TEP-02-18-112

POLYTECHNIC COLLEGE OF THE CITY OF MEYCAUAYAN

Pag-asa Street, Malhacan, City of Meycauayan, Bulacan
(044)228-5442 / pccmbulacan@gmail.com

TEACHER EDUCATION PROGRAM

COURSE SYLLABUS

COURSE CODE: Educ 8

DESCRIPTIVE TITLE: Technology for Teaching and Learning 1
PREREQUISITE(S): EDUC 7: Assessment of Learning 2
CREDIT UNITS: 3

COURSE DESCRIPTION: This is an introductory course that explores and teaches basic knowledge, skills and values in the
positive use of technology (ICT) for teaching and learning. It shall include ICT laws, policies and
regulations, safety issues, media and technology in various content areas, learning theories and
principles in the use and design of a variety of learning lessons, teaching-learning experiences,
creating a safe and secure learning environment, assessment tasks that utilize appropriate
traditional and innovative technologies, and reflection on the use of ICT to improve the teaching
and learning process. Social, ethical and legal responsibility in the use of technology tools and
resources shall also be addressed.

COURSE OUTCOMES: At the end of the course, pre-service teachers should be able to:

[1] demonstrate understanding of the concepts, principles, theories of ICT systems and policies as they
apply to and affect the teaching and learning process in various content areas;

[2] show skills in the positive use of ICT to facilitate the teaching and learning process;

[3] show skills in the selection, development and use of a variety of teaching and learning resources,
including ICT, to address learning goals;

[4] demonstrate awareness of existing laws, regulations and policies that apply to the teaching and use
of ICT;

[5] demonstrate knowledge of ICT policies, guidelines and procedures that provide safe and secure
learning environments;

[6] reflect on the use of technology in facilitating and improving the teaching and learning process;

[7] design and evaluate assessment tasks using appropriate and innovative technologies

COURSE COVERAGE

Week Topic Course Learning Delivery Design Assessment Resources

No. Outcomes Instructional Flexible
Modality Learning
Activities
1-2 I. ORIENTATION At the end of the Online - Reflection Student
*PCCM Vision, unit, the pre-service Messenger, Handbook
Mission, Core Values teacher (PST) can: Email, Course
*Course Outline Google Syllabus /
II – Introduction to - Discuss the vision, classroom Course Outline
Technology mission and core Textbook
for Teaching and values of PCCM Offline /
Learning Online
A. Basic Concepts to - Adopt school/ Consultation
be defined: program/subject
1. Technology policies; orient
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2. Information and students on

Communication requirements and
3. Educational familiarize the
Technology student of the
4. Technology, Media, course outline
and – Introduction to
Learning Technology
5. Instructional System for Teaching and
and Learning
Instructional
Technology
6. Technology Tools
B. Roles of ICT in
Teaching and
Learning
3-4 III. ICT Policies and - define basic Online - Module / Online Quiz / Textbook /
Safety Issues in concepts in Messenger, Work Text / Test items on Internet
Teaching and understanding ICT Email, Study Guide printed work resources
Learning in education. Google - Reaction text
A. National and classroom Paper
International ICT -enumerate the
Laws, Policies and national ICT laws, Offline /
Regulations that are policies and Online
Applicable to regulations affecting Consultation
Teaching and classroom practices;
Learning b. describe the
B. Safety Issues in ICT: implementation of
Policies, Guidelines ICT laws, policies
and Procedures and regulations in
C. Uses of ICT Policies teaching-learning;
in Teaching
and Learning in -identify the
Basic Education learning principles
IV. Theories and and theories that
Principles in the Use are applied in the
and Design of use and design of
Technology Driven learning lessons
Learning Lessons with technology;
A. Learning Theories and b. show skills in
and using, designing,
Principles in: developing and
1. Dale’s Cone of delivering a
Experience (with equal technology-driven
attention given to both lesson that
the Conventional incorporates the
Technology and the positive use of ICT.
Innovative and
Emerging Technology
for Teaching)
2. TPACK (Technology,
Pedagogy and Content
Knowledge)
3.ASSURE Model
(Analyze Learners,
State Methods, Media,
& Materials, Utilize
Media & Materials,
Require Learner
Participation, Evaluate
and Revise)
5-6 V. – ICT in Various a. show skills in the Online - Module / Online Quiz / Textbook /
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Content Areas positive use of Messenger, Work Text / Test items on Internet
A. 21st Century media and Email, Study Guide printed work resources
Literacy Skills technology in Google – Case Study text
1. Digital Literacy Skills various content classroom
- Media areas; Offline /
- Information b. introduce sample Online
- ICT literacy technologyenhance Consultation
B. Instructional Design d lessons to support
Models learning; c. select
1. Gagne’s Nine Events ICT and
2. Bloom’s Revised conventional
Taxonomy learning materials
3. ADDIE designed to enhance
4. Merill’s Principles of teaching-learning;
Instruction c. describe flexible
C. Technology learning
Enhanced Teaching environments that
Lesson Exemplars enhance
D. ICT and collaboration with
Conventional Learning the positive use of
Materials to Enhance technology tools; e.
Teaching and Learning reflect on the use of
1. Digital Learning technology in
Resources facilitating and
- Google docs improving the
- Survey Monkey teaching and
- Others learning process,
2. Conventional and on its relevance
Learning Resources and
- Flip cards appropriateness.
- Realia
- Others
E. Distance Learning
1. Types of Online
Distance
Learning
- Synchronous
- Asynchronous
F. Technology Tools in
a
Collaborative
Classroom
Environment
G. Relevance and
Appropriateness
in the Use of
Technology in
Teaching and Learning
1. Principles in
Selecting
Instructional Materials
based
on their:
- Appropriateness and
Feasibility.
- Appropriateness
(Target
Learners and
Instruction)
- Authenticity
(Dependable)
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- Interest
- Cost (Economy)
- Organization and
Balance
And other
considerations:
Environmental factors,
dynamic
variables (e.g size of
class, attitudes,
etc.)

7-8 VI. Innovative - identify the Online - Module / Online Quiz /

Technologies for learning principles Messenger, Work Text / Test items on
Teaching-Learning and and theories that Email, Study Guide printed work
Assessment Task are applied in the Google – Case Study text
• ICT and Assessment use and design of classroom
in Learning learning lessons Offline /
- Assessment Tools with technology; Online
• Tools in evaluating and Consultation
appropriate
assessment tools (ex. - show skills in
Checklist, using, designing,
rating scale) developing and
• Technology- delivering a
Enhanced Lesson technology-driven
using the ASSURE as lesson that
Technology- incorporates the
Integration Model positive use of
ICT.
9 MIDTERM EXAMINATION
Online test / Scheduled exam date
10-11 VII. Social, Ethical and - show skills in the Online - Module / Online Quiz / Textbook /
Legal Responsibilities positive use of Messenger, Work Text / Test items on Internet
in the Use of media and Email, Study Guide printed work resources
Technology Tools and technology in Google – Case Study text
Resources various content classroom
A. Digital Citizenship areas; Offline /
1. Nine Elements of Online
Digital Citizenship - Introduce sample Consultation
B. Social, Ethical and technology-
Legal Responsibilities enhanced lessons
in the Use of to support
Technology Tools and learning;
Resources by Teacher
C. Intellectual Property - select ICT and
Rights (IPR) conventional
Applicable to the learning materials
Educational designed to
Setting: Copyright and enhance
related teaching-
Rights Copyright Law learning;

D. Digital Safety Rules - describe flexible

1. Rule 1: Research learning
before you environments
register that enhance
2. Rule 2: Discriminate collaboration
3. Rule 3: Think before with the positive
typing use of technology
4. Rule 4: Require ID tools;
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5. Rule 5: Trust your

gut - reflect on the use
of technology in
facilitating and
improving the
teaching and
learning process,
and on its
relevance and
appropriateness

12-13 E. Cyber bullying - Online - Module / Online Quiz / Textbook /

F. Netizens in Messenger, Work Text / Test items on Internet
Cyberspace: Active Email, Study Guide printed work resources
Citizenship Google – Case Study text
classroom
Offline /
Online
Consultation
14-15 G. Netiquette - show, give Online - Module / Online Quiz / Textbook /
(social conventions examples, observe Messenger, Work Text / Test items on Internet
online) and demonstrate Email, Study Guide printed work resources
social, ethical and Google – Case Study text
H. Educational legal responsibility classroom
Sites and Portals in the use of Offline /
technology tools Online
I. Online and resources; Consultation
Communities of
Learning - identify examples
e.g. of compliance of
1. Facebook Intellectual
2. Twitter Property Rights
3. Instagram (IPR) in the
4. Webinar. educational setting;
Evaluation of ICT
resources in - enumerate digital
Presentation safety policies,
and sharing of guidelines and
Research Outputs (e.g. procedures that
Infographics, Digital ensure child online
advertisement, safety and prevent
brochures, bulletin cyberbullying;
board display/online
bulletin board) - discuss safety rules
The pre- in obtaining
service teachers will resource materials
compile a collection of from local area
educational network-based and
Sites the internet;

- describe the
community of
learners as netizens
who share and
utilize digital
materials; and
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- practice standard
netiquette to share
and utilize digital
materials as a
positive use of
technology.

16-17 J. Online -
Resources e.g.
1. Opensource
2. Multimedia
resources; video sites
3. Finding
images
4. Music and
audio; webcasts
5. Locate web
sources by topic
6. Others
K.
Collaborative projects
i.e. The
Problem-
Based projects or
Project-Based
Project
18 FINAL EXAMINATION
Online test / Scheduled exam date

REFERENCES:
Bilbao,P., Dayagbil, F., & Corpuz, B. (2014). Curriculum Development for Teachers. LORIMAR Publishing Inc.
Biggs, J. (2014). Constructive Alignment in University
Bitter, G.G, & J.M. legacy. (2008). Using Technology in the Classroom
Byun, J.N., Kwon, D.Y., & Lee, W.G (2014). Development of ill-structured problems for elementary learners to learn by
computer-based modelling tools. International Journal of Computer Theory and Engineering, 6(4), 292-296
CAST (2011). University designed for learning guidelines version 2.0. Wake_eld, MA: Author
Cindy E. H. (2004). Problem-Based learning: What and How Do students learn? Educational Psychology Review, 16, 3.
Constructivism and CALL: Evaluating some interactive features of network-based authoring tools. ReCALL: The Journal of
EUROCALL, 13(1), 32-46.

GRADING SYSTEM:

Major Examinations (midterm and finals): 30%

Flexible Learning Activities : 70%
100%

The final grade of the student is interpreted as shown on the table below:
74 and
AVERAGE 97–100 94–96 91–93 88–90 85–87 82–84 79–81 76–78 75
below
FINAL GRADE 1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 5.00

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Prepared by: Endorsed by: Approved by:

DR. ERNESTO R. MATEO PROF. RONA DELA ROSA, MAEd PROF. RENELIZA C. STA. ANA, PhD
Professor III Program Head College Dean

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