DE LA SALLE UNIVERSITY-DASMARINAS College of Education Graduate Studies COURSE SYLLABUS Course Title Course Code Units Earned Prerequisite

Professor E-mail Address Consultation Period Technology in Education GRED211L/ GR 3 None DR. PAUL V. HILARIO drpvhilario@gmail.com Time Day 11-12AM SAT ________ ________ ________ ________

Venue COE GS ________ ________

I.

COURSE DESCRIPTION

Guided by the values of faith, zeal for service and communion in mission, the course exposes the students the different applications of technology in the classroom. Its emphasis is on the various techniques, concepts, and creative technological approaches in applying technology to education (has passion for excellence). This is achieved by helping them actively identify issues and problems in Philippine education that would benefit most from creative technological solutions (patriotic) thereby act responsibly as members of one Christian community (God-loving). This course provides the basic principles in the changing modality and fashion in the Philippine education system. Techno-media devices, uses, technique and applications are introduced to students from basic to advanced skills of information communication technology.
II. DESIRED LEARNING RESULTS Expected Lasallian Graduate Attributes (ELGAs) Has passion for excellence At the end of the course, the following are expected to be realized: y y y Discuss the evolution of technology in the education setting. Analyze issues and concerns in the field of classroom education and design appropriate technology solutions. Develop knowledge and ability to use ITC resources, processes and systems of technology.

God-loving

y Patriotic y y III.

Integrate and/or enhance the values of Faith, Zeal and Communion as manifested in the students active participation in class discussions, sensitivity to others needs, and earnest desire to be of service to others. Establish values related to the impact of technology and its effect on people, the environment and culture Develop individual potentials for responsible work and creative thinking which promotes lifelong learning skills in a technological society. Apply hands-on problem solving to the solution of technical problems in Philippine classrooms.

PERSONAL LEARNING OBJECTIVES FOR THIS COURSE Use the spaces below to list a couple of personal goals for this course. Refer to them often throughout the semester. A. ___________________________________________________________________________ ___________________________________________________________________________ B. ___________________________________________________________________________ ___________________________________________________________________________

IV.

FINAL PRODUCT The goal is to produce a project that would provide a technological (ITC) solution to an existing classroom or school learning problem. o o o The project should provide research based information and measurable data on the progress of the intervention project (Has passion for excellence). The project should empower the beneficiaries of the project to be responsible for their own learning in the context of Christian service, love and compassion. (God-loving). You shall act as a professional educator in addressing the problems brought to you by your particular client considering the Filipino culture (Patriotic).

A.

ELGA-based rubric for the final output (adapted from Rooney and the High Plains Regional Technology in Education Consortium) Patriotic Characteristics Advanced (4 points) Intermediate (3 points) Elementary (2 points) Beginner (1 point) Intervention to The approaches are The approaches are The approaches are The approaches are not problems suited to the highly appropriate to the moderately appropriate to appropriate to the appropriate to the Filipino client expressed concern of the the expressed concern of expressed concern of the expressed concern of the client. the client. client. client.

Score

B. Has Passion for excellence

Characteristics Subject knowledge

Theory and realitybased method / approach

Creativity

Advanced (4 points) Full knowledge of the theory and techniques is demonstrated. The analysis and assessment of both the theories and the person strongly integrates the application of relevant concepts. Facilitation of ITC project is highly creative and strongly enhances participation of the client in the process.

Intermediate (3 points) Adequate knowledge of the theory and techniques is demonstrated. The analysis and assessment of both the theories and the person moderately integrates the application of relevant concepts. Facilitation of ITC project is moderately creative and enhances the participation of the client in the process.

Elementary (2 points) Not enough knowledge of the theory and techniques is presented. The analysis and assessment of both the theories and the person integrates the application of relevant concepts. Facilitation of ITC project is creative and there is participation of the client in the process.

Beginner (1 point) No knowledge of the theory and techniques is presented. The analysis and assessment of both the theories and person weakly integrates the application of relevant concepts. Facilitation of ITC project is least creative and there is no participation of the client in the process.

Score

C. God-loving Characteristics Integration of Christianlike perspective

Advanced (4 points) Integration of Christianlike perspective is highly demonstrated.

Intermediate (3 points) Integration of Christianlike perspective is moderately demonstrated

Elementary (2 points) Integration of Christianlike perspective is demonstrated.

Beginner (1 point) Integration of Christianlike perspective is poorly demonstrated.

Score

V.

VALID ASSESSMENT Midterm/Introductory/Enabling Major Exams Oral Report Class participation/Assignments Midterm Requirements Quizzes Attendance Total Criteria 30% 20% 15% 15% 10% 10% 100% Final/Culminating Major Exams Written Report Class/Group participation Final Output/Requirement Quizzes Attendance Total Criteria 30% 10% 15% 25% 10 10% 100%

VI.

COURSE OUTLINE

Topics Hours Teaching Strategies Midterm/Introductory/Enabling (18 hours): Introduction: y An Overview of Computer Based Education y Historical Background of Information Technology y Definition, functions, importance and significance of Teaching Using Computer y Theories supporting Computer use in Education o Behaviorism o System Theory o Cognitive Theory o Implication of Theories y Taxonomy of Educational Uses of Computer o Experiencing o Informing o Reinforcing o Integrating o Utilizing Research Day y What is technology Integration? y Instructional Planning with Technology Integration y Integrating Software Into Lessons Using Moodle y The computer as a Tutor y Evaluating Computer based 9

Class Activities

Gospel reading Socialized discussion and reporting/ facilitating on the different available ITC technology for education and school environment Higher Order Thinking Skills (Lecture, Socialized Discussion, Reporting/ Facilitating, Focused Group Discussion, Experiential Learning, Structured Learning Exercises, Case Study) Demonstration: software applications for different learning / classroom / subject needs Case Presentation/ Demonstration of the applicability of the various techniques in the Filipino culture. Research Suggested Topics for Research: ITC utilization of Philippine Schools Development of Online Learning modules for Philippine Public schools Improving Reading comprehension through online learning modules

15

21

Educational Resources y y y y y Managing IT Classroom The Internet in Education Ethical Issues Cultural Issues Morality Issues

Midterm Examination y Cooperative Learning and IT Research Day y Pedagogy and IT: The computer as a tool y Thinking skills and Creativity: Student Projects using IT y Supporting studentscentered learning in IT y How to learn computer programs applicable to teaching and research

Final/Culminating: Presentation of Output (27 hours) 6 Presentation of Output

VI.

COURSE POLICIES A. Students are expected to READ on the scheduled topic for the day and to participate ACTIVELY in class. B. Students are allowed 11 hours of absences inclusive of tardiness. All absences after that shall mean excessive absences, which merits a grade of 0.00. C. Special major examinations are scheduled one week after the administration of the major exams. D. Requirements should be submitted on the specified date and time. E. Practice Academic Honesty at all times. Ideas, whether submitted in writing or shared in class discussions are expected to be the students own. Students should always ensure to make a distinction between their own ideas and knowledge from information derived from sources (printed and online/or information and opinions gained directly from other people). In the case of using knowledge which is not the students own, this must be properly acknowledged/cited.

All other policies (attendance, tardiness, decorum, grievance, etc) shall be subject to the provisions of the latest version of the Student Handbook. VII. REFERENCES

Giesert, Paul G. and Mynga K. Futrel. (2000). Teachers, Computers and Curriculum. Allyn and Bacon USA. Moursund, D.G. (2005). Introduction to information and communication technology in education. Poole, Bernard J. (1995). Education for an Information Age: Teaching in the Computerized Classroom. Brown and Benchmark USA Raese, Robert (1997). Internet.edu. A Sourcebook for Educators. Skylight Training and Publishing Inc. Illinois Rosenberg, MRcJ. (2001). E-Learning Strategies for Delivering Knowledge in the digital age. McGraw Hill. Schwartz, James and Beichner, R (1999) Essentials of Educational Technology. USA Simonson, Michael and Thompson, A (1990). Educational Computing Foundations. Merrill Publishing Co. USA. Williams, Michael D (2000). Integrating Technology into Teaching and Learning: Concepts and Application Prentice Hall, USA
Other references may be required and/or provided as necessary.

Prepared Endorsed:

COE Graduate Studies FANNY A. CUYOS, PhD Director, COE Graduate Studies MANUEL G. CAMARSE, PhD Dean, College of Education