PED 3b – Technoloy for Teaching and Learning 1 1

COLLEGE OF TEACHER EDUCATION

BSED/BEED-II
PED 3B – Technology for Teaching & Learning 1

Module No. 1 (Preliminary and Midterm)

Second Semester, A.Y. 2020-2021

JEROME JUMALON-ALAYON
Instructor
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Introduction to Technology for Teaching and Learning 1

Preliminaries
OVERVIEW

This module introduces to learners the basic concepts about Technology: its
nature, and its role in teaching and learning.

At the end of the lesson, you are expected to:

A. Define terms and concepts essential to the understanding of
technology for teaching and learning
B. Use the concepts and terms in communicating with peers
C. Explain the roles of technology in teaching and learning
D. Portray the value of technology in supporting student learning
E. Compile learning logs out of the topics discussed.

Introduction
There is an increasing body of research that suggests three conditional, promising
outcomes vis-à-vis technology’s impact on student learning:
1. Technology can compensate for poor teacher quality: An increasing body of research
demonstrates that exposure to ICTs may increase the cognitive abilities of students, allowing them
to learn faster. This is particularly true in contexts where teacher quality is poor (Carillo, Onofa &
Ponce, 2010:2; Banerjee & Duflo, 2011)
2. Technology can benefit special populations: Research increasingly and cumulatively suggests
that under certain conditions, technology can promote small to moderate gains in student learning
(Tamim, et al., 2011), especially for learners with special needs (Ofsted, 2009) and for preschool
learners in terms of early literacy3 (Penuel et al., 2009).
3. Technology is most successful when part of an overall focus on the key components of teaching
and learning: The dominant theme that emerges from technology in education is that content,
instruction, assessment and sound policies, practices and support matter far more than the kind of
laptop, the software suite or whether or not teachers can make a spreadsheet (Means, Toyama,
Murphy, Bakia, & Jones, 2009; Tamim et al., 2011). As research and experience inform us,
technology “works” when it supports intended learning outcomes and when it is used to deepen
content knowledge, instruction and assessment. Successful use of technology—helping students
learn in ways are measurably better or that would otherwise be impossible—still depends, not on
boxes, bandwidth or wires, but on that most fundamental classroom transaction—good instruction.

Activity

Directions: Provide activities with corresponding technology tools being used in the following fields.
Example: Teaching SCIENCE BUSINESS & TOURISM
Demonstration-PPT 1. 1.
Presentation, Projector 2. 2.
EDUCATION 3. 3.
1. 4. 4.
2. 5. 5.
3.
4.
5.
AGRICULTURE ARTS & HUMANITIES MATHEMATICS &
1. 1. ENGINEERING
2. 2. 1.
3. 3. 2.
4. 4. 3.
5. 5. 4.
5.
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Analysis
How useful is Technology in teaching and learning?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

In what way(s) do/does Technology promote outcome-based learning?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Application
Directions: Gather information about one of the following topics that your teacher is assigned
you to work on. Make sure to highlight and exemplify the essential ideas and discuss them
creatively. Film yourself in discussing your topic. Post your video to our Facebook group page.

The Nature & Purpose of Technology in Education

The Roles of Technology in the 21st Century Learning
ICT Policies and Safety Issues in Teaching and Learning
Strengths, Weaknesses and Limitations of Technology in the Teaching-Learning Process
Technology Learning Tenets for Preservice and In-Service Teachers
Uses of ICT Policies in the Teaching and Learning Environment
Safety issues in ICT
21st Century Communication Skills-learning activities to develop viewing, listening, speaking,
reading, and writing skills
Nature of Project-based and problem-based approaches in language acquisition
Writing/Developing a project-based/problem based learning plan
Open-ended tools and their use in teaching and learning language skills
Characteristics of Good/Appropriate IMs & Technology Tools

Your video will be rated through a criteria below:

 CONTENT (Focus of the topic) - 10
 CREATIVITY - 10
 VOICE QUALITY (Proper intonation, lively tone, accurate volume and pitch) - 10
 CLARITY (no unnecessary and distracting noises are heard) - 5
 DICTION, PRONOUNCATION & ENUNCIATION - 5
 CORRECT GRAMMAR - 5
 SUPPORTING MATERIALS (Accurate charts, diagrams, or webs used) - 10
 FORMALITY - 10
 WORKMANSHIP - 35
Total Points - 100
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Assessment
Directions: Watch the video presentations of your classmates. Produce learning logs out of the videos
you’ve watched one at a time.

MY LEARNING LOG

Name: ___________________________________ Program: _________________________ Major: ____________

Date: _________________________ Semester: __________________________ A.Y.: _____________________
Topic: _______________________________
Presenter: __________________________

What I want to know

___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

What I Already Know

___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

What I Have Learned

___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

Part(s) of the topic/lesson that I like best and why:

___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

Challenges I have met while doing this activity and resolution(s) I have done to overcome these
difficulties:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Note: This activity should be done on the yellow sheets of paper/long bond papers and must be encoded.
Format:

 Font style: Times New Romans

 Font size: 11.5
 Paper Size: 8’ x 13”
 Justified

Compile your learning logs in a long white folder. NO LEARNING LOGS, NO EXAM for PRELIM and
MIDTERM.

REFERENCE:
PDF: TECHNOLOGY TEACHING AND LEARNING, RESEARCH, EXPERIENCE, & GLOBAL LESSONS
LEARNED, Education Development Center, Inc.; Developing Rehabilitation Assistance to
Schools and Teacher Improvement (D-RASATI) Project
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ADDITIONAL INFORMATION: PED 3b – TFTL 1 Class code: ngusfes

CONGRATULATIONS ON ACCOMPLISHING ALL THE ACTIVITIES

IN THIS MODULE! ‘TIL NEXT TIME! 

Modular Online Classroom Policies

The following are guidelines for online behavior and interaction “netiquette” for the conduct of classes for the
School Year 2020-2021:

I. GENERAL GUIDELINES
When enrolled under the online courses, the following policies must be observed:
1. Punctuality must be observed online classes especially when there is an online class
conducted.
2. Address your instructor to its proper title (i.e. Dr. Juan Dela Cruz) or if you are in doubt
you may use Mr. or Ms.
3. Respect your instructor and classmate in email or any other communication.
4. All higher education communication must observe proper grammar and correct spelling
including forums and discussions.
5. Avoid slang terms such as “wassup?” and texting abbreviations such as “u” instead of
“you”
6. Limit and possibly avoid the usage of emojis.
7. Use standard fonts such as Arial, Calibri, or Times New Roman and use proper font sizes
11 or 12
8. Refrain from using the capslock feature as it can be interpreted as yelling.
9. Ba cautious when using humor or sarcasm as a tone is sometimes taken seriously or
sound offensive.
10. Be vigilant with personal information (both yours and others).
11. Intellectual Property Rights must be observed, thus usage of contents, materials and
media without the proper citation of the owner is strictly prohibited.
II. SECURITY & PRIVACY
1. Do not disclose any confidential information such as passwords, class codes, or learning
materials to others.
2. Change your password regularly to avoid compromising of your account.
3. Remember to log out your account at the end of each online class session.
III. EMAIL NETIQUITTE
1. 1. Use a descriptive subject line, it must convey the entire content of the email.
2. Be brief in composing your email.
3. Sign your email with your full name and a return email address.
4. Review your message prior to sending especially the email address.
IV. LANGUAGE & COMMUNICATION

When posting on the Discussion Board of the Google Classroom you should:

1. Use clear and concise language.

2. Compose post that are relevant to the topic and within the scope of the course material.
3. Review your post prior to publishing and edit if when deemed necessary.
4. Read and entire conversation or thread prior to commenting or replying.
5. Be brief and as possible while still making a throughout comment.
6. Avoid generic replies such as “ok”, “I agree” etc., there should be a supporting statement
right after.
7. In an events of disagreement with someone in the classroom, you should express your
differing opimion in a respectful manner.
8. Refrain from making personal or insulting remarks.
V. GUIDELINES FOR COURSE OUTPUTS
a. Documentary Documents
1. The size of the document must be 8.5” x 13”
2. The default orientation of the document is Portrait, is shall only be Landscape if
specified in the instructions)
3. The margins of the document must be set to default (1”-Top, 1”-Bottom, 1” –Right)
4. The font face must be Arial, FONT SIZE 12
5. Spacing throughout the document must be set to 1.5
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6. The document must bear the name of the owner and must follow format
(LASTNAME, FIRSTNAME, MIDDLE INITIAL) to the left, and must bear the date to
the right bearing format (i.e December 25,2020)
7. In the events that the document is group output, it shall follow the guidelines in #7,
but must be sorted alphabetically.
8. The document must bear a page number at the bottom right (i.e page 1)
9. Citations must be observed throughout the document (I.e superscripts) to avoid
plagiarism and shall follow the APA format.
10. A “Reference(s)” section must be added at the end of the document as appendices
bearing all the citations of references.
11. All submissions must channeled through the Learning Management System
UTILIZED AND MUST BE THE Portable Document Format (pdf)

COURSE REQUIREMENTS

In order to pass this course, a student must be able to obtain the rating of at least 80% and must
comply all the academic prescribed.

•Attendance and Online/Remote Class Activity Participation

 Major Examinations
 He had been able to accomplish required outputs.
 Performance Tasks (T/L Activities)

•Problem-Based Learning/ Project Based Learning

COURSE EXPECTATIONS

Students of these course are expected to:

•Observe the governing academic rules and policies of Colegio de San Fransisco Javier of Rizal
Incorporated as stipulated on the Student Handbook.
•Be oriented with the basic skills and knowledge of Afro-Asian Literature
•Punctuality to attend the online classes.
•Regularly check and be up to date with the latest information and announcements in the
Learning Management System utilized of this course.
•Actively participate in discussion forums and observe proper language of communication in a
respectful manner.
•Acknowledge original content material owners to avoid any violations of the Intellectual
Property Rights
•Comply all the academic requirements of this course in an neat and presentable manner.
•Actively share insights to improve rubrics for each requirement.
•Exhibit the values and characteristics of a Javerian.

GRADING SYSTEM
Attendance in Google Classroom Meetings - 10%
Interactive Participation during Google Meetings - 20%
Outputs on Work-Based Learning - 40%
Performances - 30%
TOTAL 100%
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COLEGIO DE SAN FRANCISCO JAVIER, RIZAL, INC.

Rizal, Zamboanga del Norte

Article 1
ACADEMIC POLICIES

Section 5. GRADING SYSTEM

1. Grading Scale
Grade Indicators Description
98 - 99 Exceptional
95 - 97 Excellent
90 - 94 Superior
85 - 89 Above Average
81 - 84 Average
80 Cut-off point
79 and below Needs guidance
75 Passing Mark
Below 75 Failed
70 0, Reenroll

2. Descriptive Equivalents
Exceptional A student demonstrates exceptional skill and aptitude for the
subject area.
Excellent A student demonstrates positive outcomes and mastery of
the subject area’s concepts and skills.

Superior A student demonstrates broad competence in dealing with

the subject area’s tasks.

Above Average A student is consistent in performing satisfactorily at all

times.

Average A student fairly performs what are expected of him.

Cut-off point 80% is given to students who have the potential to perform
but fail to accomplish tasks.

Needs Guidance refer to students whose academic performance is affected by

factors beyond their control and who can rectify and improve
themselves if provided scaffolding by the teacher with the
parents.

Passing mark A passing mark earns for the student the subject’s unit
equivalent and does not require reenrolling the subject.

Failed The student’s unit equivalent for the subject is zero (0) and
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requires reenrollment of the subject.

Page 2

Reenroll is indicated in the grade sheet remarks for students who

have never attended any class session thus, have not
performed any task nor submitted any output.

3. Time Frame for Makeup

Students are given the chance to make up for tasks they have not performed or
submitted on allotted time until the final grading period within the semester.

4. Requirements for Makeup

are based on the subject’s learning outcomes and required learning competences.

5. Time Frame for Compliance of BLANK in the grade sheet’s Final Rating column.
This is given to students who had attended the three grading periods but who
got short in their class attendance and LACK submission of the required outputs.

Since these students failed to demonstrate above average performance, their

grades will be computed within the AVERAGE scale.

6. Requirement for No Grade Compliance

should be related to the objectives and required competences of the subject.
Ready-to-buy projects should be discouraged.

The above policies were put into motion last September 9, 2021 at 10:30 A.M. at
Computer Laboratory C by Marlon Paalisbo and seconded by Bethel Macatual after a
thorough discussion in a deliberate session attended by the Administrators, Heads of
Colleges and full-time and part-time members of the College Faculty.

For Review:
OLIVIA A. OMAGAD, EMD
Vice President for Academics

For Approval:
Rev. Fr. VICTOR BRIAN L. CATALBAS, Ph. L-MA, EMD
Vice President for Administration