Republic of the Philippines

ROMBLON STATE UNIVERSITY

School of Fisheries Technology
COLLEGE OF EDUCATION
Santa Fe Campus
Santa Fe, Romblon
Email: rsusantafe@gmail.com
URL: rsu.edu.ph

BACHELOR OF SECONDARY EDUCATION (MATHEMATICS)

OUTCOME BASED EDUCATION (OBE) SYLLABUS

TECHNOLOGY FOR TEACHING AND LEARNING 2
Second Semester A.Y. 2020-2021
VISION:
A research-based academic institution committed to excellence and service in nurturing globally competitive workforce towards sustainable development
MISSION:
RSU shall nurture an academic environment that provides advanced education, higher technological and professional instruction and technical expertise in
agriculture and fishery, forestry, engineering and technology, education, humanities, sciences, and other relevant fields of study and collaborative with other
institutions and communities and communities through responsive, relevant and research-based extension services.
GOALS:
Quality education; competitive graduates; research competence; community extension services; worthwhile values and attitudes, critical thinking and lifelong
skills.
CORE VALUES:
Fortitude
Integrity
Stewardship
Humility
Excellence
Service
These core values “FISHES” serve as guiding principles of Romblon State University-Santa Fe Campus in achieving its goals as recognized Fisheries
Institution not only in the province but also in the country in the coming years and beyond.
OBJECTIVES:
To develop relevant expertise and competence in the academe and deliver quality education for the total development of BEED/ BSED students;
To produce competitive graduates;
To enhance research competence, extension capability and sustainable production in order to contribute to the general advancement of knowledge and
community development; and
To develop students’ moral character, critical thinking, aesthetic, environmental, and cultural values.
COURSE TITLE: Technology for Teaching and Learning 2
COURSE DESCRIPTION: TTL 2 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 Mathematics Education Programs. The major requirement for this course is an ICT-
integrated and Project- based Learning Plan aligned to the K to 12 curricula. All the learning activities and course requirements will revolve around the student-
teacher developed Learning Plan.

COURSE CODE: M117

CREDIT UNITS: 3
PRE-REQUISITES: TTL 1, Assessment of Learning Courses, and Principles of Teaching Courses
COURSE REQUIREMENTS
1. Major Exams (Midterm/Final)
2. Quizzes
3. Output/Activity
COURSE POLICIES
In order to pass this course, you must:

1) Answer all the quizzes as reflected in the Module;

2) Submit the required outputs of the course;
3) Achieve a passing mark in the major examinations; and
4) Gain in-depth understanding of the concepts through research, course readings and course tasks.

1. Quizzes (25%)
Every Friday a quiz will be administered and uploaded through messenger. The quiz will be administered synchronously. Meaning, it will be
administered in the same date and time. These examinations will test your learning of the concepts based on the course materials. As shown, 25% of
your grade will be coming from the quizzes. Take note that answers will be forwarded in private message (PM).

2. Output/Activity (35%)
There will be outputs/activities in this course which will be done individually. Each output/activity comprises to thirty five percent (35%) of your final
 grade. Therefore, each student should do these tasks with dedication and sincerity.
3. Major Exams (40%)
Major Examinations will be administered. As mentioned, these exams will be administered the same time to all learners. These include the topics
that were covered by Week 1 to 5. Questions will be coming from the modules, course reading and other course materials provided by instructor.

Note: Subjects are clustered into 3 groups. Each cluster is composed of 2-3 subjects with the combination of general education and major subjects. In this
scheme, students are required to enroll on 2-3 subjects per cluster and to complete the course requirements for only 5 weeks.

COURSE GRADING SYSTEM

A) B)
Midterm 40% Final Exams 40%
Activity 35% Activity 35%
Quiz 25% Quiz 25%

Final Grade=A+B
2

Grade Equivalent

Percent Rating Numerical Grade Percent Rating Numerical Grade

99-100 1.0 80-82 2.50
96-98 1.25 76-79 2.75
93-95 1.5 75 3.0
90-92 1.75 Conditional 4.0
86-89 2.0 Below 75 (failed) 5.0
83-85 2.25
COURSE OUTCOMES:
Develop teachers as leaders and managers and imbibe in them to explore several roles that instructional leaders shall engage like classroom leader, team
leader, school leader, organizational and professional leader. It shall be highlighted by theoretical perspective and research examining issues related to group
dynamics, motivation, communication, and human relations are explored. Another feature of this course is the cultivation of skills and strategies for effective
leadership, especially how leaders influence organizational change, decision-making, team building, technology-enhanced education, and demonstrate ethical
frameworks of moral authority.

COURSE OUTLINE:
Week Course Outcomes Learning Contents Teaching/Learning Assessment Tasks
Activities
 Analyze Mathematics learning plans in Module 1
the context of the 21st century skills Learning Plans in the Context of
1 the 21st Century
Formative and Objective-based
 The K-12 Curriculum Modular Approach/e-learning
Assessment
Framework
 ICT-Pedagogy Integration
in Mathematics Learning
Plans
 Explain problem- based and project- Module 2
2 based learning approaches Integrating active Learning
Approaches in Mathematics
 Explain parts of a problem-based and Learning
project-based learning plan Modular Approach/e-learning Formative and Objective-based
 Inquiry-Based Learning Assessment
and Researched-Based
Learning
 Problem-Based Learning
and Project-Based
Learning
3  Identify the different parts of a Module 3
Learning Plan/Unit Plan Using Open Ended Tools in
Facilitating Mathematics
Learning
 Productivity Software Modular Approach/e-learning Formative and Objective-based
Applications for
Assessment
Mathematics Teaching
and Learning
 Students Sample Projects
Using Mathematics Digital
Tools
 Midterm Examination

 Identify uses of open-ended tools Module 4

4 (productivity tools-whether freeware or
Microsoft Office) in the teaching-
learning of Mathematics
5  Prepare IMs for Mathematics utilizing
selected open-ended tools in
delivering the learning plan
Producing Learning Resources
Using Technology Tools Modular Approach/e-learning Formative and Objective-based
 Characteristics of Assessment
Appropriate Instructional
Materials in Mathematics
Teaching
Module 5
Using Technology Tools to
Collaborate and Share
Resources among Communities
of Practice Modular Approach/e-learning
 ICT Tools for Formative and Objective-based
Collaboration and Sharing Assessment
Resources
 Engaging in a Community
of Learning (COL)

Final Examination

REFERENCES:
1. Anders, A. (2015). Theories and applications of massive online open courses (MOOC): The case of hybrid design. International Review of Research in
Open and Distributed Learning, 16 (6).
2. Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.
3. Chen, Y. (2015). Linking learning styles and learning mobile facebook. International Review of Research in Open and Distributed Learning.
4. Dash, B. C. (2011). A textbook of educational technology. New Delhi: Wisdom Press
5. Lebaron, J. F. and C. Collier (2001). Technology in its place: Successful technology infusion in schools. California: Jossey- Bass Inc.
6. Norton, P. and K. M. Wiburg. (2003). Teaching with Technology. Canada: Wadsworth/Thomson Learning.
7. Pallof, R. M. and K. Pratt (2001). Building learning communities in cyberspace. California: Jossey- Bass Inc.
8. Trentin, G. and M. Repetto (2013). Using network and mobile technology to bridge formal and informal learning. Oxford: Chandos Publishing.

9. UNESCO (2016). Supporting competency-based teacher training reforms to facilitate ICT- pedagogy integration. Retrieved from
https://ictcompetenciesforteachers.wikispaces.com/About+the+Project.
 10. Way, J. and T. Beardon. (2003). ICT and primary mathematics. USA: Open University Press.
11. Williams, M. D. (2000). Integrating technology into teaching and learning. Singapore. Pearson Education Asia Pte Ltd.

Prepared by

FINELLA MARIE Y. CAWALING

Lecturer

Reviewed by

DEANAZON C. GADON
Chair, College of Education

Approved by

REY P. RASGO, DFishTech

Campus Director