Burning Love

OUTCOMES-BASED SYLLABUS IN TECHNOLOGY FOR TEACHING AND LEARNING 1 Central Mindanao University, College of Education, Musuan, Bukidnon
Department of Professional Education

College of Education
CENTRAL MINDANAO UNIVERSITY
COURSE SYLLABUS IN EDUC 63

TECHNOLOGY FOR TEACHING AND LEARNING 1
1st Semester, S.Y. 2022-2023
Prepared by:
JAMES L. PAGLINAWAN
Date: August 3, 2022
Reviewed by:
VIRGENCITA B. CARO
Chair, Department of Professional Education
Date: ________________
Approved by:
GLADYS S. ESCARLOS
Dean, College of Education
Date: ________________
Revised: August 2022
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VISION MISSION
A leading ASEAN University actively committed to the To advance the frontier of knowledge through internationalization of education and equitable access to quality
total development of people for a globally sustainable instruction, research, extension, and production for economic prosperity, moral integrity, social and cultural
environment and humane society. sensitivity, and environmental consciousness through equitable access to quality instruction, research,
extension, and production.
COLLEGE GOALS
1. To produce teachers who can effectively carry out programs and generate effective services in the secondary and tertiary levels and who are imbued with basic
attitudes, knowledge and skills essential for personal and social fulfilment, as well as the attainment of national goals;
2. To provide professional training in teaching in the secondary and tertiary levels to non-education baccalaureate degree graduates;
3. To provide training to graduate students who aim to develop professional competence in their field of specialization through advanced studies and research;
4. To upgrade the competencies of teachers and professionals through in-service trainings;
5. To produce teachers equipped with educational theories and practices needed for educational researches;
6. To provide training for secretarial, clerical, and managerial works, and
7. To provide students basic skills in gymnastics, dance sports, health and physical fitness.
PROGRAM OUTCOMES
1. Engage in lifelong learning and understanding of the need to keep abreast of the developments
2. Communicate effectively through oral and in writing using both English and Filipino
3. Perform effectively and independently in multidisciplinary and multicultural teams
4. Recognize of professional, social, and ethical responsibility
5. Preserve and promote the Filipino historical and cultural heritage
6. Demonstrate competence in teaching the Professional Education Subjects in educational institutions, and other endeavor
7. Demonstrate competence and imbibe value of integrity in every endeavor like teaching, doing quality research and extension, and others
8. Exhibit social, cultural, and environmental sensitivity and consciousness
9. Typify moral and spiritual integrity in the workplace
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COURSE INFORMATION
Course Name Technology for Teaching and Learning 1 Course Code EDUC 63
Pre-requisite Subject NONE Course Credit 3 units
Course Description
Technology for Teaching and Learning 1, otherwise known as TTL1, is an introduction course consisting of three units that delves into fundamental
aspects of using technology in the classroom, including fundamental knowledge, skills, and values. This course will cover topics such as ICT Policies
and safety issues, media and technology in a variety of subject areas, learning theories and principles in the application and design of learning lessons,
teaching-learning experiences, and assessment tasks that make use of appropriate traditional and innovative technologies with social, ethical, and legal
responsibility.
Course Outcomes:
At the end of the course, the students should be able to:
1. Explain ICT policies and safety issues as they impact on the teaching-learning process;
2. Identify learning theories and principles applied in the design and development of lessons through appropriate media and technologies for
teaching-learning;
3. Integrate media and technology in various content areas;
4. Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies;
5. Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources.
COURSE OUTLINE WITH TIME ALLOTMENT:
TOPICS No. of Hours

Week 1 University Vision and Mission and College Goals and Objectives and Orientation 1.5
Week 2 Introduction to Technology for Teaching and Learning 1.5
Week 3 ICT Policies and Safety Issues in Teaching and Learning 3
Week 4-5 Theories and Principles in the Use and Design of Technology-Driven Lessons 6
Week 6-7 ICT in Various Content Areas 6
Week 8-9 ICT and Conventional Learning Materials to Enhance Teaching and Learning 6
Week 10-11 Technology Tools in a Collaborative Classroom Environment 6
Week 12 Innovative Technologies for Teaching, Learning and Assessment Task 3
Week 13 Technology-Enhanced Lesson using the ASSURE as Technology Integration Model 3
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Week 14-15 Social, Ethical and Legal Responsibilities in the Use of Technology Tools and Resources 6
Week 16-17 Educational Sites and Portals 6
One Week (or an equivalent Allotted for the Midterm and Final Exams 3
of three hours)
TOTAL NUMBER OF HOURS 51 hours
ALIGNMENT OF COURSE OUTCOMES WITH SUMMATIVE TASKS:
Course Objectives Summative Assessment Task Details

1. Explain ICT policies and e-Portfolio In this required output, the students are expected to organize their reflections
safety issues as they  Blog Entries/ Posts in the and insights using a Reflection Guide Model (e.g. Gibb’s Reflection Model).
impact on the teaching- Freedom Wall/ Tweets in the Ideas and opinions on the topic discussed during sessions which may be posted
learning process. Classroom-Made Twitter Wall in blogs can also be included in the e-Portfolio. A Selection Rubrics by
Smaldino, S. et al. (2008) can be used as criteria for grading.
Different outputs made in the class, filing them all together can be done in a
portfolio or in an electronic portfolio such as foliofor.me
A Lesson Plan Integrating In this task, students are expected to create lesson plan showing clearly the
Technology integration of appropriate and innovative technologies in the teaching-learning
activities and assessment tasks using the ASSURE Model. The criteria in the
rubrics shall focus on the integration of technologies and the ability to
demonstrate ethical and legal responsibilities in the use of resources.
Midterm and Final examinations These tasks are given to evaluate the students’ knowledge and understanding
of concepts and principles of technology integration in instruction and
appropriate attitudes and values in becoming a teacher. These are given to
validate the results of their practical activities and to prepare them for the
licensure examination.
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UNIT I
UNIVERSITY VISION & MISSION, QUALITY POLICY AND COLLEGE OF EDUCATION GOALS & OBJECTIVES
National Goals Regional Goals TIME Central Mindanao CMU Quality Graduate Studies Department of
TABLE University Policy Goals Professional Services
Objectives
 Educational for  Job creation and 3 hours Vision Working towards The CMU Graduate education in
all economic total customer Graduate School CMU aims to (1) train men
 Creation of six growth A leading ASEAN satisfaction for shall develop in its and women who will
to 10 million  Social University actively nation building and students critical advance the frontier of
jobs development committed to the total
 Development of and direct anti- global thinking and knowledge through
development of people for a competitiveness, provide them with research, and (2) develop
transport and poverty
globally sustainable Central Mindanao advanced training the ability and
digital measures
infrastructure  Improve environment and a humane University commits through scientific competence of students to
 Provision of infrastructure society. to provide quality inquiry and undertake critical inquiry
power and water  Improved services in independent and independent research
supply physical Mission
instruction, research. for the good life of others
 Completion of planning
To advance the frontier of research, extension through sustainable
peace process  Good
governance and knowledge through and production development.
peace and order internationalization of through continual
education and equitable improvement of
access to quality instruction, quality
research, extension and management
production for economic processes.
prosperity, moral integrity,
social and cultural sensitivity
and environmental
consciousness.
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ASSESSMENT OF RESOURCE
TEACHING LEARNING
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ LEARNING MATERIALS TIME
ACTIVITIES
OBJECTIVES (DLO) SUBJECT MATTER REFERENCES OUTCOMES (LCD, Charts, TABLE
(TLAS)
(ALO) etc)
1. Understand ICT in Unit 1. Introduction to  Anderson, J.  Brief Lecture: With ✓ Interrogator – • Online/
Education: Technology for Teaching (2010). ICT the aid of a Reporter – Internet
1.1. Define basic concepts in and Learning Transforming PowerPoint Observer Resources
understanding ICT in Education: A
presentation, provide
Method • Modules
Education A. Basic Concepts to be Regional Guide, ✓ Pen and Paper • Blog Sites
an overview of the ✓ Reflections,
defined: UNESCO • PowerPoints
1. Technology Bangkok Asia and subject Technology Making • LCD/ DLP
2. Information and Pacific Regional for Teaching and Connections • HD LED TV
Communication Bureau of Learning. Output from the • Textbook
3. Educational Education  Small-Group Activity using the
• Books
technology  Balado, R. (2012). CERA format in
Discussion: Give • Resource
4. Technology, Media Basic concepts in blogging.
graphic organizers of Materials
and Learning educational ✓ Problem Sets
5. Instructional System technology 1. the different concepts ✓ Written Tests/ • Teaching
and Instructional Manila, PH. Rex to be defined through Quizzes Manuals
technology Bookstore the use of concept ✓ Oral Reports • Graphic
6. Technology Tools  Lucido, P. & ✓ Use a rating organizers
mapping.
B. Roles of ICT in Teaching Corpuz, B. (2012).  Whole group scale for the
for Learning Educational discussion: Present concept map
technology 2. developed by
to the whole class
Quezon City, PH. each group.
Lorimar Publishing group outputs.
Co.  Individual Research:
 http://k12teachers Encourage students
staffdevelopment. to validate the
com/tib/introductio concept map and
n-tp-technology-
conceptual
for-teachers/
 http://www.educati definitions.
onscotland.gov.uk  Dyads
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/learningandteachi  Triads
ng/approaches/icti  PowerPoint
neducation/roleofi Presentations
ctinlearning.asp  Video Clips
 Researches
 Brainstorming
 Problem Solving
 Oral Reports
 Simulations/ Games
 Inductive/ Deductive
Method
 Seminar-Workshop
 Hands-on Activities
 Blog site creations
 Lecture-Discussions
 Library Research
 Discovery Approach
 Demonstration Small-
Group Cooperative
Learning
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UNIT II
POLICIES AND SAFETY ISSUES IN TEACHING AND LEARNING
TEACHING LEARNING
ACTIVITIES
(TLAS)
(ALO) etc)
1.2. Enumerate the national Unit 2. Policies and Safety  Anderson, J.  Forum With ✓ Interrogator – • Online/ 1 week
ICT policies affecting Issues in Teaching and (2010). ICT Resource Person: Reporter – Internet
classroom practices Learning Transforming Invite a resource Observer Resources
Education: A
person to talk on ICT
Method • Modules
A. ICT National or Regional Guide, ✓ Pen and Paper • Blog Sites
national and ✓ Reflections,
International Policies UNESCO • PowerPoint
That Are Applicable to Bangkok Asia and international policies Making Presentations
Teaching and Learning Pacific Regional applied to teaching Connections • LCD/ DLP
Bureau of and learning Output from the • HD LED TV
Education  Whole group Activity using the • Textbook
1.3. Describe the B. Safety Issues in ICT  Lucido, P. & CERA format in
discussion: Present • Books
implementation of ICT Corpuz, B. (2012). blogging.
to the whole class • Res`ource
policies in teaching- Educational ✓ Problem Sets
group outputs. Materials
learning. technology 2. ✓ Written Tests/
Quezon City, PH.  Individual Research: Quizzes • Teaching
Lorimar Publishing Encourage students ✓ Oral Reports Manuals
Co. ✓ Posting of • Freedom Wall
to validate the
 Documents: comments ICT in the
concept map and classroom/
• The conceptual policies in
Philippines Freedom Wall/ Blog Created
definitions. and
ICT Roadmap Blog
 Dyads ✓ Checklist on the Administered
 Triads by the
• DepED Five- practices that
 PowerPoint address safety Teacher
Year
Information Presentations issues. • Accomplished
and  Video Clips Checklist
Communicati  Researches
on  Brainstorming
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Technology  Problem Solving

for Education  Oral Reports
Strategic Plan  Simulations/ Games
(DepED  Inductive/ Deductive
ICT4E Method
Strategic  Seminar-Workshop
Plan)  Hands-on Activities
Executive  Blog site creations
Summary  Lecture-Discussions
 Library Research
• RA 10844,  Discovery Approach
Sec. 3 (An  Demonstration Small-
Act Creating Group Cooperative
the Learning
Department of  Group Interviews:
ICT, Defining Organize small
its Powers groups to conduct
and interviews and
Functions, observations on
Appropriating practices that
Funds, and address safety issues
Other on ICT for teaching
Purposes) and learning.
• SEAMEO
INNOTECH
(2010) Report
Status of ICT
Integration in
Education in
Southeast
Asian
Countries)
Page 9 of 27
TEACHING LEARNING
ACTIVITIES
(TLAS)
(ALO) etc)
1.4. Identify ICT policies that C. Uses of ICT Policies  Library Work ✓ Written Test • Posters
are incorporated to the in the Teaching and  Reportorial ✓ Critique • Books
design and ✓
Learning Environment  Case-Study Oral Test • Syllabi
implementation of ✓
teaching-learning  Lecture-Discussion
Performance • Charts
test • Chalkboard
activities.  Demonstration ✓ Accomplished
 Individual Research: • Eraser
observation • Overhead
Encourage students guide Projector
to research on other ✓ Learners’
• Factsheet
school ICT Policies written
• Class
and best practices description and
Observation
opinions on
 Class Observation Guide on
their newly
(Field Study): the
crafted ICT
Observe how ICT utilization of
Classroom
policies are utilized ICT policies
policies.
in the
in the classroom. classroom
 Facilitate the
Creation of the
Classroom Policies
agreed upon by all
learners.
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UNIT III
THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF TECHNOLOGY DRIVEN LEARNING LESSONS
TEACHING LEARNING
ACTIVITIES
(TLAS)
(ALO) etc)
2. Identify learning theories Unit 3. Theories and  Lucido, P. & Active Learning with Reflection Posted Online Class 1.5 hours
and principles applied in Principles in the Use and Corpuz, B. (2012). Teacher-Led Discussion on the online Blog/ Blog or Site/
the use and design of Design of Technology Educational on Dale’s Cone of Classroom-made Classroom
learning lessons with Driven Learning Lessons technology 2. Experience and how its Twitter Wall made Twitter
technology Quezon City, PH. principles and theories Wall
2.1. Identify learning A. Learning Theories and Lorimar Publishing are utilized in the
principles and theories Principles in: Co. technology-driven
that are applied in 1. Dale’s Cone of teaching and learning
technology driven Experience (with  https://www.youtu
teaching-learning equal attention given be.com/watch?v=
models. to both the p~eSxgRetvk
Conventional
Technology and the
Innovative and
Emerging
Technology for
Teaching)
Page 11 of 27
2. TPACK (Technology  TPACK in Two Image Analysis: Restricted Essay Video Clip 1.5 hours
Pedagogy and Minutes
Content Knowledge) https://www.youtube. Multimedia
com/watch?v=FAgVS Projector
QtZELY
Computer
 Heinich, R.
(2003).
Instructional
media and
technologies for
learning. (7th
edition). Upper
saddle, New York.
Merril Prentice
Hall
3. ASSURE Model  Smaldino, S. et.al. (Active Learning in a Checklist on the MEtacards 1 week
(Analyze Learners, (2005). Brief Lecture given by Elements included
State Objectives, Instructional the teacher). The in a lesson using Fish Bowl
Select Methods, technology and FishBowl Activity: the ASSURE Model Container
Media & Materials, media for learning, Learners are given and the rating scale
Utilize Media & 8th ed. New metacards and asked to
Materials, Require Jersey, Pearson write a question of
Learner Prentice Hall pp. clarification about the
Participation, 53-65. topic (i.e. questions
Evaluate and concerning the
Revise) application of the topic
to practical concepts).
Teacher draws these
questions from the bowl
and answers the
questions or asks the
class to answer them.
(This could be done
Page 12 of 27
during or after the

input.)
Think-Pair and Share: In

pairs, students will
discuss about the
ASSURE Model and
create their own
ASSURE lesson.
UNIT IV
ICT IN VARIOUS CONTENT AREAS
TEACHING LEARNING
ACTIVITIES
(TLAS)
(ALO) etc)
3. Integrate media and Unit 4. ICT in Various  K to 12 Curriculum Brief Lecture: Explain Oral examination Multimedia 2 weeks
technology in various Content Areas Guides (DepEd, 21st century literacy Projector
content areas 2012) skills with emphasis on
3.1. Review teaching plans A. 21st Century Literacy digital literacy skills. Laptop
that require learners to Skills  Lucido, P. &
connect the content of Corpuz, B. (2012). Research on Teacher-made/
the lesson to society. Digital Literacy Skills Educational Instructional Design Teacher-
• Media technology 2. Models and prepared
• Information Quezon City, PH: Collaborative Work on samples of
• ICT Literacy Lorimar Publishing designing an infographics.
Co. infographics or a visual
B. Instructional Design image of the assigned
Models  Anderson, J. instructional Design
• Gagne’s Nine (2010). ICT Model to be presented
Events Transforming in class,
• Bloom’s Revised Education: A
Taxonomy Regional Guide.
Page 13 of 27
• ADDIE UNESCO
• Merill’s Principles of Bangkok Asia and
Instruction Pacific Regional
Bureau for
Education
 Williams, M.
(2000). Integrating
technology into
teaching and
learning: An Asia
Pacific
perspective.
Singapore:
Prentice Hall
 UNESCO (2013).
Training Guide on
ICT Multimedia
Integration for
Teaching and
Learning. pp. 56-
59.
 Bellanca, J. &
Brandt, R. (2010).
21st Century Skills:
Rethinking How
Students Learn
*Leading Edge)
Page 14 of 27
TEACHING LEARNING
ACTIVITIES
(TLAS)
(ALO) etc)
3.2. Introduce sample C. Technology-Enhanced  Smaldino, S. et.al. Inquiry-Based Lesson exemplar A Lesson Plan 2 weeks
technology-enhanced Teaching Lesson (2005). Approach: Introduce a analysis output exemplar
lessons to support Exemplars Instructional technology-enhanced
learning technology and teaching lesson
media for learning, exemplar.
8th ed. New
Jersey, Pearson Analysis of a teaching Checklist
Prentice Hall plan exemplar – focusing on
identifying the elements how
in designing a lesson technology is
and discussing the integrated in
possibilities of the lesson.
technology integration.
Demonstration: Demonstration
Demonstrate a sample Guide
technology-enhanced
lesson.
3.3. Select ICT and D. ICT and Conventional  http://www.educat Group research and Presentation of Multimedia 3 weeks
conventional learning Learning Materials to orstechnology.co presentation of the selected equipment
materials designed to Enhance Teaching- m/2012/06/33- digital learning materials instructional media
enhance teaching- Learning. digital-skills-every- identified as appropriate appropriate for the
learning 21st-century.htm/ and feasible in a given teaching and
1. Digital Learning Resources teaching-learning learning context.
a. Google Docs  http://www.edtecht context.
b. Survey Monkey eacher.org/gafe
c. Others
2. Conventional Learning
Resources
a. Flip Charts
b. Realia
c. Others
Page 15 of 27
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ TEACHING LEARNING ASSESSMENT OF RESOURCE TIME
OBJECTIVES (DLO) SUBJECT MATTER REFERENCES ACTIVITIES LEARNING MATERIALS TABLE
(TLAS) OUTCOMES (LCD, Charts,
(ALO) etc)
3.4. Identify flexible E. Distance Learning  Anderson, J. Forum-Discussion; KWL Chart Teacher-made 2 weeks
learning through (2010). ICT Conduct a forum on • What I Class Site (e.g.
online Types of Online Distance Transforming Distance Learning Know google site,
communications Learning Education: A • What I Want weebly, etc.)
(synchronous/ • Synchronous Regional Guide. Demonstration and to Know
asynchronous • Asynchronous UNESCO hands-on exploration on • What I
modality) Bangkok Asia and the synchronous and Learned Skype
Pacific Regional asynchronous online
Bureau for distance learning using Checklist
Education the Class Site. KWL Chart
template
 Melton, R. (2002).
Planning and
developing Open
and Distance
Learning: A
Quality Assurance
Approach
 unesdoc.unesco.o
rg/images/0012/00
1284/128463e.pdf
3.5. Describe flexible F. Technology Tools in a  Smaldino, S. et.al. Brief Lecture on the Paper and Pencil Google docs
learning Collaborative Classroom (2005). different technology Test
environment that Environment Instructional tools in a collaborative
enhances technology and classroom environment
collaboration with media for learning,
the use of 8th ed. New Small Group Discussion
technology tolls. Jersey, Pearson – Student Led
Prentice Hall
Page 16 of 27
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ TEACHING LEARNING ASSESSMENT OF RESOURCE TIME
OBJECTIVES (DLO) SUBJECT MATTER REFERENCES ACTIVITIES LEARNING MATERIALS TABLE
(TLAS) OUTCOMES (LCD, Charts,
(ALO) etc)
3.6. Reflect on the use G. Relevance and  Smaldino, S. et.al. Based on the lesson Reflective narrative Rubric 2 weeks
of technology and Appropriateness in the (2005). demonstrated, the class or Entries in the focusing on the
on its relevance and Use of Technology in Instructional will analyze and “Classroom Twitter appropriatenes
appropriateness Teaching and Learning technology and determine the Wall” in the s of the
media for learning, appropriateness and classroom/ Blog material in
Principles in Selecting 8th ed. New use of technology. Created and instruction
Instructional Materials based Jersey, Pearson (Variation: Based on a Administered by
on their Appropriateness and Prentice Hall lesson plan exemplar) the Teacher
Feasibility
• Appropriateness  Eayde, M. & Class presentation of Self or Peer
(Target Learners and Lockyer, M. their evaluation of Evaluation of their
Instruction) (2013). Tools for instructional materials assessment
• Authenticity Learning. used in the lesson
(Dependable) Retreived from
• Interest http://rp.uow.edu.a
• Cost (Economy) u/cgi/viewcontent.
• Organization and cgi?article=1413&
Balance content=asdpaper
s
And other considerations:
Environment Factors,
Dynamic Variables (e.g. size
of class, attitudes, etc.)
Page 17 of 27
UNIT V
INNOVATIVE TECHNOLOGIES FOR TEACHING – LEARNING AND ASSESSMENT TASK
TEACHING LEARNING
ACTIVITIES
(TLAS)
(ALO) etc)
4. Formulate teaching- Unit 5. Innovative  Smaldino, S. et.al. Students’ research on Reporting and Assessment 1 week
learning experiences and Technologies for (2005). examples of technology- Feed backing tools
assessment tasks using Teaching-Learning and Instructional assisted tools in
appropriate and innovative Assessment Task technology and assessment in learning
technologies media for learning,
4.1. Identify Technology- A. ICT and Assessment in 8th ed. New
assisted tools in the Learning Jersey, Pearson
assessment of learning 1. Assessment Tools Prentice Hall
 Victoria State
Government
(2013).
Assessment
Tools. Retrieved
from:
http://www/educati
on.vic.gov.au/scho
ol/teachers/suppor
t/Pages?tools.asp
x
B. Tools in evaluating  http://www.edtecht Workshop on the Workshop output
appropriate eacher.org/assess formulation of tools to
assessment tools (ex. ment evaluate assessment
Checklist, rating scale) tools
 UNESCO (2013).
Training Guide on
ICT Multimedia
Integration for
Page 18 of 27
Teaching and
Learning. pp. 60-
63.
 Angelo, T. &
Cross, K.P.
(1993). Classroom
Assessment
Techniques. 2nd
Ed., A Handbook
for College
Teachers
Demonstrate proficiency in C. Technology-Enhanced  Smaldino, S. et.al. Lesson Planning Rubrics for ASSURE 1 week
the formulation of teaching- Lesson Using the (2005). assessing lesson Model
learning experiences using ASSURE as Instructional plans
innovative technologies Technology- technology and Critiquing of lesson
Integration Model media for learning, plans
8th ed. New Revising of lesson
Jersey, Pearson plans
Prentice Hall
Page 19 of 27
UNIT VI
SOCIAL, ETHICAL AND LEGAL RESPONSIBILITIES IN THE USE OF TECHNOLOGY TOOLS AND RESOURCES
ASSESSMENT RESOURCE
TEACHING LEARNING
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ OF LEARNING MATERIALS TIME
ACTIVITIES
(TLAS)
(ALO) etc)
5. Demonstrate social, Unit 6. Social, Ethical and  http://www.digitalci Lecture-discussion on the Written exam A Worksheet
ethical, and legal Legal Responsibilities in tizenship.net/ nine elements of digital for Talk it Out
responsibility in the use of the Use of Technology citizenship
technology tools and Tools and Resources  http://www.edusca Scenarios
resources pes.com/sessions/
5.1. Show, give examples, A. Digital Citizenship social/tech/
observe social, ethical, Group research on the Rubrics
and legal responsibility • Nine Elements of  Smaldino, S. et.al. social, ethical and legal assessing
in the use of technology Digital Citizenship (2005). responsibilities in the use research
tools and resources. Instructional of technology tools and presentations
B. Social, Ethical and Legal technology and resources by teachers. and outputs
Responsibilities in the media for learning,
Use of Technology Tools 8th ed. New
and Resources by Jersey, Pearson Take it Out (from Global
Teachers Prentice Hall Digital Citizen
Foundation). An activity
on taking a stance on an
issue and defending it.
Learners are given a
scenario primarily
focusing on social, ethical
and legal responsibilities
in the use of technology.
Analysis of the different
cases involving social,
ethical and legal issues
on technology use.
Page 20 of 27
TEACHING ASSESSMENT RESOURCE

DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ LEARNING OF LEARNING MATERIALS TIME
OBJECTIVES (DLO) SUBJECT MATTER REFERENCES ACTIVITIES OUTCOMES (LCD, Charts, TABLE
(TLAS) (ALO) etc)
5.2. Identify examples of C. Intellectual Property  www.ipophil.gov.p Group research on the Rubrics RA 8293
compliance of IPR in Rights Applicable to h/images/Patens?I Intellectual Property assessing Document
educational setting the Educational Setting RRs?RepublicAct Rights in the research An Act
Copyright and Related 8293.pdf Educational Setting presentations and prescribing the
Rights Copyright Law outputs intellectual
(Part IV) Class presentation of property code
research outputs (e.g. and establishing
poster, infographics, the intellectual
hootboard, etc.) property office
providing for its
powers and
functions and for
other purposes
5.3. Enumerate digital D. Digital Safety Rules  www.safekids.com Four As Activity: You Class formulated Computer/ Laptop
safety rules that • Rule 1: Research /kids-rules-for- Know the Rules (from Guide on Digital
ensure child online before you register online-safety Global Digital Safety Rules Multimedia
safety and prevent • Rule 2: Citizenship Projector
cyberbullying Discriminate  www.educationwo Foundation) Learners
• Rule 3: Think rld.com/a- imagine that they can
before typing tech/tech/tech044. draft three rules what
• Rule 4: Require ID shtml every digital citizen
• Rule 5: Trust your must follow. What
gut  www.collegeview. would they make and
com/articles/artice why? Abstraction,
/smart-students- Analysis & Application
in-a-digital-world
Forum Discussion on
the digital safety rules
Page 21 of 27

(TLAS) (ALO) etc)
5.4. Discuss safety rules E. Cyberbullying  https://www.stopb Debate on Posters and Video clips on
in obtaining resource ullying.gov/cyberb Cyberbullying digital Cyberbullying
materials from local ullying/what-is-it/
area network-based Small Group
and the internet Discussion
5.5. Describe the F. Netizens in Cyberspace  Brief Lecture campaign Posters

community of Active Citizenship materials
learners as netizens
who share and utilize
digital materials
5.6. Practice standard G. Netiquette (social  Abushakara, N. Advocacy Campaign
netiquette in sharing conventions online) (2016). Netiquette:
and utilizing shared Modern manners Forum
materials among for a modern
learning communities world. The
ultimate guide to
online etiquette.
Create Space
Independent
Publishing
Platform
 Tuffley, D. (2014).
Email etiquette:
Netiquette for the
information age.
Altiora
Publications
Page 22 of 27

(TLAS) (ALO) etc)
5.7. Show/ demonstrate Joining social media Rubrics Rubrics
support to school site assessing
learners as part of behavior in social
learning community Role playing on how to media sites
in their digital culture support school learners
and behaviors as part of learning
community
5.8. Identify educational H. Educational Sites and  Diaz, C.G. and Group research to Pencil and paper Multimedia 2 weeks
sites and portals Portals Declaro, R.A. identify educational tests projector
suitable to their (2013). UNESCO sites and portals
subject area training guide on List of
ICT multimedia Presentation and educational sites
integration for sharing of research
teaching and outputs (e.g.
learning. retrieved infographics, digital
from Creative advertisement,
Commons License brochure, bulletin
board display/ online
 http://creativecom bulletin board)
mons.org/licenses
/by-sa/3.0
 https://globaldigital
citizen.org/50-
educationa-
technology-tools-
every-teacher-
should-know-
about
Page 23 of 27

(TLAS) (ALO) etc)
5.9 Join online expert and I. Online Communities of  Anderson, J. Practicum on sample Rating scale Online learning
learning communities Learning e.g. (2010). ICT strategies on how to sites
• Facebook Transforming join experts’ learning Reflection
• Twitter Education: A communities Gibb’s Reflective
• Instagram Regional Guide. Cycle template
• Webinar UNESCO Bangkok
Asia and Pacific
Regional Bureau
for Education
5.10 Use resources from J. Online Resources e.g.  Anderson, J. Group research and Check list
relevant mailing lists and • Open source (2010). ICT application of the
online journals • Multimedia Transforming identified relevant
resources, video Education: A mailing list and online
sites Regional Guide. journals
• Finding images UNESCO Bangkok
• Music and video Asia and Pacific
webcasts Regional Bureau
• Locate web for Education
resources by topic
• Others
5.11 Describe technology K. Collaborative Projects  http://www.ascd.or Student Led-Group Pencil and Paper Multimedia
tools that are used in i.e. The Problem-Based g/publications/boo Discussion Test Projector
group activities Project or Project- ks/102112/chapter
Based Learning s/What-Is_Project- Lecture
Based_Multimedia
_Learning%C2%A
2.aspx
Page 24 of 27

(TLAS) (ALO) etc)
5.12 Use technology tools to L. Technology Tools for  http://www.emergi Lecture-demonstration Practical Test Internet
collaborate and share Collaborative Work ngedtech.com/201 connectivity
resources among e.g. 4/05/20-excellent- Workshop/ hands-on
communities of practice • Google Drive free-tools-for- experience on the tools
• Edmodo interactive-
• bubbl.us collaboration- Online Chat Session
• Wikispaces experiences-in-
• Others the-classroom/
Grading System:
WRITTEN WORKS (20%)

(Reaction/ Position Papers, Research Works, Problem Sets, etc.)
PERFORMANCE TASKS (50%)
(Online/ Offline Acts, Long Exams, Quizzes, Online Assessments, Portfolio, Blogs, etc.)
TERM EXAMS (30%)
TOTAL 100 %
Computation of Grades:
Midterm: 1/3 of grade
Final Term: 2/3 of grade
Page 25 of 27
SUGGESTED READINGS AND REFERENCES:

Abushakara, N. (2016). Netiquette: Modern manners for a modern world. Create Space Indepdendent Publishing Platform.
Anderson, J. (2010). ICT Transforming Education: A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education.
Angelo, T. & Cross, K.P. (1993). Classroom Assessment Techniques. 2 nd Ed., A Handbook for College Teachers.
Balado, R. (2012). Basic concepts in educational technology 1. Manila, PH. Rex Bookstore
Bellanca, J. & Brandt, R. (2010). 21st Century Skills: Rethinking How Students Learn *Leading Edge)
Diaz, C.G. and Declaro, R.A. (2013). UNESCO training guide on ICT multimedia integration for teaching and learning. retrieved from Creative
Commons License
Heinich, R. (2003). Instructional media and technologies for learning. (7th edition). Upper saddle, New York. Merril Prentice Hall
http://creativecommons.org/licenses/by-sa/3.0
http://k12teachersstaffdevelopment.com/tib/introduction-tp-technology-for-teachers/
http://www.ascd.org/publications/books/102112/chapters/What-Is_Project-Based_Multimedia_Learning%C2%A2.aspx
http://www.digitalcitizenship.net/
http://www.edtechteacher.org/assessment
http://www.educationscotland.gov.uk/learningandteaching/approaches/ictineducation/roleofictinlearning.asp
http://www.eduscapes.com/sessions/social/tech/
http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-experiences-in-the-classroom/
https://globaldigitalcitizen.org/50-educationa-technology-tools-every-teacher-should-know-about
https://www.stopbullying.gov/cyberbullying/what-is-it/
https://www.youtube.com/watch?v=FAgVSQtZELY
https://www.youtube.com/watch?v=p~eSxgRetvk
Lucido, P. & Corpuz, B. (2012). Educational technology 2. Quezon City, PH. Lorimar Publishing Co.
Smaldino, S. et.al. (2005). Instructional technology and media for learning, 8 th ed. New Jersey, Pearson Prentice Hall
Tuffley, D. (2014). Email etiquette: Netiquette for the information age. Altiora Publications
UNESCO (2013). Training Guide on ICT Multimedia Integration for Teaching and Learning. pp. 60-63.
www.collegeview.com/articles/artice/smart-students-in-a-digital-world
www.educationworld.com/a-tech/tech/tech044.shtml
www.ipophil.gov.ph/images/Patens?IRRs?RepublicAct8293.pdf
www.safekids.com/kids-rules-for-online-safety
Page 26 of 27
Evaluative Measures:
Observations: Classroom observations are designed to provide an opportunity to observe the students in different educational settings.
Internet Exchanges: Students will pass through email their assigned task and will take note of the comments of the teacher through the Online Class and
the special web page developed for the course.
Field Study/Journal Entries: Students are required to write their daily experiences during the field study.
Portfolio: Students will pass a portfolio that includes the prescribed requirements in the course. This would include the repertoire of teaching materials,
journal entries, research outputs, internet exchanges, enrichment of the topics discussed.
Oral/Written Presentation: Students will be asked to lead the class discussion on one of the course topics. The assignments are designed to develop
students become "expert" on a concept or strategy and present it to the class in a manner that encourages thoughtful discussion. After the completion of
the presentation, students will need to submit 1) an in-depth written discussion of the topic and 2) a reflection on your learning from the assignment and
the ways in which these learning will be important in your teaching.
Attendance/Participation: Students are required to participate in class discussion and share expectations regarding assignments.
Major Examinations: Students must take and pass the major examination. Passing percentage is 75% of the total items.
Research Presentation: Students must present research outputs as enrichment in the lesson or topic discussed.
Prepared by: Recommending Approval: Approved by:
JAMES L. PAGLINAWAN, PhD VIRGENCITA B. CARO, PhD GLADYS S. ESCARLOS, PhD

Education 63 Instructor Chairperson, Professional Education Department Dean, College of Education
Page 27 of 27

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OUTCOMES-BASED SYLLABUS IN TECHNOLOGY FOR TEACHING AND LEARNING 1 Central Mindanao University, College of Education, Musuan, Bukidnon

Department of Professional Education

COURSE SYLLABUS IN EDUC 63

Revised: August 2022

COURSE OUTLINE WITH TIME ALLOTMENT:

TOPICS No. of Hours

ALIGNMENT OF COURSE OUTCOMES WITH SUMMATIVE TASKS:

Course Objectives Summative Assessment Task Details

Technology  Problem Solving

during or after the

Think-Pair and Share: In

TEACHING ASSESSMENT RESOURCE

TEACHING ASSESSMENT RESOURCE

5.5. Describe the F. Netizens in Cyberspace  Brief Lecture campaign Posters

TEACHING ASSESSMENT RESOURCE

TEACHING ASSESSMENT RESOURCE

TEACHING ASSESSMENT RESOURCE

WRITTEN WORKS (20%)

SUGGESTED READINGS AND REFERENCES:

Prepared by: Recommending Approval: Approved by:

JAMES L. PAGLINAWAN, PhD VIRGENCITA B. CARO, PhD GLADYS S. ESCARLOS, PhD

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