Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY

Tagbilaran, Bohol

Vision: A premier Science and Technology university for the formation of a world-class and virtuous human resource for sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in arts and sciences, as well as in the professional and technological field; undertake research and development, and extension
service for sustainable development of Bohol and the country.
Goals: To address the needs of the strategic sectors, BISU shall:
1. Pursue faculty and education excellence and strengthen the current viable curricular programs and develop curricular programs that are responsive to the demands of the times both in
the industry and the environment;
2. Promote quality research outputs that responds to the needs of the local and national communities;
3. Develop Communities through Responsive Extension Programs;
4. Adopt Efficient and Profitable Income Generating Projects/ Enterprise for Self-Sustainability;
5. Provide adequate, state-of-the-art and accessible infrastructure support facilities for quality education;
6. Promote efficient and effective good governance supportive of high quality education.
_________________________________________________________________________________________________________________________
LEARNING PLAN and LOG
Subject Code : Course Credits (Units) : Total: 3 Lecture: 2 Lab.: 1

Course Name : Technology for Teaching and Learning 1 Contact Hours/week : Total: 3 Lecture: 3 Lab.: 3

Prerequisite : Course & Year :

Component : Professional Education Academic Year :

Class Schedule :
LEARNING PLAN LEARNING LOG
Time Monitored by
Teaching and Remarks
Frame Assessment Task Resource
Desired Learning Outcomes (DLO) Course Content/Subject matter Learning Activities (accomplished/not
(Term/We (ATs) Materials
(TLAs) accomplished
ek/hrs)
1. Understand ICT in Education Unit 1- Introduction to Technology Brief Lecture: with Use rating scale for LCD Projector
for Teaching and Learning the aid of a the concept map Laptop
powerpoint developed by each Board
1.1 define basic concepts in A. Basic Concepts to be defined: presentation, group Textbook
14
understanding ICT in 1. Technology provide an overview Website
Education 2. Information and of the subject
Communication Technology for
3. Educational Technology Teaching and Pen and paper test
 4. Technology, Media and Learning.
Learning Posting of
5. Instructional System and Small Group comments on ICT
Instructional technology discussion: Give policies in Freedom
6. Technology Tools graphic organizers Wall/Blog
Roles of ICT in Teaching for Learning of the different
concepts to be Checklist on the
1.2 Enumerate the national ICT Unit 2. ICT Policies and Safety Issues defined through the practices that
policies affecting classroom in Teaching and Learning use of concept address safety
practices mapping issues
A.ICT National or International Whole Group
Policies that are applicable to discussion: Present Accomplished
to the whole class observation guide
teaching and Learning
group outputs
Learners’ written
1.3 Describe the B. Safety Issues in ICT Individual Research: description and
implementation ICT policies Encourage students opinions on their
in teaching-learning to validate the newly crafted ICT
1.4 1.4 identify ICT policies that C. Uses of ICT Policies in the concept map and classroom policies
are incorporated to the Teaching and Learning conceptual
design and implementation definitions
Environment
or teaching-learning
activities Discuss on ICT
national and
2. Identify learning theories and Unit 3. Theories and Principles in the international policies Reflection Posted
principles applied in the use Use and Design of Technology applied to teaching of the online blog/
and design of learning Driven Learning Lessons and learning ‘classroom-made
lessons with technology Twitter Wall’
A. Learning Theories and Group Interviews:
2.1 Identify learning principles and Principles in: Organize small Restricted Essay
theories that are applied in technology Dale’s Cone of Experience (with equal groups to conduct
driven teaching-learning models attention given to both the Conventional interviews and
Technology and the Innovative and observations on
emerging Technology for Teaching) practices that
address safety
issues in ICT for
TPACK (Technology, Pedagogy, and teaching and
Content Knowledge) learning.

ASSURE Model (Analyze learners, Individual research:

State Objectives, Select Methods, Encourage students
Media & Materials, Utilize Media & to research on other
Materials, Require Learner school ICT policies
Participation, Evaluation and revise) and best practices

Class Observation
(Field
Study):Observe how
ICT policies are
utilized in the
classroom.

Facilitate the
Creation the
Classroom ICT
policies agreed upon
by all learners

Active Learning with

Teacher-Led
Discussion on
Dale’s Cone of
Experience and how
its principles and
theories are utilized
in the technology-
driven teaching and
learning

Image analysis:
Students analyze
and explain the
image/diagram. The
teacher synthesizes.

A brief on TPACK

Active learning in a
Brief lecture by the
teacher) The Fish
 Bowl Activity:
Learners are given
metacards and
asked to write a
question of
clarification about
the topic: (i.e
questions
concerning the
application of the
topic to practical
concepts). Teacher
draws these
questions from the
bowl and answers
the questions or
asks the class to
answer them. (This
could be done
during or after the
input.)

Think-Pair and
Share: In pairs, the
discuss about the
ASSURE Model and
create their own
ASSURE lesson
3. Integrate media and technology in Unit 4. ICT in Various Content Areas Brief lecture: Explain Oral Examination Textbook
various content areas 21st century literacy Website
3.1 Review teaching plans that A. 21st Century Skills skills with emphasis Lesson exemplar Laptop
require learners to connect the content of Digital Literacy Skills on digital literacy analysis output LCD Projector
the lesson to society  Media skills. Mobile Phones
 Information Demonstration Internet
 ICT literacy 14 Guide Conection
Research on
B. Instructional Design Models instructional Presentation of
 Gagne’s Nine Events design models selected
 Bloom’s Revised Taxonomy and instructional media
 ADDIE collaborative appropriate for
  Merill’s Principles of Instruction work on teaching and
3.2 Introduce sample technology- C. Technology Enhanced designing an learning context
enhanced lessons to support learning Teaching lesson exemplars infographics or
a visual image
D. ICT and Conventional of the assigned
3.3 Select ICT and conventional learning Learning materials to enhance instructional
materials designed to enhance teaching- teaching-Learning design model
learning to be
1. Digital learning resources presented in
a. Google Docs class
b. Survey monkey
c. Others Inquiry-Based
2. Conventional Learning Approach: Introduce
resources a technology-
a. Flip charts enhanced teaching
b. Realia lesson exemplar
3. Others
Analysis of a
E. Distance Learning teaching plan KWL Chart
3.6 Identify flexible learning through exemplar- identifying  What I
online communications the elements in Know
(synchronous/asynchronous modality) designing a lesson  What I
and discussing the want to
possibilities of Know
technology  What I
integration learnedd

Demonstration: Checklist
Demonstrate a
sample
technology-
enhanced
lesson

Group research
and
presentation of
the digital
learning
materials
 identified as
appropriate
and feasible in
a given
teaching-
learning
context

Forum-Discussion:
Conduct a forum on
Distance Learning

Demonstration and
hands-on
exploration on
the
synchronous
and
asynchronous
online distance
learning using
the Class Site
3.7 Describe flexible learning F. Technology Tools in a Brief Lecture on the Paper and Pencil Textbook
environment that enhances Collaborative Classroom different technology Test Website
collaboration with the use of Environment tools in a Laptop
technology tools collaborative Projector
classroom Internet
3.8 Reflect on the use of technology environment Reflective narrative Connection
and on its relevance and G. Relevance and Appropriateness in Small Group or Entries in the Software
appropriateness the Use of Technology in Teaching and Discussion-Student ‘Classroom Twitter
Learning Led Wall’ in the
14 classroom/ Blog
Principles in Selecting Instructional Based on the lesson Created and
Materials based on their demonstrated, the Administered by
Appropriateness and Feasibility class will analyze the Teacher
and determine the
 Appropriateness (Target appropriateness and
Learners and Instruction) use of technology.
 Authenticity (Dependable) (Variation: Based on
 Interest a lesson plan
  Cost (Economy) exemplar)
 Organization and balance
Class presentation
And other considerations: of their evaluation of
Environmental Factors, Dynamic instructional
Variables (e.g. size of class, attitudes, materials used in the
etc.) lesson

Unit 5. Innovative Technologies for Students’ research Reporting and

Teaching-Learning and Assessment on examples of Feedbacking
4.Formulate teaching-learning Task technology-assisted
experiences and assessment tasks tools in assessment
using appropriate and innovative A. ICT and Assessment in in learning
technologies Learning
1. Assessment tools
4.1 Identify technology-assisted tools
in the assessment of learning

B. Tools in evaluating appropriate Workshop on the Workshop output

assessment tools (ex. formulation of tools
Checklist, rating scale) to evaluate
assessment tools
Demonstrate proficiency in the Lesson planning Rubrics for
C. Technology-enhanced lesson
formulation of teaching-learning using the ASSURE as assessing lesson
experiences using innovative Technology-Integration Model plans
technologies Critiquing of lesson
plans
Revising of lesson
plans
5.Demonstrate social, ethical, and Unit 6. Social, Ethical and Legal Lecture- discussion Written exam Textbook
legal responsibility in the use of responsibilities in the Use of on the nice elements Projector
technology tools and resources Technology Tools and Resources of digital citizenship Laptop
Mobile phones
5.1 Show, give examples, observe A. Digital Citizenship Group research on Rubrics assessing Internet
social, ethical and legal responsibility in B. Social, Ethical and Legal 12 the social, ethical research outputs connection
the use of technology tools and responsibilities in the Use of and legal Software
Technology Tools and responsibilities in
Resources by Teachers the use of
resources C. Intellectual Property Rights technology tools and Rubrics assessing
Applicable to the Educational resources by research
5.2 Identify examples of compliance of Setting: Copyright and Related teachers presentations and
IPR in educational setting. Rights Copyright Law (Part IV) outputs
D. Digital Safety Rules Talk it out (from Class formulated
5.3 Enumerate digital safety rules that  Rule 1: Research Global Digital Guide on Digital
ensure child online safety and prevent before you register Citizen Foundation) Safety Rules
cyberbullying  Rule 2: Discriminate An activity on taking
 Rule 3: Think before a stance on an issue Posters and digital
5.4 Discuss safety rule in obtaining typing and defending it campaign materials
resource materials from local area  Rule 4: Require ID Learners are given a
 Rule 5: Trust your gut scenario primarily Rubrics assessing
network-based and the internet focusing on social, behavior in social
E. Cyberbullying
F. Netizens in Cyberspace Active ethical and legal media sites
5.5 Describe the community of learners
Citizenship responsibilities in
as netizens who share and utilize digital the use of Paper and pencil
G. Netiquette (social conventions
materials. technology tests
online)
H. Educational Sites and Portals Analysis of the
5.6 Practice standard netiquette in different cases
I. Online Communities of
sharing and utilizing shared materials Learning involving social, List of educational
among learning communities  Facebook ethical and legal sites
 Twitter issues on
5.7 Show/ demonstrate support to school technology use Rating Scale
 Instagram
learners as part of learning community in J. Online Resources
their digital culture and behavior Group research on Reflection
 Open source
the intellectual
 Multimedia resources property rights in the Checklist
5.8 Identify educational sites and portals  Finding images
suitable to their subject area educational setting
 Music and audio Practical Test
 Locate web Class presentation
5.9 Join online expert and learning
resources by topic of research outputs
communities  Others (e.g. poster,
K. Collaborative Projects infographics,
5.10 Use resources from relevant mailing L. Technology Tools for hootboard, etc.)
lists and online journals Collaborative Work Four as activity: You
know the Rules
5.11 Describe technology tools that are
(from global Digital
used in group activities Citizenship
foundation) Learners
5.12 Use technology tools to collaborate imagine that they
as share resources among communities can draft three rules
of practice that every digital
citizen must follow.
What would they
make and why?
Abstraction,
Analysis &
Application

Forum Discussion
on the digital safety
rules

Debate on
Cyberbullying

Small group
Discussion

Brief Leture

Advocacy Campaign

Forum

group research to
identify educational
sites and portals
presentation and
sharing of research
outputs (e.g.
infographics, digital
advertisement,
brochure, bulletin
board display/ online
bulletin board

Practicum on
sample strategies on
how to join experts’
 learning
communities

Group research and

application of the
identified relevant
mailing list and
online journals
Suggested Readings/ Abushakara, N. (2016). Netiquetter: Modern manners for a modern world.The ultimate guide to online etiquette. Create Space Independent Publishing
References Platform

Anderson, J. (2010). ICT Transforming Education.A regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education

Angelo, T. & Cross, K. P. (1993).classroom Assessment techniques 2nd ed. A Handbook for College Teachers

Chiles, D. (2014). Internet etiquette: Netiquette fundamentals, rules and optimization

Diaz, C.G. and Declaro, R.A. (2013).UNESCO training guide on ICT multimedia integration for teaching and learning. Retrieved from creative Commons
License
http://cretivecommons.org/licenses/by-sa/3.0

Heinich, R. (2003). Instructional media and technologies for learning.(7th edition).Upper saddle. New York: Merril Prentice Hall
www.safekids.com/kids-rules-for-online-safety

www.educationworld.com/a-tech/tech/tech044.shtml

www.collegeview.com/articles/artice/smart-students-in-a-digital-world

https://www.stopbullying.gov/cyberbullying/what-is-it/
http://www/ascd.org/publications/books/102112/chapters/What_is_Project-Based_Multimedia_Learning%C2%A2.aspx
http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-experiences-in-the-classroom/
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html
http://www.edtechteacher.org/assessment
http://www.edtechteacher.org/gafe/
Lucido, P. &Corpuz, B. (2012).Educational technology 2. Quezon City, PH: Lorimar Publishing Co.
Melton, R. (2002). Planning and developing Open and Distance Learning. A Quality Assurance Approach
Newby, T.J (2011). Educational technology into teaching.(4theed.)Boston:Pearson Education, Inc.
Roblyer, M. D. (2003).Integrating educational into teaching.(3rd ed.) upper Saddle, New York: Merrill Prentice Hall
Smaldino, S. et.al.(2005). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall
Smaldino, S. et.al.(2008). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall
 Tuffey, D. (2014). Email etiquette: Netiquette for the information age: Altiora Publications
TPACK in two minutes https://www.youtube.com/watch?v=FagVQlZELY
UNESCO (2013). Training Guide on ICT Multimedia Integration for Teaching and Learning, pp. 60-63
Williams, M. (2000).Integrating technology into teaching and learning: An Asia Pacific perspective. Singapore: Prentice Hall
www.ipophil.gov.ph/images/Patents/IRRs/RepublicAct8293.pdf

Our ICT http://www.ourict.co.uk/ Ten Best Assessment Tools (Posted April 1, 2015) Retrieved from: http://www.ourict.co.uk/formative-assessment-tools/

Documents:
 the Philippines ICT Roadmap
 DepEd Five-Year Information and Communication Technology for Education Strategic Plan (DepEd ICT4E Strategic Plan) Executive Summary
 SEAMEO INNOTECH (2010) The Report on the Status of ICT Integration in Education in Southeast Asia
 K to 12 Curriculum Guides (DepEd, 2012)
 Senior High School Curriculum Guides retrieved from https://drive.google.com/file/d/0D8xBBYUc2V91dVJQQXdVMFVDS2C/edit
Course requirements Suggested:
A lesson plan exemplar with an appropriate integration of technology
Written log exam (Midterm and Finals)
ePortfolio
 A complete posted reflection notes in the Class Blog or Wikispace/ ‘Teacher-made Classroom Twitter Wall’
Class Active Participation (group work, mini-outputs in tasks, among others
Grading system
Major Exams 20%
Project 40%
Class Standing 40%
_____________________________
100 %

Classroom Policies 1. Student who arrived 15 minutes in the class or left 30 minutes before time is considered absent.
2. Students who will be absent in the session should give prior notice to the teacher and should pass an excuse letter signed by the parents/guardians; failure
to do so, the students will not be admitted for the next class until he/she presents an excuse letter.
3. Students are held responsible for the activity missed and for the other requirements of the class.
5. All work missed should be made up within THREE DAYS after the student returns to school. This is the responsibility of the student. Missed test and
quizzes will be made up by appointment, after school hours.
6. There are always opportunities to make-up points before or after school for EXCUSED absences only. Points lost because of UNEXCUSED absences,
being tardy, non-suits, poor effort and discipline cannot be made up.
7. Students are required to use mobile phones and internet connection in class but they have to be responsible in using it.