COURSE SYLLABUS

Course Name Technology for Teaching and Learning 2Course Credits 3 units

Course Description

TTL 2 is a 3-unit course which focuses on the application, design, production, utilization, and evaluation of Information and Communications Technology (ICT) materials for teaching and learning in Secondary Values Education.

Contact Hours/week 3 hours/week

Prerequisite TTL 1Course Outcomes

At the end of this course, the teacher education students are expected to:1. Use ICT to develop 21st Century Skills: Information, Media and

Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills.

2. Develop project- and problem-based, collaborative plans and activities in various subject areas using technology tools.

3. Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) to support the development of Problem-based or project based or collaborative activities in subject-specific application.

4. Produce learning resources using technology tools in various subject areas.

5. Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context.

6. Use technology tools to collaborate and share resources among communities of practice.

Alignment of Course Outcomes with Summative Assessment TasksCourse Objectives Summative

Assessment TaskDetails

1. Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills.

2. Develop project- and problem-based, collaborative plans and activities in various subject areas using technology tools.

3. Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring

Learning Plan

In this task, you are expected to design a unit of work/learning plan in values education integrated with educational technology tools and resources. You will assume the role of a values education teacher (secondary or elementary). The unit of work/learning plan will be presented to your principal or subject head for approval. This means that you are expected to satisfy the following criteria of content selection (Bilbao et al., 2014):

Validity Significance Feasibility Learnability Student Interest Constructive alignment

Also, you are expected to take into consideration in your unit of work/learning plan the criteria for:

1

tools) to support the development of Problem-based or project based or collaborative activities in subject-specific application.

4. Produce learning resources using technology tools in various subject areas.

5. Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context.

6. Use technology tools to collaborate and share resources among communities of practice.

Demonstration

Portfolio

Appropriateness and relevance of digital and non-digital resources used in the learning plan

Quality learning resources through the use of technology tools

On the other hand, your actual demonstration of the unit of work/learning plan will be marked according to the following criteria:

Content knowledge:

Pedagogical knowledge:

Pedagogical content knowledge:3

Technological pedagogical content knowledge:

This document should be submitted together with the learning plan/unit of work. The assessment is designed for you to collect significant evidences/documents, resources or IMs made that are used in the learning plan/unit of work. These should be used in telling your story about what you have learned in this course. This means that in every piece of document/evidence selected, a reflection is required. The portfolio should explicitly reflect the following:

The rationale behind the crafting of outcomes, assessment and instructional plan (Constructive Alignment).

The revisions made in the unit of work/learning plan.

The technology tools, digital and non-digital tools and other educational technology resources utilized in the learning plan.

The IMs and learning resources produced and critiqued in the entire course.

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COURSE OUTLINE AND TIMEFRAME

Week Course Content/Subject Matter1 Sample Learning Plans and 21st Century Skills

Learning Activities to develop 21st Century Skills Problem-based Learning in the context of 21st century skills

2-3 Nature of Problem-based approaches in Values Education Technology tools that fit with Problem-based learning Problem-based multi-media learning Basic Parts of a Learning Plan Principles of Constructive alignment and Technological Pedagogical Content Knowledge in Values

Education Writing a problem-based learning plan in Value Dilemma

4-5 Open-ended tools and their uses in teaching and learning values education Use of Microsoft Word, Spreadsheets and Publisher Effective use of Power point, Prezi and Flash (optional) Creating sample teaching and learning values education episodes using open-ended tools Multimedia essentials Social networking sites Mobile phones in the classrooms Educational apps for iOS and Android Making IMs using open-ended tools

6-7 Human and non-human learning resources/instructional materials Technology tools for teaching Values Education Characteristics of Quality/Appropriate IMs and Technology tools Principles of Universal Design for Learning guidelines Software review and selection process Creating teacher productivity materials using technology tools Revisiting of PB learning plan

8-10 Characteristics of digital and non-digital resources Relevance and appropriateness of digital and non-digital resources Revisiting of PB learning plan Creating digital learning resources

11-13 Features and Uses of ICT tools for collaboration and sharing resources Effective Teaching and Learning in e-classrooms Collaborative and transformative learning in cyberspace Becoming information users Four process models Communities of practice/community of learning for values education teachers Effectiveness of COL in the professional development of teachers Revisiting the draft learning plan: integration of collaborative activities in teaching values education

14-18 Demonstration of Learning Plans in Values Education and CQI

3

Desired Learning Outcomes (DLO)

Course Content/Subject Matter

Textbooks/References

Teaching and Learning Activities (TLAs)

Assessment Task (ATs) Resource Materials

Time Table

1. Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills.

Analyze Values Education learning plans in the context of the 21st century skills

Unit 5. Using ICT in Developing 21st Century Skills/ICT in the 21st Century Skills

A. Sample Learning plans and 21st century skills

B. Learning Activities to develop 21st century skills

Roth, R. (2010). 21st century skills: Learning for life in our times. Choice, 47 (10), 1983. Retrieved from http://search.proquest.com/docview/357085514?accountid=31259.

Bitter, G.G. & J.M. Legacy. (2008). Using technology in the classroom.

Monteith, Moira. ICT for Curriculum Enhancement (1). Bristol, GB: Intellect, 2004. ProQuest ebrary. Web. 26 July 2016.

Gallery Walk (In this activity, students will be required to critique Values Ed. learning plans using the 21st century skills as a lens).

Group Presentation (In this task, students are required to present their critique of the different Values Ed. Learning plans using the 21st century skills as criteria)

Sample Values Education Learning Plans

1 hour

Enhance the Values Education learning plan to develop 21st Century Skills through ICT integration

A. Revisiting PB learning plan: integration of 21st century skills

Individual and Group CQI (in this activity, the students will be allowed to reflect on their finished LPs in terms of compliance with the 21st century skills)

Portfolio Draft (in this task, the students will be required to document all their revisions or improvement on their LPs. This should also reflect the revisions done during the first week of classes to the last). Please note that this will be collected in the final examination.

Sample Portfolio

2 hour

2. Develop problem-based activities using technology tools

Unit 1. Developing Problem-based Instructional Plans

A. Nature of

Cindy E. H. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology

Students will present various value dilemma as basis in the development of their unit plan: the dilemma can be based on the topics of peace

Short Essay: students will be required to write an essay discussing their arguments on problem-based learning.

Computing lab

Sample PBL Multimedia

2 hours

4

Explain the use of problem-based learning approaches in dealing with Value Dilemma

Problem-based approaches in Values Education

B. Technology tools that fit with Problem-based learning

C. Problem-based multi-media learning

Review, 16, 3.

Savin-Baden, M. & Howell, C. (2016). Foundations of Problem-based Learning. Berkshire, GB: Open University Press.

https://www. youtube .com/user/ TEDEd ucation .

http://www.wikispaces.com/content/classroom.

http://www.ning.com/.

http://www.slideshare.net/2010lovelia/fairy-tales-as-a-teaching-tools-for-values-education.

education, Philippine values system, cultural diversity etc.Group Brainstorming (Students with the guidance of the teacher will discuss the concepts of problem-based learning cycle)

Laboratory work (Students will be required to explore on technology tools that complement with PBL in Values Ed such as Ning, Wikispaces, TedEd, Slideshare)

Group presentation (students will present the use of explored technology tools in dealing with value dilemma)

Values Ed PBL Design (Students will be required to make a PBL brief outline in VE: Outcomes, Summative Assessment, Strategies, technology integration- this will be used in the development of their learning plans)

learning

Explain parts of a problem-based learning plan

A. Basic Parts of a Learning Plan

B. Principles of Constructive alignment and Technological Pedagogical Content Knowledge in Values Education

Biggs, J. (2014). Constructive alignment in University.

https://engage.intel.com/docs/DOC-52038.

http://www.education.com/reference/article/unit-

Discuss the rationale of sample unit plans in various values education topics. Download discipline specific learning plans. Present DepEd learning plan samples for further review. Require students to draw pedagogical concepts and principles on problem-based learning in values education.

An essay discussing the parts of the problem-based learning plan.

DepEd sample learning plans

2 hours

5

plans-teachers/. Gallery Walk (Students will discover on their own the principles of constructive alignment through unit of work exemplars)

Develop a problem-based based learning plan in Values Education

A. Writing a problem-based learning plan in Value Dilemma

Bilbao, P., Dayagbil, F., & Corpuz, B. (2014). Curriculum development for Teachers. LORIMAR Publishing Inc. K-12 Curriculum Guides

Review the philosophical and theoretical foundations of PBL

Write-shop (students in this activity will be experience a supervised workshop on PBL learning plan)

Value Dilemma PBL Learning Plan Presentation (In this task, the students will be required to present the initial draft of their learning plan with the use of explicit quality criteria rubric)

Power point presentation slides

Learning Plan Exemplars

2 hours

3. Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific application

Identify uses of open-ended tools (productivity tools--whether freeware or Microsoft Office) in the teaching-learning of Values Education

Unit 4. Productivity Software Applications/Tools for teaching and learning

A. Open-ended tools and their uses in teaching and learning Values Education

B. Use of Microsoft Word, Spreadsheets and Publisher

C. Effective use of Power point, Prezi and Flash

Constructivism and CALL: Evaluating some interactive features of network-based authoring tools. ReCALL : The Journal of EUROCALL,13(1), 32-46. Retrieved from http://search.proquest.com/docview/223231491?accountid=31259.

https://prezi.com/.

Byun, J. N., Kwon, D. Y., & Lee, W. G. (2014). Development of ill-structured problems for elementary learners to learn by computer-based modeling tools. International Journal of Computer

Laboratory Work (teacher will conduct a comprehensive review of the MS Office)

Oral Recitation: Ask the students on how they can use open-ended or productivity tools in the teaching- learning of Values Education.

Quiz Computing Lab

1 hour

6

Theory and Engineering, 6(4), 292-296.

Create student outputs using computer application programs as evidence of learning

Establish mechanisms to ensure child online safety and prevent cyberbullying

A. Creating sample teaching and learning Values Education episodes using open-ended tools

B. Multimedia essentials (text, graphics, audio-video & animation)

C. Social Networking Sites

D. Mobile Phones in the Classrooms

E. Educational Apps for iOS and Android

http://www.symbaloo.com/shared/AAAACKY4W2QAA42AgbbFdg.

https://globalearlyed.wordpress.com/global-tools/teacher-tools/#Video & Audio Tools.

https://www.ubuntunet.net/sites/default/files/mtegaw.pdf.

Keengwe, J., Schnellert, G., & Jonas, D. (2014). Mobile phones in education: Challenges and opportunities for learning. Education and Information Technologies, 19(2), 441-450.

Santos, I. M., & Ali, N. (2012). Exploring the uses of mobile phones to support informal learning. Education and

Guide students to create learning episodes in values education using various open-ended/productivity tools.

Explore Podcasting in your class. Discuss how social networking sites: FB, Twitter, Instagram… can be used in teaching values education.

Discuss the mechanisms on child online safety and cyberbullying

Require students to read research articles about the use of mobile phones in teaching and learning.

Require students to do internet research on the different educational apps for iOS and Android. These will be presented to the class.

Student samples using open-ended tools to be assessed and evaluated by peer and teacher using explicit quality criteria rubric

Essay relative to the value of child online safety and cyberbullying

Computer and application programs

Readings on child online safety and cyberbullying

Mobile phones

iPad, Tablet, smart phones

5 hours

7

Information Technologies, 17(2), 187-203.

Prepare IMs for Values Education utilizing selected open-ended tools in delivering the learning plan

A. Making IMs using open-ended tools in Values Education (Value Dilemma)

B. Revisiting of PB learning plan: integration of student samples and teacher-made IMs

http://gettingsmart.com/2013/01/part-1-44-smart-ways-to-use-smartphones-in-class/.

Palispis, E. (1996). Introduction to values education. Rex Bookstore.

Require students to integrate their open-ended tools in the learning plans.

Assessment and evaluation of IMs and learning plan in Values Ed.

Computer 2 hours

4. Produce learning resources using technology tools in various subject areas

Identify various instructional materials (IMs) and technology tools in the teaching of Values Education

Unit 2. Producing learning resources in Values Ed using technology tools

A. Human and non-human learning resources/instructional materials/

B. Technology tools for teaching Values Education

http://www.globalteacher.org.uk/research.htm.

Smaldino et al., (2005). Instructional technology and media for learning, 8th ed. Pearson Prentice Hall.

Computer Laboratory Work (Require students to identify IMs and Technology tools being used by Values Ed teachers. Students will have a hands-on experience on the exploration and download of different technology tools that are applicable to teaching values education)

Oral recitation (identify different IMs and technology tools in teaching Values Ed)

Computing Lab

3 hours

Describe characteristics of good/appropriate IMs and

A. Characteristics of Good/ Appropriate IMs and Technology tools

Rotter, K. M. (2004). Simple techniques to improve teacher-made instructional materials for

Library Work (students will be required to do research on the characteristics of quality IMs and Technology Tools)

Craft the criteria to determine the quality and appropriateness of IMs and Technology tools

Computer, Educational software

3 hours

8

technology tools in teaching Values Education

B. Principles of Universal Design for Learning GuidelinesC. Software review and selection process

use by pupils with disabilities. Preventing School Failure, 48(2), 38-43

CAST (2011). Universal design for learning guidelines version 2.0. Wake_eld, MA: Author.

Panel Discussion (students will be grouped to discuss and present the principles of UDL and its potential in the teaching of values education)

Introduce the different types of educational software: (problem solving, simulation tutorial etc). Require students to show how each software is being used.

Create appropriate IMs using technology tools in teaching Values Education

A. Creating teacher productivity materials using technology tools

B. Revisiting of PB learning plan: incorporating technology tools in preparing IMs in introducing the unit

Hands-on Activities (students will create IM in Values Education using technology tools using the criteria of quality IMs and technology tools as a lens)

IMs created will be assessed and evaluated by classmates and the teacher.

Computing Laboratory

IM Exemplars

3 hours

5. Evaluate the relevance and appropriateness of digital and non-digital resources in Values Education

Unit 3. Digital and non-digital resources

Pavlova, M. (2005). Knowledge and values in technologyEducation. International Journal of Technology and Design Education, 15, 127-147.

Group Dynamics (students in this strategy will be required to socially construct the Values Education field such as Values System and Processes)

Venn Diagram (with the help of technology tools, students

Group Presentation (require students to compare and contrast digital from non-digital resources)

Presentation slides

1 hour

9

Characterize digital and non-digital resources

A. Characteristics of digital and non-digital resources

Palispis, E. (1996). Introduction to values education. Rex Book Store.

will be able to present idiosyncrasies of digital and non-digital resources in teaching Values Education)

Determine the relevance and appropriateness of digital and non-digital resources based on the learning context (Values Ed)

A. Relevance and appropriateness of digital and non-digital resources

Lecture spotlights how to use digital tools in education (2016).

Require students to critique lesson exemplars/ unit of work/ lesson plans that utilized digital and non-digital resources. Ask them to evaluate the appropriateness in the context of values education.

Rubric Making (in this task, the students will be required to come up with a criteria on what accounts as appropriate and quality digital and non-digital resources in teaching Values Education)

Lesson exemplars

2 hours

Revise digital learning resources in response to the needs of students

B. Assessment tools for selecting relevant and appropriate digital and non-digital resources

C. Revisiting of PB learning plan: integration of the use of digital and non-digital resources and assessment tools in the LP procedure

Digital learning tools help meet education challenge. (2013, Oct 14). McClatchy - Tribune Business News Retrieved from http://search.proquest.com/docview/1441572070?accountid=31259.

Guide students in the revision of their learning plans taking into consideration students’ needs or diversity.

Learning Plan revision Lesson exemplars

3 hours

Develop Require students to create an Rubric/checklist developed Computer 3

10

assessment tool to evaluate relevance and appropriateness of digital and non-digital resources in teaching Values Education.

assessment tool that will assess and evaluate the relevance and appropriateness of digital and non-digital resources in teaching and learning values education

Materials needed to make digital learning resources

hours

Create digital learning resources to enhance teaching and learning.

Creating digital learning resources

Require students to produce digital learning in Values Education

Digital learning resources to be assessed and evaluated by classmates and teacher

3 hours

6. Use technology tools to collaborate and share resources among communities of practice

Identify features and uses of ICT tools for collaboration and sharing of resources among communities of practice

Unit 6. Technology tools for collaboration

A. Features and Uses of ICT tools for collaboration and sharing resources

Effective Teaching and Learning in e-classroom

Urso, P. & Fisher, L. R. (2015). Education technology to service a new population of eLearners. International Journal of Childbirth Education, 30, 33-36.

Obura, T., Brant, W. E., Miller, F., & Parboosingh, I. J. (2011). Participating in a community of learners enhances resident perceptions of learning in an e-mentoring program: Proof of concept. BMC Medical Education, 11, 3.

Lecture Discussion (Discuss the features and uses of ICT tools for collaboration and sharing of resources among communities of practice)

Oral Recitation (students will be asked on their understanding of the features and uses of ICT tools for collaboration and sharing of resources)

Internet connection, computer, projector

1 hour

Identify educational sites

Collaborative and transformative

Require students to identify educational sites and portals

Quiz 1 hour

11

and portals suitable to Values Education

learning in Cyberspace

in Values Education with brief description for each site.

Evaluate useful and credible web resources in teaching values education

Becoming Information Users (Search, Sort, Create, Communicate)

Four Process Models for Information Use

Nazari, M. (2012). Information users and usability in the digital age. Australian Library Journal, 61(4), 318-319.

Norton, P. & K.M. Wilburg (2003). Teaching with technology. Canada: wadsworth/Thomson Learning, pp.166-174.

Require students to demonstrate their understanding on the concept of SSCC.

Discuss the following models: Information-Seeking of Kuhlthau’s, Eisenberg & Berkowitz Information Skills, Strippling and Pitt’s Research Process

Explore the following sites for web page quality criteria:

http://alexia.lisuiuc.edu/-janicke/Eval.html.

Internet Source Validation Project:

http://www.stemnet.nf.ca/curriculum/validate/valid.html.

Informational web page:

http://www2.widener.edu/Wolfgram-Memorial-Library/webevaluaation/inform.html.

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Cyberguides:

http://www.cyberbee.com/guides.html.

Critical Evaluation Surveys:

http://school.discovery.com/schrockguide/eval.html.

http://www.library.ucla.edu/libraries/college/instruct/web/critical.htm.

Engage in a Community of Learning (COL) for Values Education

A. Communities of practice/community of Learning for Values Education teachers (local and international)

B. Effectiveness of COLs in professional development of teachers

Identify Community of Learning for Values Education

Require students to become an active member of COL and participate in the different fora and other sharing of information.

Membership and extent of participation

Computer, Internet Connection

1 hour

Design a collaborative activity using appropriate technology tools

A. Revisiting of PB learning plan: integration of collaborative activities in teaching Values Education

Bilbao, P., Dayagbil, F., & Corpuz, B. (2014). Curriculum development for Teachers. LORIMAR Publishing Inc.

Group Work (utilizing COL, guide the students to make a collaborative activity in Values Education that will use technology tools)

Assessment and evaluation of learning plan

Computer, Internet connection

2 hours

Implement the designed ICT-

A. Demonstration of designed learning

Demo Teaching 18 hours

13

based LP plans

Suggested Readings and References

Bilbao, P., Dayagbil, F., & Corpuz, B. (2014). Curriculum development for Teachers. LORIMAR Publishing 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 modeling tools. International Journal of Computer Theory and Engineering, 6(4), 292-296.

CAST (2011). Universal design 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. Retrieved from http://search.proquest.com/docview/223231491?accountid=31259.

Digital learning tools help meet education challenge. (2013, Oct 14). McClatchy - Tribune Business News Retrieved from http://search.proquest.com/docview/1441572070?accountid=31259.

http://www.globalteacher.org.uk/research.htm.

http://www.symbaloo.com/shared/AAAACKY4W2QAA42AgbbFdg.

https://globalearlyed.wordpress.com/global-tools/teacher-tools/#Video & Audio Tools.

https://www.ubuntunet.net/sites/default/files/mtegaw.pdf.

https://prezi.com/.

https://engage.intel.com/docs/DOC-52038.

http://www.education.com/reference/article/unit-plans-teachers/.

https://www. youtube .com/user/ TEDEd ucation .

http://www.wikispaces.com/content/classroom.

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http://www.ning.com/.

http://www.slideshare.net/2010lovelia/fairy-tales-as-a-teaching-tools-for-values-education.

Keengwe, J., Schnellert, G., & Jonas, D. (2014). Mobile phones in education: Challenges and opportunities for learning. Education and Information Technologies, 19(2), 441-450.

Lecture spotlights how to use digital tools in education (2016).

Monteith, Moira. ICT for Curriculum Enhancement (1). Bristol, GB: Intellect, 2004. ProQuest ebrary. Web. 26 July 2016.

Nazari, M. (2012). Information users and usability in the digital age. Australian Library Journal, 61(4), 318-319.

Norton, P. & K.M. Wilburg (2003). Teaching with technology. Canada: wadsworth/Thomson Learning, pp.166-174.

Obura, T., Brant, W. E., Miller, F., & Parboosingh, I. J. (2011). Participating in a community of learners enhances resident perceptions of learning in an e-mentoring program: Proof of concept. BMC Medical Education, 11, 3.

Palispis, E. (1996). Introduction to values education. Rex Book Store.

Pavlova, M. (2005). Knowledge and values in technologyEducation. International Journal of Technology and Design Education, 15, 127-147.

Rotter, K. M. (2004). Simple techniques to improve teacher-made instructional materials for use by pupils with disabilities. Preventing School Failure, 48(2), 38-43.

Roth, R. (2010). 21st century skills: Learning for life in our times. Choice, 47 (10), 1983. Retrieved from http://search.proquest.com/docview/357085514?accountid=31259.

Santos, I. M., & Ali, N. (2012). Exploring the uses of mobile phones to support informal learning. Education and Information Technologies, 17(2), 187-203.

Savin-Baden, M. & Howell, C. (2016). Foundations of Problem-based Learning. Berkshire, GB: Open University Press.

Smaldino et al., (2005). Instructional technology and media for learning, 8th ed. Pearson Prentice Hall.http://gettingsmart.com/2013/01/part-1-44-smart-ways-to-use-smartphones-in-class/.Urso, P. & Fisher, L. R. (2015). Education technology to service a new population of eLearners. International Journal of Childbirth Education, 30, 33-36.

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Course RequirementsGrading System Midterm Finals

Classroom Policies

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