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UNIVERSITY OF SAINT LOUIS TUGUEGARAO

Tuguegarao City, Cagayan

SCHOOL OF EDUCATION, ARTS & SCIENCES


Teacher Education Department
School Year 2013-2014

Course Information and Syllabus in Educ 4b

DESCRIPTIVE TITLE : EDUCATIONAL TECHNOLOGY 2

CREDIT UNITS : 3 units (54 hours)

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.

COURSE LEARNING OUTCOMES:

At the end of the course, the students are expected to:

1. demonstrate the use of technology as a learning partner,


2. construct unit plans integrating inquiry approach and project- based learning,
3. create analytic rubrics evaluating student learning samples,
4. create evaluation tools for assessing student learning,
5. create student and teacher support materials, and
6. design a learning portfolio using backwards design.

REFERENCES:

Printed References

Aquino, G. (1988) Principles of teaching and educational technology. Manila: National Book Store

Garo, C. (2004) Teaching educational technology. Mandaluyong City: NBS


Grabe, M. (2007) Integrating technology for meaningful learning: 5 th edition. New York: Houghton Mifflin Company

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

Schwartz, J. (1999) Essentials of educational technology. Boston: Allyn and Bacon

Yadav, N. (2003) A handbook of educational technology. New Delhi: Anmol Publications PVT. LTD.

Intel® Teach to the Future. [S.I.] (2005) Intel® Corporation

Online References

Intel website. Retrieved on April 3, 2014 from http://educate.intel.com/education/teach/pre-service.htm

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

Technology- supported lesson online. Retrieved on April 3, 2014 from http://edtech.boisestate.edu/bridges/tslessons.htm

Ask jeeves for kids. Retrieved on April 3, 2014 from http://www.ajkids.com/yahooligans

Literature collection. Retrieved on April 3, 2014 from http://www.literaturecollection.com/

Free nature pictures. Retrieved on April 3, 2014 from http://www.freenaturepictures.com/

School clip art. Retrieved on April 3, 2014 from http://www.school-clip-art.com/

CNN. Retrieved on April 3, 2014 from http://www.cnn.com/

Educational sites. Retrieved on April 3, 2014 from http://www.kn.pacbell.com/wired/bluewebn/

Teachers helping teachers. Retrieved on April 3, 2014 from http://www.pacificnet.net/%7emandel/

Teaching resources. Retrieved on April 3, 2014 from http://www.ibritt.com/resources/tr_content.htm

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Open educational resources. Retrieved on April 3, 2014 from http://www.topics.developmentgateway.org/

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

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TIME
STRATEGIES, INSTRUCTIONAL
COURSE CONTENT ALLOTMENT LEARNING OUTCOMES
MATERIALS, and ACTIVITIES
(No. of Hours)
A. Exploring Copyright Laws Related to Module 2 Activity 2 copyrighted materials using an interactive test.
Computer and Software Use 1.5 Module 2 Activity 4  Write sample entries using the correct format of
B. Citing References citing printed and electronic sources/
C. Locating Internet Resources Web Quest references.
1.5 (A strategy permitting students to gather  Complete a web quest activity to evaluate
valid websites to explain a certain idea/ websites according to strengths, weaknesses,
concept) and educational content and other
characteristics.
Completion of all unit procedures
VI. Module 3: Multimedia Presentation PowerPoint Presentation  Draw a flowchart to discuss ways on how to
Pedagogical Practices create student multimedia samples.
A. Presentation Software in the Classroom 1.5 Flowchart  Plan the content of student presentation
B. Creating Student Multimedia Presentations through the use of PowerPoint story board.
C. Hands on Story Board Making  Create student multimedia sample.
D. Enhancing Presentation 1.5
Module 1 Activity 5
Module 3 Activity 1
Multimedia Samples
E. Evaluation The Best Corn Chip  Design an analytic rubric to evaluate student
1. Authentic Assessment 1.5 (A assessment strategy used to validate multimedia.
2. Evaluation Strategy 1.5 concepts/ ideas)  Enhance student multimedia presentation
3. Creating a Sample Multimedia Evaluation through hyper linking, inserting chart, movie
Tool 1.5 PowerPoint Presentation clip, and sound, recording sound and voice
4. Unit Plan Revisit 1.5 narration, adding animations etc.
Module 3 Activity 3
Module 3 Activity 4
Rubric Making
VII. Module 4: Spreadsheet 1.5 Peer Partner Learning  Evaluate whether the student evaluation tool
A. Spreadsheet in the Classroom (A strategy that allows learning to work matches the learning objectives and addresses
B. Viewing Sample Student Spread Sheet 1.5 with a classmate to complete a task) the essential and unit questions through a peer
C. Features of the Excel 1.5 partner learning.
D. Creating Student Sample Spreadsheet 1.5 Independent Study  Demonstrate how to use the spreadsheet in the
E. Creating Sample Student Spreadsheet (Students will study a supplement classroom.
Evaluation Tool. 1.5 material independently)  Create student spreadsheet evaluation tool.
F. Unit Plan Revisit 1.5  Develop criteria for assessing student
G. Enhancement of Student Samples and Module 4 Activity 1 spreadsheet.
Evaluation tool Student- Sample Spreadsheet

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TIME
STRATEGIES, INSTRUCTIONAL
COURSE CONTENT ALLOTMENT LEARNING OUTCOMES
MATERIALS, and ACTIVITIES
(No. of Hours)
Module 4 Activity 3
Peer Tutoring
(Gifted students tutor their resource
classmates)
VIII. Module 5: Publications PowerPoint Presentation  List various ways of using publication tools in
A. Flyers, Brochures, and Newsletters 1.5 course projects/ requirements.
B. Publication Software in the Classroom Listing  Demonstrate how the various features of
C. Creating Student Publications 1.5 publication are used utilizing learning
1. Planning the Content Learning Exemplars exemplars.
2. Features of the Publisher  Create a student- sample publication to show
3. Making Student Samples 1.5 Demonstration how it is used as a learning partner.

Module 5 Activity 1

Student Sample Publication


MIDTERM EXAMINATION (1.5)
4. Reflecting on Student Sample 1.5 Think- Pair- Share
5. Creating a Sample Publication Evaluation (Students in pair think and share ideas  Draft a rubric for evaluating student sample
Tool 1.5 about a certain concept) publication.
6. Reviewing Student Publication and
Evaluation Tool 1.5 Module 5 Activities 2-4
7. Unit Plan Revisit

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)
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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.

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Portfolio Rubric
Excellent (3) Fair (2) Poor (1)
 Unit Plan requires students to interpret,  Unit Plan requires students to analyze and  Unit Plan requires students to define, identify,
(15 points) Student Learning

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.

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 Unit Plan is a well-developed guideline for  Unit Plan is an adequate guide for  Unit Plan lacks clarity and is not an effective

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%

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Syllabus Prepared/ Revised by:

HERBERT S. CORPUZ
Course Instructor

ALMACITA PAJ-DIO- ABRIGO, Ph.D.


Course Instructor

Reviewed by:

OLIVIA B. PASICOLAN, Ph.D.


Program Chair

Recommended by:

THERESE MAY G. ALEJANDRINO, MPA, MBA


Academic Dean

Approved by:

EMMANUEL JAMES P. PATTAGUAN, Ph.D.


Vice President for Academics

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