Republic of the Philippines

BATANGAS STATE UNIVERSITY

Pablo Borbon Main I
Rizal Avenue Extension, Batangas City

COLLEGE OF TEACHER EDUCATION

Graduate Program

COURSE SYLLABUS WITH SPECIFICATION

UNIVERSITY VISION
A premier national university that develops leaders in the global knowledge economy.

UNIVERSITY MISSION
A university committed to producing leaders by providing a 21 st century learning
environment through innovations in education, multidisciplinary research, and
community and industry partnerships in order to nurture the spirit of nationhood, propel
the national economy, and engage the world for sustainable development.

COURSE CODE : EM 505

COURSE TITLE : Educational Innovations and Technology
CREDIT UNIT : 3 units
ACADEMIC YEAR : 2021-2022
REFERENCE CMO : CMO No. 53, s. 2007

PROGRAM EDUCATIONAL OBJECTIVES

The Master of Arts in Education major in Educational Management program aims to
produce professionals who have the ability to:

1. demonstrate an in-depth understanding of a complex and coherent body of

knowledge and skills in any area of study in education, which may be applied in
many types of school or educational environments;

2. conceptualize, spearhead and lead the implementation of socio-civic activities in

the community;

3. generate new knowledge through research and other professional and scholarly
studies; and

4. demonstrate proficiency in organizational communication for smooth and

effective human relations.

PHILOSOPHY
This course focuses on educational uses of information and communication (ICT) and its
roles in the educational environment. The course balances fact, theory and application as
it examines the ICT role in education as tool of the mind. It presents theories and models
relating to ICT assisted instruction and discusses strategies for using computers in
teaching, learning and educational management.

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AUDIENCE
The course is intended for graduate school students taking up Master of Arts in Education
major in Educational Management.

STUDENT OUTCOMES
Graduates are expected to: (check)
a. provide dynamic leadership in the organization and management of a 
specific academic office or of educational institutions as a whole;
b. utilize higher order skills and advanced forms of research in the
analysis, critical assessment, and application and communication of 
knowledge in the field;
c. demonstrate creativity and flexibility in applying knowledge and
skills to new situations, and solve complex problems in the field 
through rigorous thinking and independent work;
d. apply existing knowledge and utilize proper contexts in addressing 
various issues within the organization;
e. manifest a comprehensive understanding of the methods of inquiry in
their own research or advanced scholarship, and use these methods to 
create and interpret knowledge in the field; and
f. continue to advance knowledge and skills in the field using the

established sources of advanced information.

INTENDED LEARNING OUTCOMES

1. Exhibit competence in the utilization of ICT in teaching-learning process and in
educational management.

2. Apply instructional design principles in the evaluation and selection of software for
educational use.

3. Display awareness of educational technology standards with respect to facilities,

equipment, faculty qualification, etc.

4. Implement strategies in ICT integration into educational settings

5. Demonstrate critical thinking skills in evaluating issues related to ICT in education

and its role at home and in educational environment

6. Identify change for advancement in the field of e-learning and distance education

RELATIONSHIP TO STUDENT OUTCOMES

Mapping of Intended Learning Outcomes vs Student Outcomes
Applicable Student Outcomes
Intended Learning
Outcomes A b c d e f
 
ILO 1

ILO 2
 
ILO 3

ILO 4
Intended Learning Applicable Student Outcomes

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 Outcomes A b c d e f

ILO 5
 
ILO 6

SPECIFIC OBJECTIVES
ILO ILO ILO ILO ILO ILO
Topics
1 2 3 4 5 6
Innovation in Education
 explain the underlying definition, phases,
  
kinds and roles of educational
innovations
 cite the essential features on the changes
  
in education with technology
 articulate current trends and issues    
concerning technology 
Learning Theories, Theorists and
Implication to Technology  
  
 describe and explain visuals for
instruction
 recognize the contribution of theorists
and implication of their theories to      
education
Technology Integration in Instruction
 make a model of technology integration  
   
to teaching using appropriate technology
application
 explain the basic concepts of technology
   
integration in instruction  
 enumerate the types of instructional     
images and software 
Instructional Practices for Computer
Instruction in Basic and Tertiary
Education
 articulate the different instructional
practices using computer in the basic and     
tertiary education
 describe each instructional technique  
using technology 
Use of Internet in Elementary, Secondary
and Tertiary Education
 familiarize themselves with the use of    
internet and hypermedia 
 explain the contribution of media and     
technology in education 
Instructional Model, Theory and Design
 enunciate the different instructional   
model, theory and designs in the use of  
technology
ILO ILO ILO ILO ILO ILO
Topics
1 2 3 4 5 6
 describe the levels of Dale’s Cone in 

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 relation to learner’s experiences 
Information and Communication
Technology (ICT) Education
 assess the ICT in education in Asia and  
in the Philippines; public and private
academic environment
 describe the national ICT Competency
Standards for Teachers  

Computer Application, Program and

Software
 demonstrate competence in the use of 
computer application, programs and 
software
 show assessment of students using 
technology
 state the principles and strategies in
integrating software and media tutors      
and tools into instruction
Legal Issues on ICT
 discuss legal issues on ICT use 

TEACHING, LEARNING AND ASSESSMENT STRATEGIES

Teaching and Learning Strategies
This course will be taught through a combination of lecture, discussion, panel discussion,
reporting, video and pair group presentations and other related strategies as applied to
specific topic.

Assessment Strategies
Students will be assessed using any or combination of the rubrics, paper and pencil tests,
oral and paper presentation, and portfolio.

COURSE REQUIREMENTS
Quizzes and Major Examinations
There will be one major examination (finals). This exam will be administered on the date
set by the department unless otherwise specified. The scope of the exam will include but
not limited to those topics given in the class schedule for the specified period. It may
include some related topics given before. Exam will commence and end on the scheduled
time. Latecomers will not be given any consideration unless with valid reason.

Oral and Written Report

Oral and written report is one of the requirements of this course. Enrolled students in this
course will be assigned topics to present. Computer aided or traditional technologies may
be utilized in presenting or reporting. Copy of written reports will be provided to their
classmates and be submitted to the instructor.

Class Participation
Maximum participation among the enrolled students in this course is highly encouraged
and expected. Students’ level of participation in the class activities particularly in
discussion is considered in giving grades by the instructor
Consultation
Students are encouraged to consult their instructor in the set schedule regarding their
academic affairs and experiences while in the college.

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COURSE POLICIES

Grading System
Written Final Examinations - 60%
Class Standing - 40%
Class standing is composed of different components such as class active participation,
attendance, reflective journals and research related activities.

The work of students shall be graded at the end of each term in accordance with the
following system:

Numerical Grade Percentage Equivalent Description

1.00 98-100 Excellent
1.25 94-97 Very Good
1.50 90-93 Good
1.75 88-89 Meritorious
2.00 85-87 Passing
Inc. *Incomplete

*A grade of “Incomplete” must be complied with by the student within one (1) semester
or one hundred fifty (150) days. A student who fails to complete the
deficiency/deficiencies at the end of the succeeding semester shall automatically obtain a
grade of 5.0 in the course.

Attendance Policy
Prompt and regular attendance of students is required. Total unexcused absences shall not
exceed ten (10) percent of the maximum number of hours required per course per
semester (or per summer term). A semester has 18 weeks. For example, a semestral
subject with:
 3 units (3 hrs lec), 10% x 3 x 18 = 5.4 hrs or 6 hrs.
Please refer to the provisions in the Norms of Conduct for the full text of guidelines for
the attendance.

Missed Exams
Missed exams will be given for authorized university activities only after a student
presents suitable documentation (evidence) explaining his/her absence. The
instructor/university reserves the right to disapprove any explanation for absences
without prior notice. Foreseen absences must be communicated with the instructor ahead
of time.

Academic Dishonesty
This includes plagiarism, the changing or falsifying of any academic documents or
materials, cheating, and the giving or receiving of unauthorized aid in tests, examinations,
or other assigned school work. Such acts are considered major offenses and will be dealt
with according to the University’s Student Norms of Conduct. Punishment for academic
misconduct will vary with the seriousness of the offense. Punishment for such offenses
includes expulsion, suspension, non-credit of examination among others.

Dropping
Dropping must be made official by accomplishing a dropping form and submitting it at
the Registrar’s Office before the midterm examination. Students who officially drop out
of class shall be marked “Dropped” whether he took the preliminary examination or not
and irrespective of their preliminary grades.

A student who unofficially drops out of class shall be given a mark of “5.0” by the
instructor.

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ACADEMIC INFRASTRUCTURE

References:
R1 : Cennamo, K.S.,et al.(2010). Technology integration for meaningful
classroom use: A standard-based approach. United States of
America. Wadsworth, Cengage Learning.

R2 : Colinares, N. E. (2010). 21st Century Trends, Issues and Challenges in

Philippine Education. Mandaluyong City. National Book Store.

R3 : Corpuz, B.B and Lucido, P.I. (2015). Educational Technology 1. Quezon

City. Lorimar Publishing. Inc.

R4 : Garo, C.D.(2012). Theories and principles of Educational Technology.

Third Edition. Mandaluyong City: National Bookstore.

R5 : Lucido, P.I. (2012). Educational Technology 2. Quezon City. Lorimar

Publishing, Inc.

TENTATIVE COURSE OUTLINE/CALENDAR

Teaching Asses
and smen Assessment
Week Topics References
Learning t Tools
Activities Tasks
Innovations in Education
 Meaning, Phases and
Roles of Educational Lecture
Innovation
 Kinds of Innovations in
Education
Case
 Innovative Efforts of the Panel
Analy R1
Government to Address Discussion
sis
Challenges in Education
1-4 Rubrics
 Recent Changes in Modified
Education Classroom
R2
 Current Trends and Interaction
Refle
Issues Shaping the Use ctive
of Technology Essay
 Learning Environment Socialized
s
 Workforce Reform Discussion
 Inter Cultural
Understanding

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 Teaching
Assessm
and Assessme Referen
Week Topics ent
Learning nt Tools ces
Tasks
Activities
Learning Theories,
Theorists and
5 Implication to
Technology
 Bruner,
Piaget,Vygotsky,
Gardner, and BF
Skinner Pair Work
 Dewey, Papert, Group Reflectiv
Vanderbilt, and Presentation e Essays
Information Processing Slide
Theory Buzz group Presentati R5
 Principles and on
Application of Article
designing Visuals for Jig sawing writing
Instruction
 Instructional Design
Theory Fishbowl
 Engagement Theory
Technology Integration Group
in Instruction Dynamic
6  Basic Concepts on s
R5
Technology Integration Small
Group
in Instruction communi Rubrics
Presentation
 Types of Instructional ty
Images sharing
Meaning and Types of of Best
Instructional Software Practices
Instructional Practices
for Computer
7-9 Instruction in Basic and Panel
Case
Tertiary Education Discussion Rubrics R5
Study
Individualized Approach
 Self-Pacing Approach
 Laboratory Method
Adult Learning
Approach-4As
 Theory-Cum
Practicum Approach
 Design and
Technology Approach
 Centre-Based
Panel
Learning Approach Case
Discussion Rubrics R5
 Computer Aided Study
Instruction
 Use of websites,
social media and
gadgets
 Task Force Method
 Instructional
Techniques

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 Teaching
Assessm
and Assessme Referen
Week Topics ent
Learning nt Tools ces
Tasks
Activities
10 Use of internet in
Elementary, Secondary
and Tertiary education
 Multimedia
Application Lecture
Reportin R4
 Instructional Media Rubrics
g
and Hypermedia Discussion
 Contribution of Media
 Distance education
 Visual Literacy
Macro Teaching
Instructional Model,
Theory and Design
 ASSURE MODEL
11-13  Edgar Dale’s Cone of Reporting
Experience Case
Rubrics R5
 Gagne’s Anchored Problem Study
Experience Solving
 Learning
Communities on e-
Learning
 Problem-Based
Learning
 Dick and Carey
Systems Approach
R5
Model
 Community Partnership
 Learning through
Design
 Problem-Based
Learning
 Dick and Carey
Systems Approach R5
Model
 Community Partnership
Learning through Design
Information and Jigsawing
Communication ICT
Technology (ICT) Snowballing Integrati
Education on
 ICT Education in on topics
Asia
 ICT Education in the
14 Rubrics R2
Philippines Public
and Private Schools
 National ICT
Competency
Standards for
Teachers

Computer Application,
Cell learning
Programs and Software Hands on
15-16 groups
 MS Office Pro activities

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 Teaching
Assessm
and Assessme Referen
Week ent
Topics Learning nt Tools ces
Tasks
Activities
 MS Office
Productivity
Software
 Spreadsheet and
Database
Application
Self-help
 Technology in
Student Assessment
group
 Principles and
Strategies In
Integrating Software
and Media Tutors
and Tools
Legal Issues on ICT
 Copyright Issues and
Digital Media in the Cell learning Case
17 Rubrics R2
Classroom groups Study
The Place of ICT in the K-12
Program
18 Final Examination

Prepared by:

Ms. MARITEL T. BACSA

Faculty
Date Signed_______________

Reviewed by:

Dr. ERMA D. MAALIHAN

Department Chair
Date Signed:

Approved by:

Dr. ROWENA R. ABREA

Dean, CTE
Date Signed:

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