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Syllabus Intro ICT

Education (Bulacan State University)

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COURSE SYLLABUS
TEACHING ICT AS AN EXPLORATORY COURSE
1st Semester, AY 2020 – 2021

COLLEGE: Education - Main, Pulilan Extension & Bustos

DEPARTMENT: Bachelor of Technical Vocational Teacher Education (BTVTEd)
COURSE CODE: Intro ICT
COURSE TITLE: Teaching ICT as an Exploratory Course
CREDIT UNITS: 3 units
PREREQUISITE: None
FACULTY: Vince R. del Rosario, Daniel DJ. Bantog, Jr.
and Malu L. Mamucud
CONSULTATION HOURS: 2 hours

COURSE DESCRIPTION:
This course deals with the exploratory approach in Information and
Communications Technology. This course is applied to the teaching and learning
process in the subject Technology and Livelihood Education by adapting to the current
situation for online education amidst the pandemic. Integration of the latest trends in
the G Suite Environment covering varied applications (such as Google Docs, Slides,
and Sheets), various teaching strategies, and assessment procedures using ICT
appropriate for each area shall be emphasized in the course.

University Vision
Bulacan State University is a progressive knowledge-generating institution,
globally-recognized for excellent instruction, pioneering research, and responsive
community engagements.

University Mission
Bulacan State University exists to produce highly competent, ethical and
service-oriented professionals that contribute to the sustainable socio-economic
growth and development of the nation

Core Values: SOAR BulSU!

Service to God and Community

Order and Peace
Assurance of Quality and Accountability
Respect and Responsibility
The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity as:

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a. highly and globally competent;

b. ethical and service-oriented citizen;
c. analytical and critical thinker; and
d. reflective life-long learner.
Program Educational Objectives (PEO)

Program Educational Objectives (PEO) University Mission

AIG-a AIG-b AIG-c AIG-d
1. To provide relevant specialized education
and training to develop competencies in the
✔ ✔ ✔
chosen field of concentration in the academic,
work-oriented, or industrial-vocational course.
2. To offer broad general education that would
enable students to develop critical thinking,
✔ ✔ ✔ ✔
research capability, creativity, and desirable
work habits.
3. To equip students with the knowledge and
skills necessary for successful entrepreneurial ✔ ✔
activities.
4. To promote co-curricular activities that will
enhance personal and family life and ✔ ✔ ✔ ✔
responsible citizenship.
5. To develop a new breed of educators
sensitive to technological changes and affect ✔ ✔ ✔ ✔
global competitiveness.

Program Outcomes (PO)

On completion of the course, the student is expected to be able to do the following:

Program Educational Objectives

PROGRAM OUTCOMES PEO1 PEO2 PEO3 PEO4 PEO5
(PO can be found at your respective
course/program CMO or PSG)
a. Demonstrate mastery of subject matter/
✔ ✔ ✔ ✔ ✔
discipline.
b. Apply skills in the development and
utilization of ICT to promote quality, relevant, ✔ ✔ ✔
and sustainable educational practices.
c. Demonstrate higher level literacy,
communication, numeracy, critical thinking, ✔ ✔ ✔ ✔ ✔
learning skills needed for higher learning.

Course Outcomes and Relationship to Program Outcomes

Course Outcomes Program Outcomes

After completing this course, the student must be able to: a b c
CO1. Apply the different teaching strategies that could be
E E D
used in teaching ICT.

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CO2. Define and use different terminologies related to ICT. I E D

CO3. Prepare lessons and activities that will develop the I E D
comprehension of ICT.
CO4. Apply the different theories and principles in teaching I E I
ICT.
CO5. Produce different G Suite activities. I I I
CO6. Use the different G Suite applications in the teaching I I I
and learning process.
CO7. Demonstrate an ICT topic. I E I
CO8. Create rubrics for assessing the outputs in teaching I E D
ICT.
Note: (I) Introductory Course to an Outcome (E) Enabling Course to an Outcome (D) Demonstrative
Course to an Outcome

LEARNING EPISODES:
Intended Suggested
Learning
Learning TOPIC Week Assessment
Activities
Outcomes
Orientation *Orientation
Course Syllabus Week 1
Discussion
Unit 1: Introduction *Interactive *Quiz
to Information and discussion of the
Communications topic
Technology
L1.1. Computer
System
L1.1. Parts of
LO2, LO4 Week 2
Computer
L1.1.1.
Hardware
L1.1.2.
Software
L1.3. Internet and
Its Environment
Unit 2: G Suite for *Hands on
Education Activities: Docs,
L2.1. Docs Slides, Sheets,
L2.2. Sheets *Demonstration of Meet, Calendar,
LO1, LO2,
L2.3. Slides Weeks the G Suite Forms, Classroom
LO3, LO4,
L2.4. Forms 3 to 6 Applications to & Sites
LO5, LO6
L2.5. Meet, Gmail & students
Calendar
L2.6. Sites
L2.7. Classroom
Unit 3: Lesson *Creating Lesson
LO1, LO2, *Interactive
Planning Week Plan
LO3, LO4, learning about
L3.1. Lesson Plan 7 to 8
LO6, LO8 Lesson Planning
Preparation

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L3.2. Definition of
Lesson Plan
L3.3. Parts of the
Lesson Plan

Midterm
Week 9
Examination
Unit 4: *Demonstration
LO1, LO2, Microteaching *The students will Teaching of
LO3, LO4, (Topics from the Week demonstrate a students via
LO5, LO6, Syllabus and/or 10 to 18 topic in ICT as Google Meet
LO7, LO8 Other Areas their final output
Connected to ICT)
Completion of the
Needed Week 18
Requirements

FINAL COURSE OUTPUT:

Detailed Lesson Plans: Students will submit sample lesson plans for the ICT
lessons that could be demonstrated at the end of the term.
Microteaching: Students will perform microteaching or demonstration of ICT
lessons, which will be considered as one of the final course requirements.

RUBRIC FOR ASSESSMENT:

Rubric for G Suite Activities

Criteria Excellent Very Good Good Poor Score

(5 points) (3 to 4 points) (2 points) (1 point)

1. Content Appropriate content Appropriate content Appropriate Inappropriate content

Development was selected and was selected and content was was selected and
creatively modified in there was an selected. contributed to a
ways that made them attempt at a product that
even better. creative performed poorly.
modification to
make them even
better.

2. Design/ Excellent construction Good construction Basic construction Poor construction and
Appearance and design. and design. and design. design

3. Speed Pass the activity on or Pass the activity, 1 Pass the activity, 2 Pass the activity,
before the due date day after the due to 5 days after the beyond 5 days and
date. due date. before the semester
ends.

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4. Uniqueness Activity is unique, does
not look like the others.
Shows creativity that
works and offers fresh
or new ideas.
Activity is friendly The activity Activity is very
and works, but not appears forced, common. The same
unique. It has hard to follow. material is seen on
similar components Has too many the market. The effort
to other parts that are for planning and
presentations. strange and do not construction is not
serve any purpose. seen.
Tried to be creative
but did not work.

Total:

Rubric for Lesson Plan

Criteria Beginning Developing Accomplished Exemplary Score

1 2 3 4

Objectives Objectives lack Objectives Objectives are clear, Objectives are clear
clarity & /or somewhat clear & measurable, and & measurable;
measurability, measurable, partial specific to the learning progression
correction to a connection to the standard is evidenced
standard not standard
apparent

Materials & Use List of materials The list of materials A list of materials A detailed list of
of Technology and use of and use of and use of materials/
technology given technology is technology is technology is
limited attention incomplete or provided and provided for both
in the lesson inaccurate. accurate for both teachers and
plan. Teachers created teachers and students. All
handouts and students. All handouts, both
reproduced handouts, both teacher created and
handouts that are teacher created and those from other
not attached to the those reproduced resources, are
lesson plan. from other referenced in the
resources, are procedures and
attached to the attached to the
lesson plan. lesson.

Introduction Little or no Inadequate attempt Introduces the Introduces the

attempt to to gather students’ lesson by sharing lesson by sharing
gather students’ attention and set a purpose, relevance, purpose, relevance,
attention and set purpose for the and eliciting schema and eliciting schema
a purpose for lesson. in student-friendly in student-friendly
the lesson. language, fully language, partially
states what the states what the
teacher will say. teacher will say

Procedures The lesson plan The lesson plan has The lesson plan has The lesson plan has
has no match a limited match a clear match an explicit match
between between procedures between procedures between procedures
procedures and and objectives; and objectives; and objectives;
objectives; no limited teacher adequate teacher multiple teacher

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modeling, no modeling or modeling or modeling or

evidence for examples provided; examples provided; examples provided,
guided or few guided few some opportunities with opportunities
independent opportunities for for guided & for guided &
practice; plan guided & independent independent
missing independent practice; sufficiently practice; thoroughly
necessary practice, plan details teacher’s details the teacher’s
details for missing necessary actions step-by-step step-by-step actions
teacher’s actions details for teacher’s in the first person. in the first person
actions

Assessment No assessment The assessment The formative and Formative and

provided for the provided for the summative summative
lesson or lesson but assessment has a assessments are
assessment inaccurately clear relationship to defined showing a
does not measured the the lesson clear relationship to
measure objectives. objectives all objectives
objectives. address in the
lesson

Professional Low quality of Fair quality of writing Professional writing Professional writing
Writing writing is is evidenced by 5-7 is evidenced by 1-4 is evidenced by
evidenced by 8 errors in clarity of errors in clarity of clarity in writing, as
or more errors in writing, spelling, writing, spelling, well as the absence
clarity of writing, usage &/or grammar usage &/or grammar of spelling, usage,
spelling, usage and grammatical
&/or grammar errors

Total:

Rubric for Demonstration Teaching

Adopted from AACUP OBSERVATION FORM

Form 3e-Instruction (Online Lecture Classes)
Teacher: _______________________________________ Date: ________________________
Subject: _______________________________________ Time: ________________________
RATING
A. TEACHER 5 4 3 2 1 NA
1. Mastery of Subject matter
2. Organization of lesson
3. Class Management
4. Methods and Techniques
5. Personality/ Grooming
6. Awareness of Current issues
7. Promotion of Desirable values
8. Communication Skills
9. Use of instructional materials

Total____________________________
Mean___________________________

B. STUDENTS 5 4 3 2 1 NA

1. Student-teacher interaction
2. Preparedness
3. Communication Skills
4. Awareness of current issues
Total________________________
Mean________________________

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C. LEARNING ENVIRONMENT 5 4 3 2 1 NA
1. Availability of Resources
a. The technology used (online
applications)
b. Instructional Materials (slides)
2. Free from distraction
Total________________________
Mean_______________________

Overall Rating: ______________________________ Descriptive Rating:_______________________

Remarks/Comments:________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

CRITERIA OF RATING
Outstanding (5) Very Good (4) Good (3) Fair (2) Poor (1) Not Applicable - NA

OTHER REQUIREMENTS AND ASSESSMENTS:

● Midterm and Final Examinations
● Quizzes and Activities
● Oral Recitation
● Attendance
● Hands-on Activities

GRADING SYSTEM:
Term Examinations 30%
Quizzes 20%
Project/Activities 30%
Participation/Recitation 10%
Attendance/ Promptness 10%
TOTAL 100%
Final Grade = Midterm Grade + Tentative Final Grade Period
2

Range Grad
e
97-100 1.00
94 – 96 1.25
91 – 93 1.50
88 – 90 1.75
85 – 87 2.00
82 – 84 2.25
79 – 81 2.50
76 – 78 2.75
75 3.00
74 and below 5.00

References:
de Ocampo-Acero, V.C., Sanches-Javier, E.J., & Ocampo-Castro, H.C. (2016).
Lesson Planning. Principles of Teaching I. REX Book Store.

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Evans, C.L. (2018). Broad Band: The Untold Story of the Women Who Made the
Internet. New York.
The Computer System. Peda.net. (2020). https://peda.net/id/051dda04318
Fundamentals of computer studies. ResearchGate. (2020).
https://www.researchgate.net/publication/258339295_FUNDAMENTALS_OF_CO
MPUTER_STUDIES
What is a Computer System?. Definition from Techopedia. (2020).
https://www.techopedia.com/definition/593/computer-system

Online Resources:
https://computersciencewiki.org/index.php/Control_unit_(CU)
https://www.tutorialspoint.com/computer_fundamentals/computer_fundamentals_tutorial.pdf
https://www.includehelp.com/operating-systems/application-software-and-its-categories.aspx
https://www.goodcore.co.uk/blog/types-of-software/

Required Readings:
Lesson Planning. Algonquin College. (2020).
https://www.algonquincollege.com/profres/lesson-planning/
Teaching Norwegian to Beginners: Six Principles to Guide. (2020).
http://www.ncolctl.org/files/Teaching-Norwayan-to-Beginers.pdf
Lesson Planning. Centre for Teaching Excellence. (2020).
https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning

Class Policies:
Please refer to the guidelines of the implementation of Flexible Modes of
Learning of the University.
Bulletin | Bulacan State University. (2015). Bulsu.Edu.Ph.
https://bulsu.edu.ph/announcements/214/guidelines-on-the-implementation-of-
flexible-modes-of-learning

Prepared by:

VINCE R. DEL ROSARIO, LPT DANIEL DJ. BANTOG, JR.

Instructor Instructor

MALU L. MAMUCUD
Instructor

Evaluated by:

ALODIA DG. ZAPATA, PhD, LPT ENRIQUE A. DE JESUS, MBS

Program Chair, BTLEd/BTVTEd Program Chair, Bustos - CoEd

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JOEL B. FAUSTINO, MAEd, LPT

Head, Pulilan Extension

Approved:

EMELITA G. LAGANAO, PhD, LPT CIRIACO M. GARCIA, EdD

Dean, CoEd Main Dean, Bustos

Declaration
I have read and understood the above syllabus in full and in participating in this course I agree to
the above rules. I have a clear understanding of the policies and my responsibilities, and I have
discussed everything unclear to me with the instructor.

I will adhere to the academic integrity and policy and I will treat my fellow students and my teacher
with due respect.

I understand that this syllabus can be modified or overruled by announcements of the instructor
in class or on any social media site at any time

______________________________________ ____________________ _______________

Student’s Printed name Signature Date

______________________________________ ____________________ _______________

Parent’s Printed name Signature Date

Student’s Copy

-------------------------------------------------------Cut here----------------------------------------------------------

Declaration

I have read and understood the above syllabus in full and in participating in this course I agree to
the above rules. I have a clear understanding of the policies and my responsibilities, and I have
discussed everything unclear to me with the instructor.

I will adhere to the academic integrity and policy and I will treat my fellow students and my teacher
with due respect.

I understand that this syllabus can be modified or overruled by announcements of the instructor
in class or on any social media site at any time

______________________________________ ____________________ _______________

Student’s Printed name Signature Date

______________________________________ ____________________ _______________

Parent’s Printed name Signature Date
Instructor's Copy

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