MABALACAT CITY COLLEGE

INSTITUTE OF ARTS, SCIENCES AND TEACHER EDUCATION

FIRST SEMESTER, A.Y. 2021-2022 (CYCLE 2)
Module Guide for ELECTIVE 6 – TECHNOLOGY FOR TEACHING AND LEARNING 1

VISION: Mabalacat City College envisions itself to be the top choice in the MISSION: The Mission of Mabalacat City College is to meet the needs of its
community it serves for quality education and training by 2025. community as a center for learning aiming for open admission policy.

COURSE DESCRIPTION:

This is an introductory course that explores and teaches basic knowledge, skills and values in the positive use of technology (ICT) for teaching and learning. It shall
include ICT laws, policies and regulations, safety issues, media and technology in various content areas, learning theories and principles in the use and design of a variety of
learning lessons, teaching-learning experiences, creating a safe and secure learning environment, assessment tasks that utilize appropriate traditional and innovative
technologies, and reflection on the use of ICT to improve the teaching and learning process. Social, ethical and legal responsibility in the use of technology tools and resources
shall also be addressed. (Prototype Syllabi for Pre-service Teacher Education Compendium Series, 2020, Department of Education, Teacher Education Council, Philippine
National Research Center for Teacher Quality)

PROGRAM INTENDED LEARNING OUTCOMES (PILO): Based on CHED Memorandum Order No. 38 series 2017

The graduates of AB History have the ability to: (Common to all programs in all types of schools)

1. The ability to engage in lifelong learning and understanding of the need to keep abreast of the developments in the specific field of practice;
2. The ability to effectively communicate orally and in writing using both English and Filipino;
3. The ability to work effectively and independently in multi-disciplinary and multi-cultural teams;
4. A recognition of professional, social and ethical responsibility; and
5. An appreciation of “Filipino historical and cultural heritage” (based on RA 7722).

PRE-REQUISITE: None

NUMBER OF UNITS: 3 Units Lecture

1
COURSE INTENDED LEARNING OUTCOMES:

1. Describe what is educational technology in bigger perspective;

2. Reflect on the reasons why technology is used in education;
3. Describe and explain in simple terms the meaning of technology integration into the curriculum;
4. Interpret the technology integration matrix in Philippine setting;
5. Describe and explain in simple terms the different technology application tools available for the 21st century teacher;
6. Review and contextualize the barriers to technology integration for teaching and learning;
7. Contextualize the advantages of distance learning;
8. Evaluate, interpret or make conclusion on the current issues, trends and researches about educational technology;
9. Use technology to facilitate and inspire student learning and creativity; and
10. Recognize the importance of continued professional growth and leadership in achieving and maintaining expertise in the use of educational technology.

COURSE OUTLINE

Assessment Tasks
Learning Materials Intended Learning Outcomes
Week Topic (Requirements with
(with references following OER plagiarism and IPR policies) (ILO)
schedule or time allotment)
Module 1 PowerPoint Presentation: 30 minutes approximately for  Understand the contextual Worksheet 1
1 Educational Technology in Context each subtopic meaning of educational
technology in relation to BLEPT-type quiz on the
 Definition Suggested Web Readings: the four major concepts discussed
 Perspective Educational Technology in Context: The Big Picture perspectives EDMODO/MS Teams: 60
 Uses [Link] minutes (Multiple Choice)
 History technology-into-teaching_pdf  Enumerate the deep
 Importance reasons for using Due Date:
technology in education November 13, 2021

 Look at history and

identify the impact of
educational technology

2
 Module 2 PowerPoint Presentation: 30 minutes approximately for  Define and describe Worksheet 2
2-4 Integrating Technology into the each subtopic technology integration in
Curriculum curriculum BLEPT-type quiz on the
Suggested Web Readings: concepts discussed
 Definition 4 Stages Of Edtech Integration From A Student Perspective  Enumerate and assert the EDMODO/MS Teams: 60
 Reason for Integrating [Link] pros and cons of minutes (Multiple Choice)
Technology Into the Curriculum integration-of-technology-in-learning/ integrating technology into
 Advantages & Disadvantages the curriculum Due Date:
 Barriers to Technology 5 Levels Of Technology Integration In Curriculum December 4, 2021
Integration [Link]  Identify the major hurdles
 Strategies for Integrating technology-integration-in-curriculum/ in integrating technology
Technology into Teaching into the curriculum
 Tools for Integration
 Technology Integration Matrix  Understand and posit the
(Levels) strategies and tools that
surround the phenomena
of integrating educational
technology into the
curriculum

 Contextualize from a
learning perspective the
different levels or stages of
technology integration in
curriculum

Module 3 PowerPoint Presentation: 30 minutes approximately for  Run-through some of the Worksheet 3
5 Tools Applications each subtopic tools available for the 21st
century teacher BLEPT-type quiz on the
 Tools for the 21st Century Suggested Web Readings: concepts discussed
Teacher Tools for the 21st Century Teacher  Understand the uses of EDMODO/MS Teams: 60
 Use of Multimedia and [Link] multimedia and minutes (Multiple Choice)
Hypermedia ury_teacher hypermedia
Due Date:
Use of Multimedia and Hypermedia in Teaching December 11, 2021
3
 [Link]
hypermedia-in-teaching-dr-minae-mwangi

Modules 4 PowerPoint Presentation: 30 minutes approximately for  Understand the Worksheet 4

6 Distance Learning each subtopic characteristics and define
the different types of BLEPT-type quiz on the
 Definition Suggested Web Readings: distance learning concepts discussed
 Common Types What Is Distance Learning? And Why Is It So Important? EDMODO/MS Teams: 60
 Comparison to Regular Learning [Link]  Compare and contrast minutes (Multiple Choice)
 Advantages distance-learning-and-why-is-it-so-important/ distance learning from
 Requirements regular learning Due Date:
 Challenges December 18, 2021
 Enumerate the academic
issues and future direction
of distance learning

Module 5 PowerPoint Presentation: 30 minutes approximately for  Evaluate the Worksheet 5

7-8 Current Issues, Trends and Research each subtopic appropriateness of
trending educational BLEPT-type quiz on the
 Trends in Education Technology Suggested Web Readings: technology tools used in concepts discussed
 Understanding Educational 8 Trends in Education Technology That Will Have A Major the teaching-learning EDMODO/MS Teams: 60
Technology Trends & Issues Impact process minutes (Multiple Choice)
[Link]
 Enumerate the social, Due Date:
Understanding Educational Technology Trends & Issues ethical and legal January 22, 2021
[Link] responsibilities in the
eek_2_print.html positive use of technology
tools and resources

9 FINAL EXAMINATION Technology Portfolio (Choose at least five technology tools that may be useful in teaching History in the Basic Education
level and include them as entries in an electronic portfolio. Rubric for grading will be provided.)

Due Date: January 22, 2021

Rubric Criteria
4
 Creativity
Completeness
Sources of Learning
Overall Appearance
Timeliness

REFERENCES:

Bilbao,P., Dayagbil, F., & Corpuz, B. (2014). Curriculum Development for Teachers. LORIMAR Publishing Inc.
Llagas, Avelina T., Corpuz, Brenda B., Bilbao, Purita P. (2016). Becoming a 21st Century Educational Leader. Lorimar
Lucas, Maria Rita D., Corpuz, Brenda B. (2014). Facilitating Learning: A Metacognitive Process. Lorimar
Spady, William G., Uy, Francis Aldrine A. (2014). Outcome-Based Education: Critical Issues and Answers. MaxCor Publishing House Inc.
Biggs, J. (2014). Constructive Alignment in University
Bitter, G.G, & J.M. legacy. (2008). Using Technology in the Classroom
Byun, J.N., Kwon, D.Y., & Lee, W.G (2014). Development of ill-structured problems for elementary learners to learn by computer-based modelling tools. International
Journal of Computer Theory and Engineering, 6(4), 292-296
CAST (2011). University designed for learning guidelines version 2.0. Wake_eld, MA: Author
Cindy E. H. (2004). Problem-Based learning: What and How Do students learn? Educational Psychology Review, 16, 3.
Constructivism and CALL: Evaluating some interactive features of network-based authoring tools. ReCALL: The Journal of EUROCALL, 13(1), 32-46.

BASIC INFORMATION AND POLICIES:

Grading System:
Formative & Summative Assessments (Theories and Applications/Worksheets) 60%
Final Examination (Lesson Plan and Demonstration Teaching) 40%
100%
Online Course Policies:
1. Data Privacy – Please observe privacy, consent and confidentiality when sharing, collecting and storing third party data.
2. Academic Honesty – Please uphold the following values: honesty, fairness, respect and responsibility. Treat the Instructor and Classmates with respect in any form of
communication (email, chat messages, text messages, etc)
3. eLearning Courses - visit the OER sites indicated in this OBTL Plan to view the contents (or secure a copy of the printed module) and be mindful of new announcements
by daily reading or checking course information disseminated via online.
4. Manage your time in online or offline courses and if possible set a consistent distraction-free study environment.

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5. For worksheets tied to weekly course content, submission deadlines are indicated but since flexible learning adapted is asynchronous, giving of extra time to all students
may be discussed with the Instructor.