Vision

A preferred University of Republic of the Philippines

developmental culture and Mountain Province State Polytechnic College
inclusive growth. Bontoc, Mountain Province
Mission
It shall produce globally
competitive leaders molded from a
tradition of excellence in
instruction, research, effective COURSE SYLLABUS
governance, sustainable 1ST Semester S.Y. 2019-2020
entrepreneurship, and an
environment that assumes major
responsibility in cultural vitality Course Number: PROF ED 26
and well-being of the community.
Descriptive Title: Educational Technology 2
Quality Policy
The MPSPC Higher Education in its Pre-requisite Course/s: Prof Ed 25 (Educational Technology 1) and ICT/IT 11
aim to fully enhance its programs
and services commits to deliver
Course Credits: 3 Units
high standards of satisfaction
responsive to the needs of its
clients and compliant to applicable Contact Hours/Week: 54 Contact Hours per Summer/Semester
statutory and regulatory
requirements while continually Course Description:
improving its systems This course is designed to introduce both the traditional and innovative technologies to facilitate and foster meaningful
and processes. and efficient learning. Students are expected to demonstrate a sound understanding of the nature, application and production
of the various types of educational technologies. It shall provide students with the fundamentals of multi-media and its five
elements, i.e. text, images, sounds, video and animations using the latest multi-media application software. It shall also give
the students an opportunity to use varied office productivity software in preparing instructional materials and other related
office work of a teacher.

I. OUTCOMES
A. INSTITUTIONAL LEARNING OUTCOMES
After graduation, the graduates should have:
1. articulated and discussed the latest developments in the specific field of practice (PQF level 6 descriptors).
2. demonstrated understanding and mastery of the fundamental knowledge and skills required for effective professional practice in the field of specialization.
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 3. effectively communicated orally and in writing using both english and filipino.
4. worked effectively and independently in multi-disciplinary and multi-cultural teams.
5. acted in recognition or professional, social, ethical responsibility.
6. preserved and promoted “filipino historical and cultural heritage”. (based on ra 7722)
7. exercised critical and creative thinking in providing solutions to discipline-related problems.
8. contributed to nation-building and national development through application of new technology.

B. PROGRAM OUTCOMES OF THE DEPARTMENT

Graduates of the BSED program should be able to:
TEACHER EDUCATION:
1. articulated the relationship of education to larger historical, social, cultural and political processes.
2. facilitated learning using a wide range of teaching methodologies in various types of environment.
3. developed alternative teaching approaches for diverse learners.
4. applied skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment.
5. demonstrated basic and higher levels of thinking skills in planning, assessing and reporting.
6. practiced professional and ethical teaching standards to respond to the demands of the community.
7. pursued lifelong learning for personal and professional growth.

ELEMENTARY EDUCATION:
1. demonstrated in-depth understanding of the development of elementary learners.
2. exhibited comprehensive knowledge of various learning areas in the elementary curriculum.
3. created and utilize materials appropriate to the elementary level to enhance teaching and learning.
4. designed and implement assessment tools and procedures to measure elementary learning outcomes.

SECONDARY EDUCATION
1. demonstrated in-depth understanding of the development of adolescent learner.
2. exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
3. created and utilized materials appropriate to the secondary level to enhance teaching and learning.
4. designed and implemented assessment tools and procedures to measure secondary learning outcomes.

C. COURSE LEARNING OUTCOMES

At the end of the term, the learners should have:
A. Cognitive
1. established constructively the significance of technology in the 21st century education
2. demonstrated effectively a sound understanding of the nature of the computer components and how they interact with each other

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 3. established meaningfully the benefits of the Internet and the World Wide Web for effective teaching and learning
B. Psychomotor
1. developed creatively teacher support materials
2. produced technology-based outputs efficiently in the various content areas in the K-12 program
3. integrated useful instructional software innovatively in the teaching-learning process
C. Affective
1. Advocated technology integration in instruction

II. COURSE REQUIREMENTS

1. Course ware prepared in Powerpoint. The course ware shall cover a chapter in a selected grade level in the student’s field of specialization.
2. Audio-visual presentation for your “eulogy” using filmora. Pictures to be used in the AVP should be edited using photoshop
3. Preparation of an electronic class record using excel
4. Case study on how ICT is integrated in a classroom (choose a school and a teacher to observe). Manuscript will be encoded using Microsoft word
5. Strategic intervention material on a topic along your field of specialization created in publisher or in-design

III. EVALUATION AND GRADING SYSTEM

Class standings:
1. Quizzes, Assignments, Seatwork 40%
2. Recitation and Active Class Participation 20%
3. Required Outputs 40%
Total 100%

A. Prelim Grade:
PG = (CS Grade (2) + Exam Grade)/3
B. Midterm Grade
TMG = (CS Grade(2) + Exam Grade)/3
MG = (TMG (2) + PG)/3
B. Final Grade
Tentative FG = (CS Grade + Exam Grade (2))/3
Final FG = ( TFG x 2 + MG Grade)/3

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IV. COURSE OUTLINE AND LEARNING PLAN

Desired Learning Outcomes Course Content Contact Teaching and Assessment References/Sugges Remarks
Hours Learning Tasks (ATs) ted Readings
Enrichment
Activities (TLAs)
Unit I – Orientation
At the end of the topic, students must VMGO of the College 1 Buzz session Oral recitation on Brochure
have: Universityhood Goal how students can Syllabus (hard copy)
1. articulated the relationship of the Program Outcomes help the vision of
Course Outcomes the College
VMGO of the college and the
Leveling of Expectations
program and course outcomes
when asked
2. stated their expectations from the
class given the course syllabus
and program outcomes
Unit II – Integration of Technology in Instruction
At the end of the chapter, the students Chapter 1. Teachers and Interactive lecturing Through an Basic Reading
must have Students in the Digital Age 3 Collaborative learning interview, gather Buendia, M. &
a. differentiated the significant roles 1. Teachers of the Early Situational Analysis the differences of Vindollo, S. (2016).
of teachers and students in the Generation vs Teachers of teaching and Educational
earlier years and in the 21st the 21st century learning in the Technology 2.
century of instruction with 2. Students of the Early early generation
consideration of the current Generation vs Students of from the teaching Lucido, P. I. (2012).
context the 21st century and learning in the Educational
b. evaluated their respondents’ ideas 3. Instructions in the Early 21st century. The Technology 2 Second
on the significant differences of Generation vs Instructions results of the Edition.
roles of students and teachers in in the 21st century interview shall be
the older and newer generations 4. The 21st century skills submitted and
c. professed appreciation on the graded using a
changes in the roles of teachers rubrics prepared
and students in the digital age by for that activity
writing an essay
At the end of the chapter, the students Chapter 2. Technology in 6 Interactive lecturing Make a lesson plan Basic Reading
must have: Teaching and Learning Collaborative learning integrating Buendia, M. &
a. given examples of how the 1. International Society for Situational Analysis technology in the Vindollo, S. (2016).
different approaches in integrating Technology in Education

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 technology in instruction is used 1.1. ISTE Standards for Oral report on different teaching learning Educational
which are applicable in today’s Administrators approaches in process Technology 2.
setting 1.2. ISTE Standards for integrating technology
Teachers in instruction Yango, D.M. et.al.
b. designed a lesson plan where 1.3. ISTE Standards for (2011). Educational
technology is integrated Students Peer teaching on TIP Technology 2 Course
2. Technological Pedagogical Book
c. advocated the framework of Content Knowledge
integrating technology in (TPACK) and Technology Lucido, P. I. (2012).
instruction Integration Planning (TIP) Educational
2.1. Tech-PACK Technology 2
2.2. TIP
3. Approaches in Integrating
Technology in Instruction
3.1. Project-based learning
3.2. Discovery learning
3.3. Inquiry based learning
3.4. Cooperative based
learning
3.5. Constructivist
approach
3.6. Multi-media learning
3.7. Resource-based
learning
3.8. Understanding by
Design
4. Stages of Technology
Integration in Teaching
and Learning
At the end of the chapter, the students Chapter 3. Digital Technology 6 Interactive lecturing Essay on the Basic Reading
must have: and Media Literacy Collaborative learning importance of Buendia, M. &
a. designed a lesson integrating 1. Successful Learning Situational Analysis technology Vindollo, S. (2016).
appropriate technology that Through a TIME Plan Oral Reporting integration to Educational
supports students’ learning 2. Digital Technology Tools support student Technology 2.
b. described a functional educational that Support Learning learning
media center which can be 2.1. Understanding Digital Yango, D.M. et.al.
implemented in MPSPC with 80% Media Prepare a lesson (2011). Educational
level of acceptability integrating Technology 2 Course
technology Book
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 c. advocated the need for an 2.2. The Impact of Digital
educational media center in the Media Applications in Propose for a Lucido, P. I. (2012).
College through an acceptable Education functional media Educational
proposal 2.3. Technology as Tutor center for MPSPC Technology 2 Second
2.4. Technology as Mind Edition
tool
3. Other Technology Tools
that Support Teaching and
Learning in the 21st
century
4. Roles and Functions of
Educational Media Centers

At the end of the chapter, the students Chapter 4. The ICT and the 3 Interactive lecturing Written synopsis of Basic Reading
must have: Computer: Its Roles and Collaborative learning the impact of ICT Buendia, M. &
a. chronicled the significant impact History Situational Analysis and computers to Vindollo, S. (2016).
of ICT and computers to education 1. Roles of ICT in Education Oral Reporting education Educational
which are evident in today’s 2. Evolution of ICT in Technology 2.
classroom Education Prepare a visual aid
Roles and Functions of showing the time Yango, D.M. et.al.
Computers line of the evolution (2011). Educational
of the use of ICT in Technology 2 Course
education Book
At the end of the chapter, the students Chapter 5. Software for 3 Interactive lecturing Objective quiz on Basic Reading
must have: Educators and Students Collaborative learning the different Buendia, M. &
a. demonstrated practical skills in 1. System Software Situational Analysis software for Vindollo, S. (2016).
rating software for teaching and 1.1. The Different Oral Reporting educators and Educational
learning use with 80% accuracy Operating Systems students Technology 2
b. exemplified objective skills in 1.2. Application Software List down the various
rating software which can be used 2. Types of Software software available in Using a prepared Lucido, P. I. (2012).
in the teaching learning process Applications in Schools schools and software rubrics, the Educational
2.1. Instructional Software students shall Technology 2 Second
being used by teachers
2.2. Productivity Software Edition
choose a software
Administrative Software
and rate it.
At the end of the chapter, the students Chapter 6. Instructional 6 Interactive lecturing Critique on a Basic Reading
must have: Software for Classroom Use Collaborative learning selected Buendia, M. &
a. created an effective instructional 1. A Closer Look at Situational Analysis instructional Vindollo, S. (2016).
software which can be used in Instructional Software Oral Reporting software
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 teaching and learning a particular 1.1. Drill-and-Practice Educational
topic in the student’s field of Software Assess the features of Design a Technology 2
specialization 1.2. Tutorial Software instructional software courseware
b. justified the use of an effective 1.3. Simulation Software integrating the Lucido, P. I. (2012).
instructional software inside the 1.4. Instructional Games Prepare a storyboard Educational
features of a
classroom 1.5. Problem-solving for the intended Technology 2 Second
software courseware tutorial software Edition
2. Software Support Tools using Powerpoint
2.1. Materials Generators
2.2. Data Collection and
Analysis Tools
2.3. Graphic Tools
2.4. Planning and
Organizing Tools
2.5. Research and
reference tools
Content-area tools
At the end of the chapter, the students Chapter 7. Evaluating 6 Interactive lecturing Develop an Basic Reading
must have: Educational Technology Collaborative learning evaluation tool in Buendia, M. &
a. developed an appropriate tool in 1. Educational Technology: Situational Analysis using and Vindollo, S. (2016).
evaluating the effectiveness of Evaluating its Oral Reporting evaluating Educational
educational software which can be Effectiveness in Classroom educational Technology 2
used in the classroom use use Determine the software
b. supported the need to develop an 1.1. Evaluating before relevance and
appropriate tool in evaluating instruction significance in Design an
effective educational software 1.2. Evaluating during evaluating educational appropriate rubric
instruction technology for evaluating an
1.3. Evaluating after instructional
instruction material where ICT
2. Evaluating software is integrated in MS
programs Excel
3. Educational Technology
Integration: Evaluating Its
Effectiveness
3.1. Traditional
Assessment
3.2. Alternative
Assessment

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 Checklists, Rating scales and
rubrics
At the end of the chapter, the students Chapter 8. Legal and Ethical 3 Interactive lecturing Propose for school Basic Reading
must have: Use of Technology Collaborative learning policies on the use Buendia, M. &
a. proposed applicable school 1. Ethical Use of School Oral Reporting of technology Vindollo, S. (2016).
policies on the use of technology Technology Educational
in teaching and learning that can 2. Ethical Issues in Situational Analysis on Technology 2
be implemented in MPSPC Technology and Software existing policies on the
b. advocated the need to implement 2.1. Unauthorized access and use of technology in
the proposed school policies on use of hardware, software, teaching and learning
the use of technology in teaching network, and computer
learning process in MPSPC files
2.2. Hardware theft and
vandalism
2.3. Software theft
2.4. Information theft
2.5. Malicious Acts in Software
Acceptable and unacceptable
uses of school technology
At the end of the chapter, the students Chapter 9. Components of the 3 Interactive lecturing Written quiz on the Basic Reading
must have: Internet and the World Wide Collaborative learning different Buendia, M. &
a. identified all the components of Web Situational Analysis components of Vindollo, S. (2016).
the Internet and World Wide Web 1. The Internet Oral Reporting Internet and the Educational
which are useful in education 1.1. Internet Service Demonstration Web Technology 2
b. used the WWW as a source of Provider
educational materials 2. World Wide Web Surf the net for Lucido, P. I. (2012).
c. adhered to the different tips in 2.1. Webpage, Website, materials which Educational
accessing the web Homepage they can use in Technology 2 Second
2.2. Uniform Resource their field of Edition
Locator specialization
2.3. Web browsers and
web servers
Categories of websites
At the end of the chapter, the students Chapter 10. Roles of the 3 Interactive lecturing Surf the Internet Basic Reading
must have: Internet and World Wide Web Collaborative learning and List down good Buendia, M. &
a. established the practical role of in Education Situational Analysis websites that can Vindollo, S. (2016).
Internet and the World Wide Web 1. Tools for communication Oral Reporting be used to Educational
in Education which is evident in 1.1. Netiquettes communicate and Technology 2
the MPSPC classrooms
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 b. conformed to the required 1.2. Asynchronous construct activities
netiquette in interacting in the Communication in the classroom
web 1.3. Synchronous
Communication Written quiz on the
2. Tools for Inquiry roles of the internet
2.1. Techniques in and the web
Searching
3. Tools for Construction
3.1. Webquests
3.2. Web page creation
Online activities/games
At the end of the chapter, the students Chapter 11. Working with 7 Interactive lecturing Prepare the Basic Reading
must have: multi-media materials Collaborative learning following Yango, D.M. et.al.
a. designed and prepared 1. Planning and Selecting Situational Analysis instructional (2011). Educational
appropriate and effective multi- Multi-media materials Demonstration materials Technology 2 Course
media materials which can 1.1. Identifying students’ integrating ICT in a Book
support the teaching of specific characteristics chosen lesson:
topics within the student’s field of 1.2. Formulation of a. SIM using
specialization learning objectives MSPub
b. integrated the prepared 1.3. Selecting appropriate b. Term paper
multimedia in a lesson in the multi-media materials on the
student’s field of specialization 1.4. Selection of topic and integration
construction of lesson of ICT
plan/unit plan encoded in
2. Facilitating with MSWord
Technology: Production Audio-visual
and Utilization of multi- presesntation
media materials to support
instruction
2.1. Desktop publishing
2.2. Presentation
application
2.3. Movie making
2.4. Utilization of multi-
media materials
3. Evaluating multi-media
materials

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 3.1. Importance of
evaluating multi-
media materials
Constructing evaluation tools
and evaluating multimedia
materials
Major Exams 4 hrs.
Total Number of Hours 54 hours
V. REFERENCES

Davies, R.S. Techtrends Tech Trends (2011) 55: 45. https://doi.org/10.1007/s11528-011-0527-3

Franklin, C. D. (2012) Types of Instructional Software. Retrieved from http://coachcfranklin.blogspot.com/2012/06/5-types-of-instructional-software.html

Hetder (2015). Shifting the Role of the Teacher. Retrieved from https://thedigitallydynamicclassroom.wordpress.com/2015/11/13/shifting-the-role-of-the-
teacher/

James Brown Boise State University. (2008). Instructional Software. Retrieved at

http://edtech2.boisestate.edu/brownjl/541/instructional_software/instructional_software.html

Lanier, J. (1997). Redefining the role of the teacher: It’s a multifaceted profession. Retrieved from http://www.edutopia.org/redefining-role-teacher

Meenakshi (2013). Importance of ICT in education. http://www.iosrjournals.org/iosr-jrme/papers/Vol-1%20Issue-4/B0140308.pdf

The History of Computers. (n.d.). Retrieved from http://www.ptc.dcs.edu/moody/comphistory/comphistory_print.html

http://ethicandtechnologyuseineducation/blogspot.com/

http://www.educationworld.com/a_tech/tech-tech055.html

http://www.techknowlogia.org/tkl_articles/pdf/129.pdf

http://www.continuetolearn.uiowa.edu/nas1/07c187/Module%207/module_7_p5.html

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VI. POLICIES
A. The policies prescribed by the Student Manual relative to the use of mobile phones and other electronic gadgets, cheating, tardiness and absences, and other
untoward behavior inside the class shall be applied in the class.
.
B. All required projects, assignments and any other written outputs shall be submitted on or before the deadline. Any paper/project/assignments submitted after
the deadline shall not be accepted except upon submission of excuse letter/medical certificate and/or other pertinent documents that will justify the late
submission of paper.

VII. PROVISIONS FOR DIFFERENTIATED INSTRUCTION

For learners with special needs, mentoring will be conducted during consultation hours

Prepared: Reviewed:

JAY ANN B. GALGALA LYDIA G. PLOMEN

Date: _______________ Date: _______________

Recommending Approval: Approved:

DELIA A. SUMEG-ANG CHRISTIE LYNNE C. CODOD, Ed. D.

Date: _______________ Date: ______________

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 Note: Font style: Bookman old style
Font size: Title- 12, subtitle-11, content-10

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