is consistent and words sentences. Inappropriate
well chosen.   diction. 
MECHANICS Punctuation, spelling, capitalization Punctuation, spelling, A few errors in punctuation, Distracting errors in
Spelling, punctuation, x1 are correct.  No errors. capitalization are generally spelling, capitalization. (3-4) punctuation, spelling,
capitalization correct, with few errors. (1-2) capitalization.
 Rubrics for short paragraph
3 2 1
An important main idea is clearly A main idea is stated. Supporting A main idea is not stated or
stated. Supporting details are details are mostly relevant. How is not correct. Supporting
relevant and convincing. How the the evidence supports the main details are not relevant or
evidence supports the main idea idea is mostly clear and are missing. How the
is clear, reasonable, and reasonable. Some explanation is evidence supports the main
explained in detail. given. idea is not clear, not
reasonable, and/or not
explained.
Rubrics for IM/ App
Components 1 2 3
Relevance The IM/app is The IM/app has The IM/app is very
applicable to the applicability to the applicable to the
topic/lesson topic/lesson topic/lesson
Feedback IM/App does not IM/App provides IM/App provides
provide Feedback. minimal Feedback. Feedback at a variety of
level
Engagement Users are not Users have minimal Users are fully engaged
engaged with the engagement with with the content of the
content of the IM/ the content of the IM/ App
App IM/ App
customizatio Users are not able Users are able to Users are able to
n to customize the customize a small customize their
settings of the portion of the experience with the
IM/App IM/App IM/App
usability Users are not able Users are able to Users are able to launch
to launch and launch and navigate and navigate the IM/App
navigate the IM/App the IM/App with without assistance
minimal assistance
References:
Lucido, P.I. (2012). Educational Technology 2. Cubao, Quezon City. Lorimar Publishing Inc.: pp. 9-10.
Corpuz, B. (2008). Educational Technology 1, Cubao, Quezon, City. Lorimar Publishing Inc.: pp. 13-137.
http://www.tonybates.ca/2014/12/10/a-short-history-of-educational-technology/
http://www.slideshare.net/PabloRuggiero/history-of-educational-technology-ppt
http://healeyj.blogspot.com/2011/07/overview-educational-technology-2.html
http://www.proprofs.com/quiz-school/story.php?title=overview-to-educational-technology-2

 www.sfgate.com/cgi-bin/article/cgi?file=/chronicle /archive/20
http://phylogeny.arizona.edu/tree/phylogeny.html
  http://gradeschool.ateneo.edu/library/
www.Educational+Technology+1+free+download
www.altavista.com

c
Course Assessment Class Standing 35% Class Standing includes: Final Grade will come from:
Portfolio/Project 20%
Examination 40%  Recitation & Participation  Midterm Grade 33.3%
Attendance 5%  Quizzes  Final term Grade 66.7%
__________  Assignments  Final Grade 100%
TOTAL 100%

Course Policies Language of Instruction: The Language of Instruction is English. In the teaching and learning presentation, however, the Ilocano
dialect may be used in the group work, collaboration and discussion so as to express deeply the things needed to obtain an output
among the students.

Attendance: The college rule on a 54-hour attendance applies: 20% absence is considered or dropped, as the case may be.
There will be no make-up arrangements for oral presentations, hence, the instructor/professor lecture in the absent of the discussant
Those who cannot come on the examination day are advised to take the test on the day prior to the schedule.

Homework, Written reports and reaction Papers: Course requirement must be turned in following the scheduled due dates. If you
cannot make it class on time, give your assessment items to a classmate to submit for you. Failure to submit requirements shall
 merit a reduction of score.

Portfolio: The Portfolio is a form of an assessment for this class. Each of you is expected to purchase as 40 or 60 leaf folders to use
your portfolio. All form of in-class outputs, homework, worksheet, readings, and other items are to be placed in the portfolio for
assessment at the end of the semester. Prepare the Title page and following it is the Table Contents. Bring your portfolio on a
schedule assigned by the instructor.

Honour, Dress and Grooming Code: You are enjoined to wear the prescribed uniform of the college with your ID worn at all
times. Respect to administrators, faculty and staff of the university as well as to your classmates and other students shall be
observed. You are mandated to follow all school policies and regulations.

Deficiencies: Incomplete grades have to be attended to within a year.

Faculty Member: MA. LOURDES Q. BEJARIN

E-mail Address: adventurous.tintin69@gmail.com/ mlbejarin@asist.edu.com
Consultation Hours: From Monday to Friday
Time and Venue: Every 10:00 to 12 NN/ Teacher Ed Faculty Room

Course Title AY/Term of Affectivity Prepared by: Recommending Approval Pages

TTL 2/ Technology in AY 2020-2021 MAE AMALIA B. PILARTA, Ended.

Teaching and Learnngv2 Second Semester MA. LOURDES Q. BEJARIN Chairman
Course Instructor 8
Approved:

MA. RITA V. FLORES, Ph. D

Dean