Beruflich Dokumente
Kultur Dokumente
PRE-REQUISITE : Educ 4a
COURSE DESCRIPTION:
This is a three- unit course designed to introduce both traditional and innovative technologies to facilitate and foster meaningful and effective learning. Students are
expected to demonstrate a sound understanding of the nature, application, and production of the various types of educational technologies. The course will likewise focus on
developing teacher- support materials and the production of technology- based student outputs using modules provided for by Intel® Teach to the Future Program.
REFERENCES:
Printed References
Aquino, G. (1988) Principles of teaching and educational technology. Manila: National Book Store
Lucido, P. (1997) Educational technology. Quezon City: Katha Publishing Co., Inc.
Poole, B. (1998) Education for an information age: teaching in the computerized classroom, 2 nd edition. Boston: McGraw- Hill.
Sampath, K. (2006) Introduction to educational technology: revised education. New Delhi: Sterling
Yadav, N. (2003) A handbook of educational technology. New Delhi: Anmol Publications PVT. LTD.
Online References
Foundation for information technology education and development. Retrieved on April 3, 2014 from http://fit-ed.org/
Using the internet to promote inquiry- based learning. Retrieved on April 3, 2014 from http://www.biopoint.com/inquiry/ibr.html
COURSE OUTLINE:
TIME
STRATEGIES, INSTRUCTIONAL
COURSE CONTENT ALLOTMENT LEARNING OUTCOMES
MATERIALS, and ACTIVITIES
(No. of Hours)
Orientation 1 Guided Discussion Maintain the conduciveness of the physical and
Classroom and Laboratory Policies human atmosphere of the classroom and
laboratory throughout the semester.
I. Educ 4a Review 1.5 Structured Overview Master the definition of important Educ 4a
A. Technology (A summary of the Unit is presented terminologies through crossword puzzle
B. Technology in Education before discussion) completion.
C. Technology of Education Delineate technology in education and
D. Educational Technology Crossword Puzzle technology of education through creating and
E. Educational Media completing a T- Chart.
F. ICT T- Chart
(A diagram used to compare and
contrast two concepts)
II. Conventional Educational Technology and Its 1.5 Mind Mapping Enumerate and explain the importance of
Importance. (A graphic organizer of connecting conventional educational technology to 21st
concepts/ ideas) century teaching and learning through writing a
50- 60 word essay.
50- 60 word essay
III. st
The 21 Century Educational Technology 1.5 Cryptogram Discuss the evolution and development of ICT
A. Definition of ICT (A type of puzzle that consists of a short in education through creating a timeline.
B. Evolution and Development of ICT in piece of encrypted text) Compare and contrast classroom of before and
Education classroom of today.
C. Use of Computer in Education 1.5 Timeline
D. Use of Multimedia in Education
E. Alternative Delivery Modes You Tube Video Viewing
F. Synchronous, Asynchronous Classroom of Before and Today
Reorientation on the Intel® Teach to the Future Program 1.5 Lecture via Multimedia Presentation Create personal folder and be able to save it in
IV. Module 1: Developing the Unit Plan Unit Plan Template My Documents.
Developing curriculum- framing Complete the first two parts of the Unit Plan
question Template.
Develop three essential questions, five unit
questions and seven content questions.
V. Module 2: The Internet as an Instructional Tool Interactive Test: Copyright Chaos Examine and explain the fair and unfair use of
Module 5 Activity 1
IX. Module 6: Student Web Sites Computer Aided Instruction List ideas for modifying publication and
A. Viewing Sample Student Web Sites 2 evaluation tool.
B. Creating Sample Website Module 6 Activity 1 Complete a story board to plan contents of
C. Creating a Sample Website Evaluation Tool 1.5 student sample website.
D. Unit Plan Revisit Student Sample Website Develop sample student website to meet
1.5 targeted student learning objectives and helps
Essay address unit’s curriculum framing questions.
Write an essay of the importance of teacher
and student websites to facilitate learning.
X. Module 7: Creating Student Support Material Peer Critiquing Discuss and list ways to manage, store, and
A. Sample Student Support Materials ( A peer- assessment strategy permitting access students’ computer files.
B. Creating Student Support Materials 1 learners to give constructive feedbacks Point out how are presentations, websites, and
C. Enhancing Student Support Materials 1.5 to a classmate’s completed learning publications elevate teacher’s productivity.
D. Unit Plan Revisit 1.5 products)
Educ 4b- Educational Technology 2 5
TIME
STRATEGIES, INSTRUCTIONAL
COURSE CONTENT ALLOTMENT LEARNING OUTCOMES
MATERIALS, and ACTIVITIES
(No. of Hours)
Create documents, templates, worksheets,
Module 7 Activity 1 and/or forms that will support the unit and serve
as scaffolds for students.
Creating Student Support Materials
XI. Module 8: Creating Teacher Support Material Viewing of Sample Presentations, List ways on how to develop teacher support
A. Sample Teacher Support Material 1.5 Websites and Publications in the materials through examining learning
B. Creating Teacher Support Material Program CD exemplars.
Develop teacher support materials.
XII. Module 9: Developing Plans for 1.5 Discussion Create management documents to assist in the
Implementation unit implementation.
Module 9 Activities 1- 2 Complete an implementation plan template.
XIII. Organizing and Completing Unit Portfolios 1.5 Module 9 Activities 4 and 5 Organize unit portfolios.
Review unit portfolio to make certain that it
adheres to all copyright laws and fair use
guidelines.
LEARNING PORTFOLIO SHOWCASING (1.5)
COURSE REQUIREMENT:
Students are tasked to complete a learning portfolio consisting of a learning plan, teacher and learner exemplars, learning artifacts, supplemental materials, quiz
templates, instructional materials, and implementation plan.
ASSESSMENT:
Ongoing assessment strategies shall be used all throughout the course. Such strategies include diagnostic, formative, summative, product and performance-based, peer-
and self- assessments. Checklists and rubrics shall be used as assessment tools.
evaluate, theorize and/or synthesize apply information, solve problems, and/or make describe, and/or summarize. Very little higher-
information. conclusions. level thinking required.
Targeted learning objectives are clearly defined, Targeted learning objectives are defined and Targeted learning objectives are vague and not
well articulated, and supported by the Essential moderately supported by the Essential and Unit clearly supported by the Essential and Unit
and Unit Questions. Questions. Questions.
Student samples address the Essential Student samples moderately address the Student samples do not address the Essential
Question in a meaningful way. Essential Question. Question in a meaningful way.
All learning objectives clearly align with the Some learning objectives align with the Basic Relationship between learning objectives and
Basic Education Curriculum competencies of Education Curriculum competencies of the the Basic Education Curriculum competencies
the subject area(s). subject area(s). is unclear.
Unit Plan has well-defined accommodations to Unit Plan offers minimal accommodations to Unit Plan does not accommodate a diversity of
support a diversity of learners. support a diversity of learners. learners.
(20 points) Integration of Technology
Proposed technology use is engaging, age Proposed technology use is engaging and age Proposed technology is not age appropriate, nor
appropriate, beneficial to student learning, and appropriate, but it is unclear as to how it engaging, and does not enhance student
supportive of higher-level thinking skills. enhances student learning. learning.
Technology is integral to the success of the Unit Technology is important, but not integral, to the Importance of technology to the Unit Plan is
Plan. Unit Plan. unclear.
A clear relationship between the use of A limited relationship between the use of No relationship between the use of technology
technology and student learning is exhibited by technology and student learning is exhibited by and student learning is exhibited by the student
the student samples. the student samples. samples.
Use of technology enhances the Unit Plan by Use of technology is limited to using the Unit Plan does not take advantage of research,
using the computer as a research tool, a computer as a research tool, a publishing tool, publishing, and communication capabilities.
publishing tool, and a communication device. or a communication device.
Implementation
implementation. implementation, but some areas are unclear. guide for implementation.
Unit Portfolio components are well-developed Unit Portfolio components are complete, but Unit Portfolio components are incomplete or
models for project implementation. lack detail to be effective models for project unclear models for project implementation.
implementation.
Unit Plan can be easily modified and Unit Plan is limited to the teacher’s own
implemented in a variety of classrooms. Unit Plan might be applicable to other classroom implementation.
(5 Points)
classrooms.
Instrument(s) for authentic assessment of all Instrument(s) for assessment of most targeted Instrument(s) for assessment of targeted
Student Assessment
targeted objectives are included. objectives are included. objectives are not included or the
and Evaluation
A clear relationship is evident between learning Some relationship is evident between learning assessment(s) do not match the targeted
objectives and assessment of student learning. objectives and assessment. objectives.
Assessment tools contain topic-specific criteria Assessment tools contain some topic-specific Relationship between objectives and
in order to serve as a helpful scaffold for criteria, but may be unclear to students. assessment is unclear.
students. Assessment tools contain only general criteria.
(10 Points)
GRADING SYSTEM:
CRITERIA MIDTERMS FINALS
Quiz 15% 15%
Worksheet
20% 20%
Group Task
Recitation 5% 5%
Learning Contract 10% 10%
CLASS STANDING 50% 50%
MAJOR EXAM (Midterms), UNIT PLAN SHOWCASING (Finals) 50% 50%
TOTAL 100% 100%
HERBERT S. CORPUZ
Course Instructor
Reviewed by:
Recommended by:
Approved by: