Course Objectives Summative Assassmont Task Oatale oo : é instivetonl lan (Conscve + Thorevisens meen tho unt of workaring ple. + Tho technology tools, ICT resources ant oher educational techroeg fects uted in the ean pan +The IMs and leaming resources produced and critqued inthe entre couse SAMPLE LEARNING PLAN See He cee : ine Desired Leaming | Course Conon? Textbooks] Teaching and Learning ActWites | Assessment roe] Tne] ‘Outcomes (DLO) | Subject Matter References (TAs) | Task (ATs) | Table Use ert divelop Yat” Uni. Using Tn Dveloning Thou Canty Skis: 2st Century SkisfCT inthe st Infermaton, Media and | Century Skis Guide the students ogo over he K | Repertory Technology Sil wit w2Cireuun Panevan to | SB trast on rea A Kio 12Sdone Biter 6.6.oniJ. M Lapa, | Sm (econ) © | Fomine Thinking and Problem. Curfctum Framework | (2006) Using technology inthe | fatlaizetbemvith heintended | cure | Kiot2 | sohing | classroom USA: Pearson leaning competences of ere year | gfe visas | Curlin eatin, he level Iideniied 21 | Gudestor | Analyae Science learing pp. 242-246 czrtyssiza | sconce | thking and ans in the context of the 0 pales hp doped co phistestotauttle problem sohing sigeg00 "Mah S2006 pa Sis andi ‘eos | 8.218 ontuy Communication skils ‘Guide the students to review some | Short Briefing | Sample uns inthe cucu guido with | Paper Leating or | toauson the develgment of | desering Unit Pans i cont sits: Bing and | ERTS HE problmsoiing igre 21st | Page 147 of 216 ee ww eDesired Learning | Course Content/ Textbooks! Teaching and Learning Activities | Assessment ‘Outcomes (DLO) ‘Subjoct Mattor (TAs) Task (ATs) eee ‘century critical C. Learning Actes to velop ctica thinking and problem-solving D. Promoting Digital Citizenship Digital Citizenship (2016) Retrieved trom hitp:!ww ist orastandards/stan 5 sudents-2016 UNESCO (2018). Fostering Digital | Citizenship. Retrieved from ‘i.e unasooblkoraeducation ‘ntresouresipublesionselbray- themestesehing and. icamnglestenng-digta-ciizensip. though safe endesgonsbiesee tie ICTin Education. itn unescob oreducaton otresowcestoe-educatonal resourses! “econ el he share an ty Lead them fo the spectic unis that thinking and cane bet taught wah heuseof | Probe song ‘stg ICT and it them | refionalze why. | eevlepnent. | ‘Basad on the identified units, et students plan for atleast tor 2 ‘major learning activities that wil facial the development of coal thinking and problem-solving in their tothe whote class at east one acivly hey have constructed. Prosent introducton about cigtal Citizenship. A basic concept map ‘may be shown toll students have ‘ninitial backoround of what igjital ciizenship is. Relate this tothe critica thinking and problem solving skis that were presented in the previous activites inthis unit. After the short intoduton, let students open a sites where peopla can ‘comment on a post (could be their 8 accounts-this wil be an ‘opportunity forthe teacher to Concept Wap on Digital Citizenship Page 148 of 216ested Leaning | Course Conon” ToAbooRs7 Teaching and Leariig Actes | Rsvessmont | Resource | Te Outcomes (1.9) Subject ater References As) Task(ATs) Materials | Table process wll students poston their FB}, Letthom show a post whero ‘hey gt offended or they think the comments were offensive. Have | ‘hem share what they fet while reading hese comments. Process ‘heir ideas by relating the concept of Aig citzensip, Prosont a case of plagiarism of Siuzted coe rts yer nd | ert os. | Publ stuns Discuss thebestof | camper 28°60 copyright and fair use guidelines for | wth e shopping | Plagiarism teachers. Ask ways by which feachersand students can show | (The groupis | Interactive {igi cttzenship aways when they | PFeSeed wth | sites fie cpt resources pores | Mode Staion anda | SatOweD | ‘Have students open various sites list of five to. swoditechs and alow themto explore how ICT eight possible | plnieractve Cen devep 2 cenuy sats. | eo Poseble | lea Seagesta sto | estuton, | Webs t np Reacting about comedecht | pintraciva Science Webstostim | petcaietaces | 2 ont feet var eel gem Mine the opfons he + Stiene Kids youp selects) 1 Natonal Geographic Kids »_Wonderville | aed Page 149 of 216 BE 4 re eSDesired Learning Course Content” Textbooks) Teaching and Learning Activites | Assessment | Resource | Time Outcomes (0LO) Subject Matter References (LAs) Task (ATS) Table + Try Science a Enhance the Science | Revisiting of Science learning | Biller. G.G. and J. M Legacy. Guide the students fo explore on | Annotations on | Computer | 2 hours feaming plan to develop | plans: integration of 21st century | (2008), Using tecrnology in the ‘existing samples of unit plans in ow some ICT | Projector 218 Canty Skis trough | tical inking and problem-soking | Cassroom. USA: Pearson Soince toolsmay | Leeming | \crintegraton ‘sills and ICTS bere i bales Plans pie Instinct he sutenstorevew | SME bipnhm usu. ein Science learning plans and ‘Hin identity som learning acts they ray sugges that may enhance 21st century ital thinking and problem sling sil integraton, Letthem wit her wre these and clscuss in dass Facitate a ciscussion by asking the students to choose wich spate Unit tom the curculm guide they cen work on for her uit planing which shouldbe ICT integrated. Let | them explain how ICTS wil enhance the development of he 21 century cial thinking and problem-solving shils or competoncies roquied in the curiulum guide Develop project: and | Unit2. Developing Problem Thou problen-based, based and Project-based collaborative activities | Instructional Plans using fechnoloay 0018 | Noire of Probiombased and _| J. Lebaron and C, Coli (2001) Following the sient init Developed | Suggested ces Page 150 of 216 aDesired Learning Course Content” Textbooks] Teaching and Learning Activilies | Assessment | Resource | Time Outcomes (010) Subject ater References As) Task ATS) | Meters _| Table ae rojee based approaches Technolgy place Seca | approach bagi ty pesaning | cheek cf | sie tov Esplin problan-based lconotegy nisin schoo. | problemandaskibe students to | eeenis of | Whalis sod eming | Teasing wth Profs Cate Jossey- Bass ne pp.2-_| suggest aions. problem: and | prope tj beostearng % posatacs | Beet Project Based- Multimedia Learing: approach as Media Facilitate the thorough reviewot | evidence of | Learning?” Using Technology o Enhance PBL and PBL, Stdonis must be | ei teins | Sent inury able to ge eral or cases, | understanding | esodorgu | ofthe reviawod | bications> learning plans, | ooks!10211 Dichapters/ | Handouts Presentthe 7 Essentials for PBL | Essay (1. Need to Know2.A Driving discussing Samples of Question 3. Student Voice & Choice | problem-based | Project. 4,21 Century Skits 5. Inquiry | and prject- | Based Innovation 6. Feedback & Revision | based leaming | Multimedia 7.APublily Presented Product | approaches. Leaming Introduce the concopt of Anchored Instruction. Anchored lnstucton- is a tamework for merging probiem solving with content-specic insiuction Sohing Contert-Spectc Problems: ‘The ABCS of Activity As for Authentic Acivitios Bis for Buicing Knowedge Activitos Cis for Constructing Activities Page 181 of 216Desired Learning Outcomes (DLO) Course Content” Subject Matter Teribooks? Roferonces Teaching and Learning Activities (LAs) ‘Assessment Task (ATs) | Resource | Time | laterals Sis for Sharing Actviies Introduce a problem tothe class which may ba solved using ‘technology tool ke the “Soccer Problem” htasfiluminations acim ora(Games -Puzzies.aspn), Ths asks where should a socer payer be placed so that he has the best chance in ‘making a goal. Another example can be the "Bithday Paradox” (Ctpsiluminations nein org Search aspx viewssearchétype=isaqr=9- 412). Her, students use @ graphing Cealeulator and perform a graphical “analysis ofthe birthday probiem function Esplin paris of problem-based and project-based learning lan Basic Pans ofa Learning PianlUnit Pian Wiliams i: (2000. tegraing technology nto teaching and learning. Singapore. Pearson Education Asa Pe Lid pp, 18:25, A day before, let students go over the rpatire of sarpe leering plans reviewed during the first 3 ‘seks or these wth Peps Have " Beveloped | Learning Pan | Template (nay [nena rom Bhs Page 182 of 216{ Desired Learning | Qutcomes (010) Fexibooks References Teaching end Learning Activities | Assessment (ras) Task (ATs) Resource | Time Matorials | Table DepEd Order no. 70, s. 2012 them review the parts and describe | DepEd, the contents ofeach par Focus | UNESCO, Inel Guidelnas onthe Preparation of | their attention on the pars Where | ang other Daily Lessons ‘itp liamw daped oouphistesideta ufleslerdev/2012D0 s20'2 70.p | shoud be integrated. Let them df the elements of problem iptaserpiee Leaming Pian | besediprece based fearing aaa iden from the sare plans he man fearing ait rat wit =| A paper requie students tod inary discussing he acivies or create projects, ead | parts ofa studonts tothe pat ofthe sample | reblem-based plan where the problem or project | ect i acts ae indicated, teeodoaring Presant io the class some samples _ plan of Leeming Plan Assessment tools | (UNESCO) that wl guido them to review provided sare Based onthe revewotsemple | plans, lot studs prepare their fo drat, ie tine for hem create 0 tpl is avaible) the documentusing a Word application (or using a paper or | mania paper) folowng be base pals iene. Let students chero thei atput fo pers for eorbac Related Activites: Review samples of problen-and or project based unt pe (s00 | hitps:Hengage inteLcoroesiDOG- | _ Page 183 of 216Desired Learning Course Content! | Textbooks! Teaching and Learning Activit Assessment Resource | Time Outcames (LO) Subject Matter References (TAs) Task ATs) | Materials | Table 52038), Download deared sarplos ‘Samples of ade studonts review each plans, problem: Provide local Dep samples of and ot leering pans fer futhor view Lot projet stutans forall concep on based unt problem and projec-nasd learning plans based on the samples reviewed. httosslenga einlaLear Comparison ofthe sitference of } Boosi0C- Problem and Project Based $2008 Leaming (se hit edutooiacrablotabls- pus-xb/-hname) Give tine Problem for Susenis to rad te arioe and Project Based | Learning 1 bist | edutooisor ghlogpb- weobhvs xbljohn iarmey) Develop a problem based | Wing a problem basediprpct: | Ke 12 Curriculum Guides Using K to 12 Gurion ay | Ravedunt | Paper | Thur ‘and project-based izaming | based leaming plan hito éeped cov.phikto- have chosen previously, let them | plan withthe | Pen pen 2, Developing larring ‘Rewrieuumautos copy the Seence competencies 2rd | tegen ot | Relerences cutoomes forthe develop lerring outcomes out of. | ye vesnny Idantied Science Have tese wien on te template ‘competencies in the chosen | A Revision of Bloom's Taxonomy | they have created. ‘ogether with nitthal best require ICT | by David Krathwoht sample projects integration hitosnwwunco.edulcalisi'stating | Faciltate a class brainstorming on | to be rated by b, Roviowfthe revised | guleomedocumonts dF | possbte perinmances or product | the teacher Bloor's taxonomy of outputs that wil seve as an | using anbric Page 184 of 216Desired Learning ‘Outcomes (DLO) ~] Course Content ‘Subject Mattor Textbooks! References Teaching and Learning Activities (TAs) ‘Assessment Task (AT) Time Table objectives Alignment of competencies, ‘outcomes and assessment ‘with teaching and learing activities for Sence ‘evidence of understanding oF ‘2oqustion ofthe competencies end the leaming outcomes. Out of the identfied performances oF outputs, isthe best that wil sare 25 the students) project Emphasize the need ‘or alignment ofthe project (perermance or product outputs) wih the acnuston of the desired | competencies and outcomes even | bere they wrt ther procedures. | Review the revised Bloom's Taxonomy of Objectives. Let them start dating thelr day 1 lesson of thelr unit by writing their specific objectives, | Lot students considera project idea fortheir unit plan, Give amie time forthernto plan the technology tools that con be integrated in their Ln, Provide a template for their dra. ‘Suggested Acti 4. The des is essigned (preferably randomly, by tater) to Expert Groups, Each ofthe Expert Groups Is then assigned to propose soltion to assessed concams fo at loast they wil be tasked fo ientiy which | Page 185 of 216Desired Learning Course Content ee Textbooks! Teaching and Learning Activities | Assessment | Resource | Time | [Outcomes (DLO) Subject Matior Referances (TAs) Task (ATs) atoriais _| Table ‘one particular facet of the overall project by using scientific method as the guide. For example, a class ‘studying about environmental | issues in their community maybe | tecmology to! | needed to fecal ot? erty tes) tobe evakizes | proce the by theteacer | using @ rubric | shot eacersip in Sera shared decsionmating | ee ee ee Supenise the sudenisin creating | Leadership in Using techrology fools preparing Ms in introducing the uit instuctional materi using shared | technology ool by parorby group | decision making | teingiro coon cert | sng Charades of ge aheabee matbe indued into nore eee, Page 169 of 216 i ¥BosiredLoaraing Course Content? Tortbooke] Teaching and Leeming Actes | Assossmont | Resource | Tine ‘Outcomes (010) ‘Subject Matter References Ms) Task(ATs) | Materiats | Table Evaluate the relevance | Unit 5. Diltal and non-digital i and appropriateness of | resources digital and non-digital resources based onthe earning context Careciertos OCT | Characises of ICT Resources in Lisingot | Pigjects | 1h souoes Solence inure of ita end noncigtl | characterises | Computer resource aranvies Lat students | of CT screen find the wos hatthey consider as_ | resources resources, Aer he ansvess ae Hot checked, organize the words svalabe according ets pe Letthem post Papor and ‘hese onthe board for hacking an oe Finalizing the Ht. Ask them to usty ui they consider the examses 2s digital or non dtl resources. AS an output let them give the ‘haratrsis ofthe two iypes of resources. I | Give a word puzzle that contains a Instruct the studenis to create instructional maleral using technology too by pair or by group taking info account the different characterises of a good IM considering he digital and non- Agta catagories considering the line of spociaization Physical Science Page 170 of 216Desired Learning | Course Conant Taxibooka Teaching and Learning Actes | Assessment | Resource | Time Outcomes (OL) Subject Matter References (LAs) Task ATS) | Materials _| Table : ee Biological Science Students wih tho dovelopod Its | (consitering the cgial and non- dgtal based } willbe grouped, Stuconts wil be made to assess the characteristics of digital and non- | digital based IMs | Sample anvil: Attenfon of sudan wil be invitod to develop digital based IM on cell, and cell organization and another Group wil be made to develop non igi based 'M on cll and cel organization Determine the relevance | Relevance and appropriateness of | Bitter, G. G. and J. M, Legacy. Let the students to inspect and Demonstration | Computer! | 2 hrs ‘and appropcateness of | ICT resources (2008) Using technology in the | analyze lesson exemplarsiesson | on use ofthe IM | Soreen as eke arvana classmom, USA: Pearson ples that led ICT resources. reeceo Stead Eaton, Have them determine the Poet j p.23024 approgriateness basedon the | assessment on learing content leering content Damo Teaching. | Leeson and assessment | exemplars ofthe used | Leecon ; 7 Exernplas i Revise digital learning | Assessment tols Tor selecting ‘Give time to students to go overor | Revision of resourasinrxponse to | relevent nd aonropate gland review and inprove he lesson | lesson th Coedneedso sudents | ron-dighal enumes foxompars that utiaed ether digtal | exemplars | Tips onthe ‘of non-digital resource or both. Use of : Have tem determine tha ita Revsingat Pe ang a Spromttres bate te Foores Integration ofthe use of cigital end Page 174 of 216Desired Learning ‘Course Content” Textbooks! | Teaching and Learning Activities | Assessment | Resource | Time Outcomes (0.0) Subject Matter References (as) Task (ATs) | Materials |Table ‘or-igl resources ond 7 Teaming conto Fiips Tews assessment tals in he LP | cient nt procedure | Blonirport | alteacherst | ipsusa! Develop assessment tol \ toevatct reovarce and feaca ita bideaione af | computer eppropiatoness of digital assessment oolthat can evakate | Developed = ander | 2s anon gi eres treveeioe endeppoyfaeres | fessoent | nal totheleeming context | cf CT resources to thelearing 1 Tae dgtal | cont Lathe aise et | fy | assessment iol by working wih | resources | Scion preci teachers who | | proparedrescurcostorthor | | | Semortaton Lethomssihe | | tool ater week. Have bom elect | cn their experiences and key lesring in dovelosing and valdaing tor assossment oot, Create ICT resources to enhance teaching earring | Crp sates ndetton | Protcedtl | Carover | | sing end ater | have abralnsorming sessonon | Raming, | | emer howto produce ‘CT resourcasin | Seusod by | needed 0 | Science. Have other groups citique | peer andthe make ICT and ovauate using tre assessment. | toacher rpspurces ‘col is q Page 172 of 2166-8 members, Provide india ‘ut-cuts of body parts given to each member completing al he body pats. Lot students post onan assigned corer in the classroom sites presented | 2-01 Desired Learning | Course Content” Teaching and Learning Activities | Assessment | Resource | Time ‘Outcomes (DLO} | Subject Matter (LAs) Task ATS) | Materials | Table [Use technology ios to | Unit 6. Technology tools for 5 : ea collaborate and share collaboration resources among Suggested acivtes: ‘communities of practice | Features and Uses of CT tok for “Focused group discussion 1 Assigned Computer coleboratin and sharing resources group must conhawto share resources inthe | Soh, | Projector | 4 hy Efocive Teaching and Learning in community {atleast 10) Sto Identfy atures and uses | the Electronic Clasracm presentation | Understanct OfICT tools for “Facilitate a collaborative acy 1g Senco ‘collaboration and sharing | Promoting Collaborative and ‘where students wil reflect on the | 2Crtiguing || p.tundsed ‘of resources among Transformative Learning in ‘essence of collaboration in general. | comelemented | -betkoiey.ed communis of practice | CYPer=rACe Stertby grouping ihe stunts wth | WAM SMEPETEL | ein Becoming Information Usars- SSCD (Search, Sort Create, Communicate) ‘one by one as thai body pats calod to post. A Manila paper can be used for posting the body parts, When everyone i called and has posted, let he otter groups move from one comer to another to see ‘ho outputs ofthe others. Let them take note of thelr observations o be shared during the wtole dass Aiscussion. Have the class ok ‘again at their outputs and let them ame thelr creation which wil represent the essence of what they Submit ink of accounts create by students for GBPS age 1730 216‘Desired Learning ‘Course Content” Textbooks! Teaching and Learning Activities | Assessment | Resource | Time Outcomes (DLO) ‘Subject Matter References (TAs) ‘Task (ATs) ‘Materials | Table aan hhave done. Process the whole com) ——*Aeachers- exiviyby aceon toy extant becnplted be odpa ot betoy od tla fom | SME | fresadensardcctivesa oe | BON | ec | noted on the boerd. Ask students to | features of hitpvohetc Sere teres nthe mperane | etontne | dao ed | of collaboration in eal ite tools and £ || situations. Present a short aaa discussion ofthe nature of sharing Planting ‘collaboration as a 2st century skill | Science Conca te sesso ating bs Sues ta so feion = nibereevarn fclabvten ras aed bar avidly sh their students, Educational i ‘Tech and ak dei accomplish a Ke tebe Lek rte toon Too tearng fcolaatin ol tang ti Ae recone Poe onto scale Sar watt rece 2 erounvee propa chat. Let the srs mauisiat | share their ideas to the whole class. ‘cp-youtube: | Encourage students to share the channels cctv atte tat foes frown how ey 26 hg ani tev bb forering Let tem Stare wha ehh ie hbo fia page 1740216Dosted Learning | Course Contr Terboohe? Teaching and Learlng ACWIeS” | Assessment —] Resource | Tine] Outcomes (DLO) Subject Matter References (TAs) Task (ATs) | Materials | Table 7 to's hal they are using. ‘Adaptations hipster Group students into tieds and ctvestes Insinst students to browse the extly coma assigned stes (found in Resource sim ‘materials or tools (kis, blogs, | adaptations, socal bookratng see digo and hn delcus and notte key fares and uses ofthe ols Encode tes | ‘on a table, Let them explore the \ Stes and crate het on accounts inte process ie empleo r them o accomplish sing Students may consider ‘The fl. science portls and conduct site vists addressing various science areas lke: “Understanding Science: hip undsi herkoly ectarticernr oot “Understanding Evolution hitpovolution berkeley edulevotbr ‘anyhome php “Physics Interactives htptphet colorado edu Listing of Ss Page 175 of 216 ca SeeDesired Learning Course Content Textbooks/ Teaching and Learning Activities | Assessment | Resource | Timo Ouicomes (010) Subject fatter Foferencos (TAs) “Pianiing Science icalonal hites:mw.plantingscionce org | sites and portals stable fo | “The sclentists Science bio ienedcation. asceniatndox htm) “Educational Tech and Mabie | Learning hitolwonedueatorstechnology.co 1m2013/12top youtube-channels- {oxseienoe-and nd i ‘Animal Adeptations ifp-intorectivests. neobly.comian ‘nakadantations hin Explain that to guide the design of. ‘oppocuntes for students to become information uses, effective instruction should help them lear to | search for information, sort and judge information, and create and ‘communicate ideas as result of information use Page 176 of 216‘Course Content? Textbooks! Teaching and Learning Activities | Assessment | Resource | Time Desired Learning Outcomes (OLO} Subject Matier References MLAs) Task(ATs) | Materials Table ‘Becoming informaton users-SSCC. iad | Deterine eduction Search, Sort. Create, ising oe Srmameat Noton, and Mug ecucatonal oh. (2003). Teaching wth tecrnolegy sies and portals asec Canad wasworty Thomson suitble fo | Learning Solace — pp. 168-174 Stee | Engage na Communty oF | Communtie of prasicecommunily | Evavetion end infomation Diseuss the features anduses of | Extent ofactviy | Computer| thr Learning (COL for ‘of Leaming for Science teachers | pelea is ive eft ICTtodls for coloration and | a6 Projector Soiance (oval and intetiona) ‘atic val html sharing of resoures among pariipation in| itemet coments of practice. seaneg | Comecton Inte Source Validation Project Efieciveness of COLsin ‘ntovluuw.stermet nfcarCuriculm | Request stdentsto make an | professional development of ‘Nalstetvad nin) inventory of educational sos né | Give somo web teachers (According to esoarch portals in Science wth short peges and have artiles) [Cheeks fran infoational Web| description foreach ste, Have them | them evaliated | Page: showto the cless iis features and | by students hito\ma@.wideneceduWollgram. | functionalities | based onthe Memoria. | cater st by Libraryivebovaliaioninformhimi | Explain that to guide the design of | the cass. opportune for students to Cyberguides: become information users, ective \ hit:wmcyberbes.com'qidesht | instruction should hep them lar to at search fr iformation, sort and |g information, and cea and Kethy Setrock’s Critical Evaluation | communicate ideas as resu of Surveys: Information uso hitsschool iscovencom/schrock z gudelevalhid Introduce Kuta’ Infomation- j Page 177 of 216Desired Learning ‘Course Content Textbooks! Teaching and Learning Activities | Assessment | Resource | Time Outcomes (DLO) ‘Subject Mattor References (TLAs) Task (ATs) | Materials | Table Pa aking Modal, Eisenberg and ‘Thinking Cricaty about World Wide | Berkowitz’ tnformaton Problem- Web Resources: Solving Mode, Irving's Information nto Fbraryuclaedulibraies! | Skis Model, and Siping and Pits college! erfcalhim | Research Process Models | Explore some suggested sites for the purpose of examining crt to judge web pages. Give some web pages and have them evaluated by students based | onthe citera set by the cass. ‘Design collaborative | Revisiting of PB learning plan ‘Sites for COL: Through COL, direct the students to | Evaluation of — | Computer | 2 hrs. chy using appropriote | inlegraton of collaborative activites. | hitplicanvas inst cin’ | make a colateratveacvtyin fearing plan | Projector technology tools in Science saavas, science wich will employ | Internet Sharing of fitosvisehoolaviercoméen. | '@emoloay fol. experiences | Comecton indehe Suggested COLinscinenis | Seana? osinvednada cont Natal. Siders maya a chan paras ours and | ater exchanges of inematen, Forexparence use my xpi Caras, ipa So, | and Ednote, | t Trplrint the dered | Dearsefon ol designed earing Wiccloacing of Cried | Evauaionat | Conputor | A ICFbasedcolabraive | ans colabortve sev Derenstton | Proce activity | aching Internet Page 178 of 216Desired Learning | Textbooks? Teaching and Learning Activities | Assessment | Outcomes (010) Roforences qs) Task (AT Feteat onthe own | EledroiePovtelo ‘Showen daaton parla. | Eagare learing using eehology portoictobe | may ase tools Discuss the concept of e-portioiin | evaluated by | this nk to Andleconc oto orsometines | Hetehe | guide them | calle ital porta isa coleaten “8 inking | of econo evceres assembled there and managed by a ser, usa on poles the Web, Such eeconic evidence to ray include inp tet, eletroic sormation | fs, nage, mute, og | shoonta | erties, ant hype. | toate: vayeto- Student ll mae 2 recon of uate: tharleaming on owt use technology ols in teaching and is inpacttoigh neporiolo. | Golecton efter outputs may be E cnmdntecgetin | Suggested Readings ‘and References Anders, A. (2015). Theories and applications of massive onfne open courses (MOC): The case of hybrid design. Intemational Reviow of Research in Open an Distributed Leeming Bitter, 6. 6. and J. M. Legacy, (2008), Using technology in the classroom. USA: Pearson Education, Inc. CChen, . (2018), Linking leaming styles and leering mabile facebook, Intemational Review of Research in Open and Dishibutod Learning Dash, B.C. (2011). A foxtbook of educational technology. New Dali: Wisdom Press Page 179 of 216| Laban, TF and. Coker 2007) Technolgy He lab: Success ecnlby nn schools. Calera: Tossa Bass Ts Nevin, P. and KM Wibug. 2008), Teacting wi ochrology. Canada: WadswertThomson Learring Plo, RM. ar K, Prat (2001). Bung leang communtis in cyberspace, Clfomia: Jossey-Bass In retin, G. and M. Repete (2013). Using network and mobi fetnologyf igo formal and informal earning. Over: Chandos Publishing UNESCO 20%, Supra cps deer ing roms nate page meraton, Reeves from forieachers wikispaces com/AboutvthesProject, ‘Way, J, and T. Beardon. (2003) (CT and primary mathematics. USA: Opan University Pres, Wiliams, MD. (2000) Integrating fechnology inf oeching and loaning. Singapore, Peatson Education Asia Pte Li. Internet Sourcos Congr ed anup or 2 corpse fara Ravon Ait, 2016 forbes conten eae tampon Croat stories, games, and animations Share with cthars araund the world, Revived on August 2, 2016 psiscatch mtedu! Tonard a Framework or Assassng 21% Contry Science Skis, Relieved on July 30,2016. om hip: nebiinm ih govibecks NBK32690) ICT in Education. Retrieved on July 30, 2016-tom hp /hnunescobkk orglecucaiontctresourcestree-educalonal-resauroes! Interactive Science Websites. Retrieved on August 5, 2016. hitp:iteaching about como tech Interactive, Social Susies- Websites him Cloud Based Sharing, Reriaved on August 6, 2016 from hitp:/maww hakuloaring comiaaturesicontentcreaton-and-sharng 20 Fun Free Tools for Interactive Classroom Collaboration . Retrieved on August 1, 2016 ftom hits emencingedtach com!2014/05170-ercellen sree tools. | foriteratve-colaboration-experences in she-dlessreomy! | problem Baod Model. Retieed on July 30, 201 fom hip ite ct auleo bt made Cyber bullying, Retieved on July 28,2018 from hit cis/osteopathic hesth/about-yourheath/neath fi pealthiPacesteyberbulving asox Page 180 of 216Pol every where Com, Relieved on July 22, 2016 Wom Nips iwaw poleverywhere com Improvisation of Instructional Materials and Media fr Effective Teaching Retrieved on July 5, 2016 from hyn acadera odu/10880359\preparation improvisation and_utiizaton of insuctonal materials and mer ‘Course Requirements | Assessment fools (rubrics, checklists) Unit Pian or Leaming pans | Porto Meroteaching'Demanstration teaching HH #7 Grading System Prelim titer Fir [ Classroom Policies Turin oviginal outputs as required, + Fair Use Guidelines n using Wea materials shouldbe considered everyime online resources are lized. \Wobtes tha ae intagrated in the uit plans should meet the criteria for relay, timeliness and relevance. Page 181 of 216