Republic of the Philippines

Romblon State University

Romblon, Philippines

College of Education
OUTCOMES-BASED EDUCATION COURSE SYLLABUS
Technology for Teaching and Learning 2 (TTL2)
Bachelor of Secondary Education Major in BTLED
2nd Semester, A.Y. 2023-2024

Vision
A research-based academic institution committed to excellence and service in nurturing a globally competitive workforce towards sustainable development.
Mission
Romblon State University shall nurture an academic environment that provides advanced education, higher technological and professional instruction, and
technical expertise in agriculture and fisheries, forestry, engineering and technology, education, humanities, sciences, and other relevant fields of study and
collaborate with other institutions and communities through responsive, relevant and research-based extension services.
Core Values
1. Stewardship
2. Competence
3. Resilience
4. Integrity
5. Balance
6. Excellence
7. Service
Goals
A. Quality education; globally competitive graduates.
B. Innovative and scientific approaches in teaching and learning.
C. Research competence and capability;
D. Community extension services; and
E. Values, attitudes, critical thinking, and lifelong skills.

Objectives

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 Republic of the Philippines
Romblon State University
Romblon, Philippines

A. To use ICT in Developing 21st CENTURY Skills: Information, Media, and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and
Effective Communications Skills
B. To develop project—and problem-based, collaborative activities using Technology tools.
C. To use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specification.
D. To produce learning resources using technology tools in various subject areas
E. To evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context
F. To use technology tools to collaborate and share resources among communities of practice.

Course Description:
TTL 2 is a 3-unit course that will focus on the application, design, production, utilization, and evaluation of Information and Communication Technology (ICT)
materials for teaching and learning in Science Education Programs. The major requirement of this course is an ICT-integrated and Project-based Learning Plan
aligned with the K-12 curriculum. All the learning activities and course requirements will revolve around the student-teacher-developed learning plan.

Course Code:

TTL2

Credit Units:

3 Units

Prerequisites:

Technology for Teaching and Learning 1

Program Outcomes:
BTLED01: Demonstrate the competencies required of the Philippine TVET Trainers_ assessors Qualifications framework (PTTQF)
BTLED02: Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education.
BTLED03: Apply with minimal supervision specialized knowledge and skills in technology and livelihood education.
BTLED04: Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.
BTLED05: Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in
their students.
BTLED06: Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political
processes.

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 Republic of the Philippines
Romblon State University
Romblon, Philippines

BTLED 07: Apply a whole range teaching process skills (including curriculum development, lesson planning, materials development educational
assessment
and teaching approaches; and
BTLED08: Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content /subject matter,
and other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.

Course Outcomes:

At the end of the semester, the students will be able to:

1. Use ICT to develop 21st Century Skills: Information, Media, and Technology Skills, Learning and Innovation Skills, and Communication Skills
2. Develop project and problem-based collaborative activities using technology tools for teaching and learning activities
3. Use open-ended tools such as word processing, spreadsheets, presentation software, and authoring tools in science subject
4. Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context
5. Use technology tools to collaborate and share resources among communities of practice.

Course Requirements:

1. Submit the required outputs/assignments of the course;

2. Achieve a passing mark in the major examinations; and
3. Gain an in-depth understanding of ICT integration through research, course readings, and course tasks.

Course Grading System

Written Works a. activities b. reflections ------------------------------- 20%

Performance a. Collaborative teaching b. Recitation ------------------------------- 30%
Midterm ------------------------------- 20%
Final --------------------------------30%
---------------
100%
Score Obtained
Rating = -------------------------------- X 100
Highest Possible Score

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 Republic of the Philippines
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Romblon, Philippines

Course Grading System

Course grading system will be based on the requirements prescribed by the subject teacher and the approved grading system of the university.
Grading Equivalents: Percent Rating Numerical Rating Percent Rating Numerical Rating
96 – 100 1.00 66 – 70 2.50
91 – 95 1.25 61 – 65 2.75
86 – 90 1.50 60 3.00
81 – 85 1.75 Conditional 4.00
76 – 80 2.00 Below 60 5.00
71 – 75 2.25

Reference: CED Operations Manual

Course Outline

WEEK TOPICS LEARNING OUTCOMES Learning Activities Assessment Tasks

Discussion of Course Syllabus Awareness of the content of the course and
WEEK 1 classroom policies as well as instructor’s
expectations.

a. Reflection paper on how students could

1. Read the introduction and the
contribute to achieving VMGO of the
overview of the course  Pre-Test (Benchmark Test)
institution
2. Attend the weekly class Lectures  Peer-Evaluation and Review
3. Accomplish the assessment tasks
b. Creating a portfolio of own metacognitive
strategies that will make self-learning more
effective and efficient.

c. Sharing of Ideas

 Interactive Class Discussion  Reflection Paper

Using ICT in Developing 21st Century Explain the 21st Century skills  PowerPoint Presentation  Essay Writing
Skills/ICT in the 21st Century skills  Reporting
 Analysis of sample learning
 21st Century Skills a. Use ICT to develop 21st Century skills  Read the introduction and the overview plans
of the course  Evaluation of sample learning
 Sample Learning plan and 21st century b. Information, Media and Technology Skills,  Topic readings plans

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Romblon State University
Romblon, Philippines

WEEK 1&3 skill Learning and Innovation Skills, Life and  Identifying ideas on 21st-century  Proposal to improve the
Career Skill, and Effective communication teaching. existing learning plans
 Learning Activities to develop 21st skills  Analysis and critiquing of learning  Preparation of learning plans
century skills plans in TLE integrating competencies on
c. Analyze TLE Learning plans in the context Analysis and critiquing of sample
 ICT and 21st Century learning
 Selecting of competencies requiring ICT of the 21st century skills learning plan skills
integration  Expose the student to sample  Evaluation of learning plans by
d. Develop the TLE learning plan to develop learning plan based from the 4A’s group and teacher using the
 PB Learning plan: Integrating of 21st 21st Century Skills through ICT Integration prescribed rubrics.
format
century skills  Presentation/demonstration of
e. Reflecting on their own learning using  Ask the student to improve the learning plans by group in a
technology tools existing learning plans on how to forum
 Electronic Portfolio
integrate ICT  Collaborative Evaluation of
 Show an electronic portfolio portfolio by group and teacher
 Discussing the concept using a rubric.


Problem-based and Project-based Developing Problem-Based and Project-  Interactive Class Discussion  Rubrics
learning Based Instructional Plans.  PowerPoint Presentation
WEEK 4 Writing Problem-Based and Project-based  Motivation  Formulation of checklist on the
&5 a. Explain problem-based and project-based  Panel Discussion elements of problem-and
 Developing learning approaches  Reporting project-based approach as
project/problem-based/student-centered evidence of their understanding
collaborative activities using technology b. Explain parts of problem-based and  Review the samples of problem-and or unit plans
tools project-based learning plans project-based unit plans  Comparison and contrast Matrix
of Project-based and problem-
 Nature of Problem-based and Project- c. Develop a problem-based and project- a. Download desired samples and let based learning
based approaches based learning plan students review each plan.  Group presentation of plans
 Teaching with projects b. Provide local Dep-Ed samples of and their components
 Project-based-Multimedia Learning learning plans for further review.  Refer to Dep-Ed order no. 73, s
 Using Technology to enhance Student Let students formulate concepts on 2012 for the assessment of the
Inquiry problem-and project-based learning plan
learning based on the samples.
 Basic parts of Learning Plan/Unit plan
(DepEd sample LP may be used  Comparison of the difference of the
-Curriculum framing Problem and Project Based
-Question
 From the Identified mini-courses under
 Writing a problem-based/project-based the TLE curriculum, let students
learning plan experience making a Learning Plan.
-Selection of competencies requiring Check the given website for the TLE
ICT integration curriculum and training regulations.

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Romblon State University
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WEEK  Interactive Class Discussion  Essay Writing

6&10 Productivity Software Application/ Tools Use open-ended tools (such as word  PowerPoint Presentation  Rubrics
for Teaching and Learning processing, spreadsheets, presentation  Motivation  Create a graphic organizer using
software, and authoring tools) in subject-  Brainstorming word processing software
 Open-ended tools and the their uses in specific application  Panel Discussion application
teaching and learning  Reporting
a. Identify uses of open-ended tools  Synthesis from each group on
 Maximizing the use of Microsoft Word, (productivity tools-whether freeware or  Have a thorough review of the MS how to use
Spreadsheet, and Publisher Microsoft Office) in the Teaching learning office open-ended/productivity tools in
of TLE the Teaching Learning for TLE
 Effective use of Powerpoint Presentation b. Create student outputs using computer  Ask the student on when and how they
 Adobe Photoshop and Movie application programs as evidence of can use the different open-ended /  Development of an assessment
learning productivity tool in the teaching – tool
 Creating student samples using open- learning of TLE
ended tools c. Establish mechanisms to ensure  Production of digital learning
children's online safety and prevent resources to be evaluated by
 Multimedia Elements (Text, graphic, cyberbullying group and teacher using rubric
video, audio, animation)

 Podcasting and Using Social Networking

Sites in Education

 Using Mobile Phone in the Classroom

MIDTERM EXAMINATION
WEEK  Interactive Class Discussion  Written Exercise
11&13 Characteristics of Good / Appropriate IMS Produce Learning resources using technology  PowerPoint Presentation  Matrix of Learning resources both
and Technology Tools Producing Learning tools in various subject areas  Motivation human and non-human
Resources using Technology Tools  Brainstorming  Rubrics for technology tools
a. Identify various instructional materials  Reporting applied in TLE
 Human and non-human learning (IMs) and technology tools in the  Demonstration
resources/instructional materials teaching of TLE  Formulate criteria to determine
the appropriateness of IMS and
 Introduce varied learning resources technology tools
 Technology tools for teaching TL b. Describe characteristics of good/ both human and non-human
appropriate IMs and technology tools  Design an educational software
 Characteristics of Good/appropriate in teaching TLE  Present Technology tools for TLE like review form to be rated by the
IMs and technology tools videos, course management (CMS), teacher using a rubrics
c. Creating appropriate IMs using Wikis, collaboratively discussion forum,  Developing instructional materials
 Principles of Universal Design for technology tools in teaching TLE assessment using technology tools to

Technology for Teaching and Learning 2

 Republic of the Philippines
Romblon State University
Romblon, Philippines

Learning Guidelines
 Discussion for the Design for Learning
-A software Review and Selection Process Guidelines

 Creating teacher productivity materials  Presentation of educational software.

using technology tools The student may ask to show how
each software is being used.
 Revisiting of PB learning plan:
incorporating technology tools in  By referring to the characteristics of
preparing IMs in introducing the unit appropriate technology tools, ask the
students to draft an educational
 Evaluation of developed IM using
software review form considering both
content and technical considerations. a rubric
The students may use the following  Improved/edited learning plan
criteria content and technical
information.

 Instruct the students to create

instructional materials using
technology tools by group considering
the different characteristics of a good
IM.

 Check the PB learning plan

WEEK  Essay Writing

14&16 Digital and Non – digital Resources Evaluate the relevance and appropriateness of  Interactive Class Discussion  Reflection Paper
ICT resources based on the learning context  PowerPoint Presentation  Rubrics
 Characteristics of digital and non-digital  Motivation
resources a. Characterized digital and non-digital resources  Brainstorming  Differentiating digital and non-
 Reporting digital resources is to be rated
 Relevance and appropriateness of digital and b. Determined the relevance and appropriateness by the teacher using a rubric.
non- digital resources of digital and non-digital resources based on  Highlight the relevance and
the learning context appropriateness of digital and non-  Reflection paper on the
 Assessment tool for selecting relevant and digital learning resources appropriateness of digital or
appropriate digital and non – digital c. Develop assessment tool to evaluate relevance non-digital resources to the
resources and appropriateness of digital and non – digital  Ask the students to inspect and learning plan
resources to the learning context analyze lesson exemplars/lesson
 Revisiting of PB learning plan: integration of plans that utilized either digital or non-  Evaluation of students' revised
the use of digital resources and assessment digital resources or both. Have them digital learning resources using
tools in the LP procedure determine the appropriateness based a rating scale.

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 Republic of the Philippines
Romblon State University
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on the learning context

 Revisit of PB Learning plan
 Instruct the students to revise the
lesson exemplars/lesson plans,  Development of rubrics in
particularly the learning resources assessing digital learning
based on the different types of resource
learners like multi-grade, monograde,
fast learners, etc.  Finished the digital learning
resources to be evaluated by
 Ask the students to design an the group and the teacher.
assessment tool that can evaluate the
relevance and appropriateness of
digital and non-digital resources to the
learning context

 Instruct the students to produce digital

learning resources in TLE by group
and have other pair/group critique and
evaluate using the assessment tool

Week  Essay Writing

17 & 18 Technology tools for Collaboration Use technology tools to collaborate and  Interactive Class Discussion  Reflection Paper
share resources among communities of  PowerPoint Presentation  Making of E-portfolio
 Features and uses of ICT tools for practice  Motivation  Rubrics
collaboration and sharing resources  Brainstorming
a. Identify features and uses of ICT tools for  Reporting
 Effective teaching and learning in the collaboration and sharing of resources
electronic classroom among communities of practice  Discuss the features and uses of ICT
tools for collaboration and sharing of
 Promoting collaborative and b. Determine educational sites and portals resources among communities of
transformative learning in cyberspace suited to TLE practice.

 Becoming information users, SSCC c. Evaluate and compare useful and credible  Collaborative and sharing of resources
(search, Sort, Create, Communicate) web resources to be shared with other among communities of practice.
students
 Request students to inventory
educational sites and portals in TLE
with a short description for each site.
Have them show the class its features
and functionalities.

 Explain to guide the design of

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 Republic of the Philippines
Romblon State University
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opportunities for students to become

information users, effective instruction
should help them learn to search for
information, sort, and judge
information, and create and
communicate ideas as a result of
information use.

 Introduce Kulthi’s information. Seeking

model, Eisenberg and Berkowitz’s
information problem-solving model,
Irving’s information skills model, and
Stripling and Pitt’s research process
models.
FINAL EXAMINATION

References

Intel Teach program manual

World-links modules 1,2 and 3

Educational Technology by Paz Lucido, Ph.D.

Bitter, G. G. and J.M. legacy. (2008), Using technology in the classroom, USA: Pearson Education, INC

Dash, G. G (2011) A Textbook of Educational Technology. New Delhi: Wisdom Press

Lebaron, J. F. and C. Collier (2001) Technology in each place: Successful technology infusion in schools. California: Jossey-Bass Inc.

Norton, P. and K. M. Wiburg. (2003) Teaching with technology, Canada: Wadsworth/ Thomas Learning.

Palloff, R. M. and K Pratt (2001) Building learning communities in cyberspace. California: Jossey-bass Inc.

Trentin, G. and M. Repetto (20130 Using network and mobile technology to bridge formal and informal learning Oxford: Chandos Publishing.

Way, J. and T. Beardon (2003) IVCT and primary mathematics. USA: Open University Press.

Williams, M. D. (2000) Integrating Technology into teaching and learning Singapore. Pearson Education Asia Pte Ltd.

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Prepared by:
_____PRINCES GADO LUARCA, LPT_____
Faculty
Reviewed by:

___REA BEL FALCUTILA FRAN, MAED_____

Program Chairperson

Approved:

___ DONNA BEL F. SY MAED_______

Dean/Director

Technology for Teaching and Learning 2