Republic of the Philippines

CARLOS HILADO MEMORIAL STATE COLLEGE

Talisay City, Negros Occidental

OUTCOMES-BASED COURSE SYLLABUS

In

EDUC 9
Course Number

EDUCATIONAL TECHNOLOGY 1
Descriptive Title

First Semester, Academic Year 2015-2016

Semester/Academic Year

Prepared by:

Mrs. Ma.Rosa S. Caraballe, Prof. Jose Rabbi B. Malaga, Dr. Cynthia D. Mijares, Dr. Joel O. Mijares, Dr. Juliet S. Trujillo
Subject Teachers

Approved:

_____________________
Dean
 Republic of the Philippines
CARLOS HILADO MEMORIAL STATE COLLEGE
Talisay City, Negros Occidental

OUTCOMES-BASED COURSE SYLLABUS

College: College of Education Programs: BSED/BEED
Course Number: EDUC 9 Course Title: Educational Technology 1
No. of Hours: 3 Hrs / Week; 54 Hrs / Semester No. of Wks/Semester: 18 Weeks / Semester
Instructors: ____________________ Term/Sem/AY: First Semester, AY 2015-2016
________________________________________________________________________________________________________________________________

I. Vision of the Institution

Green CHMSC ExCELS: Excellence, Competence, and Educational Leadership in Science and Technology
Driven by its passion for continuous improvement, the State College has to vigorously pursue distinction and proficiency in delivering its
statutory functions to the Filipino people in the fields of education, business, agro-fishery, industry science and technology,through committed
and competent human resource, guided by the beacon of innovation and productivity towards the heights of elevated status.

II. Mission of the Institution

A leading institution in higher and continuing education committed to engage in quality instruction, development-oriented research,
sustainable lucrative economic enterprise, and responsive extension and training services through relevant academic programs to empower a
human resource that responds effectively to challenges in life and acts as catalyst in the holistic development of humane society.

III. Institutional Learning Outcomes

Seq Outcomes Upon graduation, the students can:
Creative, critical, and Analyze and solve problems by using informed judgment based on evidence, sound reasoning
1 analytical thinking and / or creativity to differentiate facts from opinions and to specify solutions and their
consequences.
Exercise role as local, national, and global citizens participation in a democratic process, respect
2 Global, cultural, social, social and cultural diversity, appreciate the complexity of the physical world and understand
ethical, and environmental the significance of both environmental sustainability and social justice.
awareness
Recognize lifestyles that promote physical and mental well-being, engage in self-reflection and
3 Physical/mental wellness ethical decision-making, explore career choices and life goals, practice effective individual and
and personal responsibility collaborative work habits, and demonstrate a commitment to ongoing learning.
and development
Entrepreneurial spirit and engage in activities leading to increased production, and application
4 Entrepreneurship and of new technology that contribute to nation-building and natural development.
productivity
Exhibit professionalism, integrity, and ethical standards by reflecting on the value of
5 Integrity and professionalism professionalism in daily interactions, use appropriate ethical choices in practice setting which
are in the best interest of the client.
6 Life-long learning Utilize lifelong learning skills in pursuit of personal development and excellence in professional
competence practice.
Demonstrate analytical reading and writing skills including evaluation, synthesis, and research;
7 Interpersonal and communicate clearly, express interpret thoughtfully and logically and engage actively in
communication competence dialogue and discussion while paying attention to audience, situation and intercultural context.
Use mathematical skills appropriate to new technological society by analyzing and solving
8 Quantitative and problems that are quantitative in nature and by utilizing technology for informational,
technological competence academic, personal and professional needs.
Display leadership skills in a given profession through professional advocacy, promotion of
9 Leadership competence profession in positive, constructive manner and use of effective organization and time
management for efficient practice.
IV. Vision of the College of Education
The College of Education as a leading globally-competitive training center for professional teachers in the elementary
and secondary levels

V. Mission of the College of Education

Train and develop highly motivated and committed professional elementary and secondary education teachers equipped with instructional,
personal and social competencies conducive to the task of human development.

VI. Goals of the College of Education

Implement Teacher Education Programs for the elementary and secondary levels and endeavor to achieve quality and excellence, relevance
and responsiveness, equity and access, and efficiency and effectiveness in instruction, research, extension, and production.

VII. BSEd Program Outcomes

Upon completion of the program, the graduates can:
A. Outcomes Common to All Programs in All Types of Schools:
1. Articulate and discuss the latest developments in Teacher Education.
2. Effectively communicate orally and in writing using both English and Filipino.
3. Work effectively and independently in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and ethical responsibility.
5. Preserve and promote “Filipino historical and cultural heritage”.
B. Outcomes Common to Teacher Education as a Discipline:
6. Articulate the relationship of education to larger historical, social, cultural and political processes.
7. Facilitate learning using a wide range of teaching methodologies in various types of environment.
8. Develop alternative teaching approaches for diverse learners.
9. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational
assessment.
10. Demonstrate basic and higher level thinking skills in planning, assessing and reporting.
11. Practice professional and ethical teaching standards to respond to the demands of the community.
12. Pursue lifelong learning for personal and professional growth.
C. Outcomes Specific for the BSEd Program:
 13. Demonstrate in-depth understanding of the development of adolescent learners.
14. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
15. Create and utilize materials appropriate to the secondary level to enhance teaching and learning.
16. Design and implement assessment tools and procedures to measure secondary learning outcomes.
17. Construct and utilize appropriate technology supported instructional materials which will enhance teaching and learning
in the secondary level.
D. Outcomes Common to All Horizontal Typologies of Schools:
18. Demonstrate service orientation in the teaching profession.
19. Participate in various types of employment, development activities, and public discourses, particularly in response to the
needs of the communities one serves.
20. Participate in the generation of new knowledge or in research and development projects.
21. Support national, regional and local development plans.

VIII. Curricular Map on Program Outcomes and Institutional Learning Outcomes

Institutional Learning Outcomes

Program Outcomes 1 2 3 4 5 6 7 8 9
1. Articulate and discuss the latest developments in Teacher Education. ✓ ✓ ✓ ✓ ✓ ✓
2. Effectively communicate orally and in writing using both English and Filipino. ✓ ✓ ✓ ✓ ✓ ✓
3. Work effectively and independently in multi-disciplinary and multi-cultural teams. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
4. Act in recognition of professional, social, and ethical responsibility. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
5. Preserve and promote “Filipino historical and cultural heritage”. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
6. Articulate the relationship of education to larger historical, social, cultural and political ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
processes.
7. Facilitate learning using a wide range of teaching methodologies in various types of ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
environment.
8. Develop alternative teaching approaches for diverse learners. ✓ ✓ ✓ ✓ ✓ ✓ ✓
9. Apply skills in curriculum development, lesson planning, materials development, instructional
delivery ✓ ✓ ✓ ✓ ✓ ✓ ✓
and educational assessment.
10.Demonstrate basic and higher level thinking skills in planning, assessing and reporting. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
11. Practice professional and ethical teaching standards to respond to the demands of the ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
 community
12. Pursue lifelong learning for personal and professional growth. ✓ ✓ ✓ ✓ ✓ ✓ ✓
13. Demonstrate in-depth understanding of the development of adolescent learners. ✓ ✓ ✓ ✓ ✓
14. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum. ✓ ✓ ✓ ✓ ✓ ✓
15. Create and utilize materials appropriate to the secondary level to enhance teaching and ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
learning.
16. Design and implement assessment tools and procedures to measure secondary learning ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
outcomes.
17. Construct and utilize appropriate technology supported instructional materials which will
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
enhance
teaching and learning in the elementary/secondary level.
18. Demonstrate service orientation in the teaching profession. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
19. Participate in various types of employment, development activities, and public discourses,
particularly in ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
response to the needs of the communities one serves.
20. Participate in the generation of new knowledge or in research and development projects. ✓ ✓ ✓ ✓ ✓
21. Support national, regional and local development plans. ✓ ✓ ✓ ✓ ✓ ✓

IX. Course Description

Educational Technology 1 is offered to provide students with opportunities to recognize the importance of both the conventional and
innovative technologies to facilitate and foster meaningful and effective learning. Students are expected to understand the meaning and how
educational technologies evolved and developed in the past and in the 21st century. The sound understanding of the nature, application and
production of the various types of educational technologies should likewise be understood by them to focus on developing teacher support
materials appropriate to the needs of their future clientele based on clear designing principles and outcome.

X. Course Learning Outcomes

Upon completion of this course, the students can:
1. Articulate and discuss the latest developments in Teacher Education.
2. Effectively communicate orally and in writing using Hiligaynon, English and Filipino.
3. Work effectively and independently in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and ethical responsibility.
 5. Preserve and promote “Filipino historical and cultural heritage”.
6. Articulate the relationship of education to larger historical, social, cultural and political processes.
7. Facilitate learning using a wide range of teaching methodologies in various types of environment.
8. Develop alternative teaching approaches for diverse learners.
9. Apply skills in materials development, instructional delivery and educational assessment.
10. Demonstrate basic and higher level thinking skills in planning, assessing and reporting.
11. Practice professional and ethical teaching standards to respond to the demands of the community.
12. Pursue lifelong learning for personal and professional growth.
13. Demonstrate in-depth understanding of the development of adolescent learners with diverse learning styles.
14. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
15. Create and utilize materials appropriate to the secondary and elementary levels to enhance teaching and learning.
16. Design and implement assessment tools and procedures to measure secondary and elementary learning outcomes.
17. Construct and utilize appropriate technology supported instructional materials which will enhance teaching and learning
in the secondary and elementary levels.
18. Demonstrate service orientation in the teaching profession.
19. Participate in various types of employment, development activities, and public discourses, particularly in response to the
needs of the communities one serves.
20. Participate in the generation of new knowledge or in research and development projects.
21. Support national, regional and local development plans.

XI. Curricular Map on Course Learning Outcomes and Program Outcomes

 Program Outcomes
Course Learning Outcomes 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1 18 19 2 2
7 0 1
1. Articulate on the contribution of the course to the
attainment of the mission of the BSEd/BEEd Programs ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
and of the institution.
2. Effectively communicate orally and in writing using ✓
Hiligaynon, English and Filipino. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

3. Work effectively and independently in multi-

disciplinary and multi-cultural teams. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

4. Act in recognition of professional, social, and ethical

responsibility ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
5. Preserve and promote “Filipino historical and cultural
heritage”. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
6. Articulate the relationship of education to larger
historical, social, cultural and political processes. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
7. Facilitate learning using a wide range of teaching
methodologies in various types of environment. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
8. Develop alternative teaching approaches for diverse
learners. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
9. Apply skills in materials development, instructional
delivery and educational assessment. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
10. Demonstrate basic and higher level thinking skills in
planning, assessing and reporting. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
11. Practice professional and ethical teaching standards
to respond to the demands of the community. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
12. Pursue lifelong learning for personal and
professional growth. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
13. Demonstrate in-depth understanding of the
development of adolescent learners with diverse ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
learning styles.
14. Exhibit comprehensive knowledge of various
learning areas in the secondary curriculum. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
15. Create and utilize materials appropriate to the
secondary and elementary levels to enhance teaching ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
and learning.
16. Design and implement assessment tools and
procedures to measure secondary and elementary ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
learning outcomes.
17. Construct and utilize appropriate technology
XII. Course Requirements

1. Attendance

2. Individual report/ group report

3. Mid and End Term projects (portfolio/Outputs)

4. Two (2) Term Examinations

5. Quizzes/ Long Tests/ Recitation

XIII. Academic Performance Evaluation System

A. Performance (80%)
1. Knowledge
a. Quizzes / Unit Tests – 30%
b. Mid-term / End-term Examinations – 20%
c. Participation in class deliberations – 10%
2. Skills – 10%
a. Graded Discussion / Extemporaneous Discussion
3. Attitude / Attendance – 10%
a. Attendance/Regularity/Promptness
b. Involvement / Commitment
c. Attitude / Conduct
B. Requirement/Project/Output -20%
a. Term Paper / Project / Portfolio
XIV. References
Heinich R. et. al.,( 2002). Instructional Media and Technologies for Learning, 7ed., Prentice Hall, Upper Saddle River, New Jersey

Lucido, P. & Borado, M., 1997, Edicational Technology, Katha Publishing Co., Inc., Quezon City, Philippines
 Williams D., 2000, Integrating Technology into Teaching and Learning: Concepts and Application, Prentice Hall, Singapore

Woodward, J. & Cuban, L., 2001, Technology Curriculum and Professional Development, Corwin Press, Inc., Thousand Oaks,
California

Garo, C. Theories and Principles of Educational Technology (2008). Quezon City: National Book Store

34th National Convention manual, Philippine Association for teacher Education (PAFTE), (2004). The Teacher Curriculum CHED memo No. 30

De Guzman-Santos, R. (2007). Assessment of Learning 1 and 2, Lorimar Publishing, Inc.

Salandanan, G. (2009). Methods of Teaching. Revised Ediiton. Lorimar Publishing, Inc.

Salandanan, G. (2005). Teaching and teacher., Lorimar Publishing, Inc.

Corpuz, P. (2008). Educational Technology 1. Lorimar Publishing, Inc.

Teacher Education Council (TEC) (2009), DepEd, CHED, Experiential learning Courses Handbook.

Encyclopedia Encarta, 2009

Concepcion, B. et.al. (2010). NCBTS Oriented, Licensure Examination for Teachers Reviewer

Web Resources: The Encyclopedia of Educational Technology URL: http://coe.sdsu.edu/eet/

International Journal of Educational Technology URL: http://www.ao.uiuc.edu.ijet

Educational Technology Review URL: http://www.aace.org/pubs/etr/issue4/harper.cfm

National Educational Standards URL: http://cnets.iste.org

Educational Technology & Society URL: http://ifets.ieee.org/periodical/

Australasian Journal of Educational Technology URL: http://www.ascilite.org.au/ajet/ajet.html

“MP3 Format” Microsoft Encarta (2008)

“Distance Education” Microsoft Encarta (2009)

 URL: www.altavista.com

Evaluating Online Resources: Guidelines and Criteria

Kimberly Vogel, SDSU Educational Technology URL: http://coe.sdsu.edu/eet

Susan E. Beck, New Mexico State Library URL: http://lib.nmsu.edu/instruction/evalcrit.html

XV. Course Contents

CONTENTS/ STUDENT LEARNING TIME

TOPICS OBJECTIVES OUTCOMES AND ACTIVITIES ALLOT- STRATEGIES EVALUATION KEY INDICATORS
MENT / RESULTS
MIDTERM
I. 1. Getting to Know 1. be acquainted with 1. students can refresh their Discussion - Oral 95% of the
Session each other minds about the school policies Participation students
9 weeks possess
2. Subject Orientation on 2. be oriented with the 2. students can discuss their understanding
course content, policies expectations towards the Goal Setting of the school’s
Classroom
Rules/Policies, and requirements course policies and its
Dialogue VMGO
Requirements and - Written
3. develop sense of
Grading System direction in life
3. Target Setting
4. understand the College and
4. MVGO Review COEd MVGOs

II. Introduction to
Educational Literature review
Technology Recitation
1. explain educational Students can be familiarized 90% of the
1. Technology in technology with the different use of varied students have
Education conventional type of Written/Quiz familiarization
 - Concepts, Role, 2. review/trace the educational technology Group Activities on the use of
Definition and evolution of educational Participation varied
Rationale technologies conventional
- Evolution and Collecting Outputs type of
3. understand the extent
Development Pictures (for educational
of educational
technology in special Students can gather pictures of students’ technologies
- Technology in Special
education educational technology used in portfolios)
Education 80% of the
special education
4. gather pictures of Discussion students have
educational technology used passing scores in
in special education Authentic the written quiz
assessment
2. Media, Technology rubrics
and Learning
90% of the
2.1 Learning Teaching students have
2.1.1 Definition Quizzes
Demonstration completed the
2.1.2 Process 1. Identify the varied types Students can identify varied group outputs
2.1.3 Environment of conventional materials types of conventional materials
2.2 Dale’s Cone of
Experience Group Activities Recitation
2.2.1 Types of Learners 90% of the
2. Describe the
1. Visual students have
characteristics of the Students can describe the
2. Auditory different types of Discussion Long test familiarization
characteristics of the different
3. Tactile/Kinesthetic learners and cite on the use of
types of learners
4. Multisensory examples of technologies varied
2.3 Media suited for each type conventional
2.3.1 Roles of Media Designing of
type of
in Learning 3. Show/design samples of varied Portfolio of educational
2.3.2 Methods instructional materials Students can design sample conventional activities technologies
2.3.3 Technology based on Dale’s Cone of instructional materials based technologies
 Technologies for Experience on Dale’s cone of experience
Learning
 Definition of 80% of the
Learning 4. Prepare samples of Role play on
students have
 instructional materials current social passing scores in
Types of such as games and, etc. problems the written quiz
Experiences: experiments
1. Direct,
Purposeful
Experience 5. Differentiate contrived Simulations
- Games from direct experiences Students can differentiate
- Experiments contrived from direct
2. Contrived experiences
6. Define learning Hands –on
Experience
Activities
1.Three-
Dimensiona
l Materials 7. Simulate the procedure of
2.Objects using variety of Students can simulate the
technologies in the procedure of using variety of Documentation
3.Specimens
teaching and learning technologies in the teaching of activities
4.Mock-ups
5.Diorama process and learning process
Authentic
assessment 90% of the
Group Activities rubrics students have
3. Dramatized completed the
Experience Discussion group outputs
- Drama 8. Discuss psychological
- Pageant process in the learning Students can discuss the Quizzes
Designing of
- Psycho environment psychological process in the
learning environment varied
Drama
conventional
- Socio-
technologies Recitation
Drama
 Learning Process 9. Explain the effect of the
varied types of Role play on
 Learning
Environment approaches to instruction current social
Long test
 Psychological problems
Perspective
 Approaches to Simulations
Instruction 10. Discuss the philosophical
Portfolio of
perspective on learning Students can prepare simple Hands –on
 The Middle activities
lesson plans for group Activities
 Ground presentation of each type Documentation
 Philosophical of activities
Perspective on 11. Prepare simple lesson
Learning plan for group presentation of
each type Portfolio of
4. Display Surfaces activities
- Chalkboard 80% of the
- Bulletin Board Designing of students have
- Multi-purpose board varied types of passing scores in
demonstration Group
- Cloth Board the quiz
- Give the use/s of each boards presentation
- Peg Board Students can give the use/s of
board as classroom material 85% of the
- Flip Chart each board as classroom
students have
- copy board material
- Prepare a sample of each acquisition of
- magnetic board Demonstrations Discussion
demonstration board (by skills in
- Exhibits
group) Students can prepare sample of Quizzes designing
Two Types of
each demonstration board instructional
Exhibits
board
 Displays
-Acquire skills in designing
 Diorama Group Activities Recitation
instructional materials based
5. Field Trip on principles
85% of the
- Museum -Discuss the importance of
Project/ students have
-Community field trip Students can acquire skills in completed the
Resources - Differentiate display from designing instructional Output -based
Discussion group outputs
6. Still Pictures exhibit materials based on principles assessment
-Drawings -Find pleasure in viewing rubric
-Charts visual materials for
Students can discuss the
-Graphs instruction
importance of fieldtrip
-Posters
Field trip
-Cartoons -Demonstrate how an
instructional board is used
3. Technologies for
as a device 90% of the
Learning
students have
Students can find pleasure of
 What are viewing visual materials for Presentation of familiarization
Technologies for instruction outputs on the use of
Learning varied
 Cooperative Learning technologies for
 Simulations Students can demonstrate how
learning
 Games &Simulation an instructional board is used
Games  Explore the various as a device
 Learning Centers technologies of learning
 Programmed  Describe the different Portfolio of
Instruction technologies for learning activities
and identify their Simulations 80% of the
 Programmed Tutoring advantages and
students have
limitations Designing of
Group passing scores in
 Programmed Teaching varied types of
presentation the written
technologies of
 Personalized System  Synthesize an evaluation
learning
of Instruction instructional situation Students can explore various Discussion
in which one of the technologies of learning 90% of the
Demonstrations
technologies of Quizzes students
4. The ASSURE Model
instruction could be Group Activities completed the
used effectively Recitation
group outputs
 The ASSURE Model Discussion
Project/
 Analyze Learners
 State Objectives Students can describe the Presentation of
Output -based
 Select Methods, different technologies for outputs
learning and identify their assessment
Media and Materials
advantages and limitations rubric
 Utilize Media and
Materials
 Require Learner
 Explore & discuss the
Participation
ASSURE model
 Evaluate and Revise
 Utilize the ASSURE model Discussion
to template different Teaching
teaching-learning demonstration
activities particularly in utilizing ASSURE 90% of the
Quizzes
instructional design and model students have
 lesson planning Critiquing of acquisition of
student skill in
Students can explore and performance Recitation presenting
discuss the ASSURE model
technologies
using ASSURE
Students can utilize the ASSURE
model to template different Authentic model
teaching-learning activities Assessment
using rubrics 80% of the
students have
passing scores in
the quiz

90% of the
students have
completed the
group outputs

END-TERM

5. Visual Principles 9 weeks

Portfolios 90% of the
 The Roles of Visual  Explore the different roles Students can explore the Discussions/lectu students have
Instruction of visual in effective different roles of visual in res on visual acquisition of
instruction effective instruction principles skills on the use
 Visual Literacy Quizzes
of varied visual
 Discuss the importance of
designs
 Goals of Visual Design visual literacy and the
goals of visual design Students can Hands-on Recitation 80% of the
 Processes of Visual perform/demonstrate the activities
 Perform/demonstrate the different processes of visual students have
Design
different processes of design passing scores in
 Visual Planning visual design Critiquing the quiz
Presentation &
 Visual Planning Tools  Prepare materials for Students can prepare materials Documentation 90% of the
presentation applying for presentation applying visual students have
  Digital Images visual principles principles of individual & Individual completed the
group outputs outputs individual/group
outputs
6. Visuals

 Non-projected Visuals  Explore the different Students can explore the

visual technology, different visual technology, Demonstration of Quizzes 80% of the
 Projected Visuals equipment & materials equipment and materials visual principles students have
 Demonstrate how each Recitation
passing scores in
 Document Cameras technology, equipment & Hands-on
Critiquing the quiz
materials functions & activities
 Overhead Projection works Students can demonstrate how
90% of the
 Discuss their advantages each technology, equipment Individual
Presentation &
outputs students have
 Slides & limitations and materials function and Documentation
work completed the
of individual & Portfolios
 Digital Images individual/group
group outputs
outputs
 Digital Image
Projection

7. Audio Quizzes 80% of the

 Hearing and Listening  Explore the different Students can explore the
Discussions/
different audio technology, students have
 Developing Learning audio technology, Recitation
Skills equipment & materials equipment and material Lectures passing scores in
 Audio Formats the written test
 Producing Class  Demonstrate how each Students can demonstrate how Demonstration
Materials of Cassette technology, equipment & well each technology, on the utilization Individual
Tapes materials functions & equipment and materials
of common audio outputs
function and work 90% of the
 Duplicating and works
materials
Editing Audio Tapes students have
 Selecting Audio  Discuss their advantages completed the
Group activity
Materials & limitations Portfolios individual/group
 Utilizing Audio simulations outputs
Materials
 Require Learner
 Participation 80% of the
 Evaluate and Revise students have
passing scores in
8. Video  Explore the different video Students can explore different Quizzes
the written test
 Video Formats formats and identify the video formats and identify their Discussions/Lect
 Special Attributes to special attributes of video special attributes ures Recitation
Video
 Advantages  Select appropriate video/ Demonstration Critiquing
90% of the
 Limitations produce one, and utilize it Students can select, produce on the utilization students have
Portfolios
 Integration for teaching-learning and utilize video of Videos in completed the
 Selecting Video process
teaching and individual/group
 Producing Video
learning outputs
 Utilizing Video  Discuss their advantages
 Require Learner & limitations
film showing
Participation
 Evaluate and Revise collaborative 80% of the
learning students have
Quizzes passing scores in
9.Computers
 Explore the different roles Discussions/Lect the written test
Roles of Computers in of computers in the Students can explore the
ures
Learning teaching-learning process different roles of computers in Recitation
 Integrating Computers the teaching-learning process
Demonstration
into the Curriculum  Illustrate how computers
Students can illustrate how on the utilization
 Integrated Learning can be integrated in the
90% of the
learning system computers can be integrated in of Computers in Critiquing
System
the learning system the learning students have
 Software Selection  Explore and select system completed the
 Computer Hardware available software Students can explore and select individual/group
available software Exploration on Demonstra-
 Computer Facilities outputs
 Discuss its advantages & computer tion
limitations utilization
10. Multimedia
collaborative
 Multimedia Kits learning
80% of the
 Hypermedia students have
 passing scores in
 Interactive Media Discussions/ Quizzes the written test
 Explore and discuss the Students can explore and
different multimedia discuss the different Lectures
multimedia
Demonstration
 Virtual Reality  Illustrate how each set of Recitation 90% of the
media works on the utilization
students have
 Expert Systems Students can illustrate how of Multimedia in
completed the
each set of media works the learning
Critiquing individual/group
system
 Discuss its advantages, outputs
limitations & integration Exploration on
the use of Demonstra-
multimedia tion
 Identify & discuss the
different types of learners Collaborative/co
operative
learning

Prepared by:

Mrs. Ma.Rosa S. Caraballe

Prof. Jose Rabbi Malaga

Dr. Cynthia D. Mijares

Dr. Joel O. Mijares

 Dr. Juliet S. Trujillo

Approved:

Dr. Cynthia D. Mijares

Dean