CRONASIA FOUNDATION COLLEGE INC.

Andres-Dizon Bldg. Pioneer Avenue, General Santos City

EDUCATION DEPARTMENT
COURSE SYLLABUS IN TECHNOLOGY FOR TEACHNIG AND LEARNING 1

COURSE CODE: PROPEC 4

COURSE TITLE: TECHNOLOGY FOR TEACHNIG AND LEARNING 1
CREDIT UNITS: 3
PRE-REQUISITES: NONE
INTRUCTOR: BEVERLY JOY N. BALLISTA, LPT
OFFICE: EDUCATION DEPARTMENT
CONTACT/EMAIL: 0951-250-6609/ [email protected]
CONSULTATION TIME: TTH – 4:00-5:30 PM

COURSE DESCRIPTION
This is an introductory course that explores basic knowledge and skills and values in the use of technology for teaching and learning. This course includes ICT
Policies and safety issues, media and technology in various content areas, learning theories and principles in the use and design of learning lessons, teaching-learning
experiences and assessment tasks that utilize appropriate traditional and innovative technologies considering social, ethical and legal responsibility.
COURSE LEARNING OUTCOMES
At the end of this course, students should be able to:
1. Explained the ICT Competency Standards for Teachers and the Roles of Technology for Teaching and Learning
2. Explained ICT policies and safety issues as they impact on the teaching-learning process
3. Described a flexible learning environment and the different platforms used for flexible learning
4. Developed and used the non-digital and digital tools in delivering technology enhanced lessons
5. Identified earning theories and principles related to media and technologies as these apply to the design and development of lessons
6. Formulated teaching-learning experiences and assessment tasks using appropriate and innovative technologies
7. Demonstrated socio-civic, ethical, and legal responsibilities in the use oftechnology tools and resources.
 EDUCATION DEPARTMENT
COURSE SYLLABUS IN CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

TEACHING-LEARNING PHILOSOPHY
Cronasia Foundation College Inc., as an educational institution commits to the teaching-learning philosophy that is committed to alleviate socio-cultural and
economic disparity by promoting specialized instructions for academic excellence in providing accessible and affordable education through outcomes-based education
in order to develop responsible and competent graduates.
COURSE CONTENT
INTENDED LEARNING LEARNING TEACHING VALUES RESOURCE ASSESSMENT/OU TIME
OUTCOMES CONTENT STRATEGIES INTEGRATIO MATERIALS TPUTS FRAME
N

Preliminary Term Discussion

At the end of the unit, the Unit 1: Introduction  PowerPoint  Television  Formative 4 weeks
students must have: to Technology for presentation, provide  Gclassroom  Summative
Teaching and an overview of  Ppt slides
1. Identified the Learning Technology for  Gform
competency standards Teaching and  Book
LESSON 1- ICT
of ICT for teaching Learning  Internet
Competency
and learning in pre- Standards for
service teacher Philippine Pre-
education service Teacher
2. Unpacked the basic Education
concepts of ICT to
provide common LESSON 2-
understanding for Understanding the
teachers and learners Basic Concepts in
3. Valued the use of ICT ICT
in the teaching and LESSON 3-Roles of
learning processes ICT in Teaching for
Learning

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COURSE SYLLABUS IN CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
At the end of the unit, the Unit 2: ICT Policies
students must have: and Safety Issues:  Group discussion
Implications to  Group project lecture
1. Discussed some ICT Teaching and  Cooperative Learning
policies and explained Learning  Direct teaching
some issues that relate  Research abstraction
LESSON 1. Policies
to ICT policies. and Issues on the
 E-book reflection
2. Identified safety Internet  Assessment
concerns on internet and Implications to Questionnaire
including digital safety Teaching and
rules Learning

LESSON 2. Safety
Issues Including
Digital
Safety Rules
Middle Term Discussion
At the end of the unit, the Unit 3: Non-Digital  Socializat  Television  Formative 4 weeks
students must have: Skills and Tools in  Analysis test ion  Gclassroom  Summative
1. Integrated media and Delivering  Scaffolding  Ppt slides  Research
technology in various content Technology  Direct teaching  Gform abstracts
areas Enhanced  Research abstraction  Book  Reflection
Lessons
2. Described technology  Reflection  Internet paper
tools that are used in group LESSON 1. Non-
 E-book
activities digital or
3. Used technology tools Conventional
to collaborate and share technology Tools for
resources among teaching and
communities of practice learning
4. Reflected on the use of
technology on its relevance LESSON 2. Digital
and appropriateness tools or non-
5. Selected conventional conventional
materials designed to instructional support
for teaching and
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 EDUCATION DEPARTMENT
COURSE SYLLABUS IN CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
enhanced teaching-learning learning.
6. Introduced sample
technology-enhanced lessons LESSON 3. Selection
to support learning and Use of tools and
Apps
in Teaching and
Learning

LESSON 4. Creating
ePortfolio as
Technology
Tool

LESSON 5.
Collaborative
Environment in the
Digital World

LESSON 6. Digital
Literacy Skills in the
21st
Century.

At the end of the unit, the Unit 4. Flexible

students must have: Learning
Environment
1. Described a flexible
learning environment and the LESSON 1.1. Online
different platforms used for Distance of Learning
flexible learning
2. Recognized how LESSON 1.2. Online
Communities of
innovative teachers use
Learning
online resources and /Social Networking
educational sites and portals
for online distance learning LESSON 2. Online
3. Reflected on the use of resources,
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COURSE SYLLABUS IN CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
technology on its relevance Educational Sites and
and appropriateness Portals

Semi- Final Term Discussion

At the end of the unit, the Unit 5. Theories and 
Opening Activity  Openness  Formative 4 weeks
students must have: Principles in the 
Simple Recall and  Summative
Use and Design of 
Direct teaching Respect  Research
1. Identified learning Technology-Driven 
Inquiry-based abstracts;
principles and theories Lessons 
Pictograph  Reflection
that are applied in 
Assessment paper
A. Learning Theories
technology driven and Principles in:
questionnaire  Article/
teaching-learning 1. Dale’s Cone of  Lecture documentary
models Experience (with  Graphic organizers Analysis
2. Used the learning equal attention given  Reflection  Creating own
principles and to both the rubrics, rating
theories as basis in Conventional scale, checklist
the development of the Technology and
teaching plans and the Innovative and
selection of Emerging
instructional materials Technology for
3. Applied the learned Teaching)
theories and principles
2. TPACK and other
in the lesson Frameworks for
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 EDUCATION DEPARTMENT
COURSE SYLLABUS IN CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
exemplars Technology-Driven
teaching and
Learning

3. ASSURE Model

4. Models of
Technology Enhanced
Instructional Lessons

At the end of the unit, the Unit 6. Assessment

students must have: Tasks in Teaching  Group discussion
1. Explained the and Learning  Group project lecture
use of ICT in  Reflection
assessment in 1. ICT and  Cooperative Learning
learning Assessment of  Film Viewing
2. Explored Learning  Research and research
various digital presentation
2. Criteria in
online and  Pictograph
Choosing
offline Appropriate
 Assessment
assessment Assessment Tools Use questionnaire
alternatives of  Lecture
available Rubrics, Checklist,  Reflection
3. Described the rating scale
current trends
in technology-
based
assessment
practices in
schools
4. Selected
appropriate
assessment
tools

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 EDUCATION DEPARTMENT
COURSE SYLLABUS IN CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Final Term Discussion

At the end of the unit, the Unit 7. Social, Ethical  Group discussion  Synthesis and
students must have: and Legal  Picture analysis; application project
1. Described the Responsibilities in the  Lecture  Photo essay
community of learners Use of  Research  Observation
as citizens who share Technology Tools  Surfing the internet report
and Resources
and utilize digital  Reflection  Research
materials 1. Digital Citizenship
abstracts
2. Practiced standard vs. Global
netiquette in sharing Citizenship
and utilizing shared
materials among 2. Netizenship and
learning communities Netiquette for
3. Identified examples of Online Communities
Intellectual Property Netizenship vs.
Right in educational Netiquette
setting Netiquette Guidelines
4. Showed, given
3. Intellectual
examples, and
Property
observed social, Rights on the
ethical, and legal
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COURSE SYLLABUS IN CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
responsibility in the Development and Use
use of technology of
tools and resources Digital Materials

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 EDUCATION DEPARTMENT
COURSE SYLLABUS IN CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

COURSE POL ICIES AND MANAGEMENT

1. ACADEMIC INTEGRITY POL ICY

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 EDUCATION DEPARTMENT
COURSE SYLLABUS IN CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
Academic integrity is the guiding principle for all students, faculty and staff that require them to recognize and acknowledge information derived from others
and take credit only for ideas and work that are their own. You violate the principle of academic integrity when you: cheat on an exam or help another to cheat,
plagiarize, or submit the same work for two different courses without prior permission from teachers. Plagiarism is a grave form of academic dishonesty, whether
intended or not. Plagiarism is failure to properly assign authorship to a paper, a document, an oral presentation, assignment, research, project and/or other
materials, which are not your original work.
In case of academic dishonesty, the teacher will meet with the student to discuss, and present evidence for the particular violation, giving the student
opportunity to refute or deny the charge(s). If the teacher confirms the violation(s), he/she, in consultation with the Department Chair, may take any of the
following actions: allow the student to redo the assignment, lower the grade for the work in question, assign a grade of F for the work in question, assign a grade of
F for the course. Students caught cheating will get zero (0) in that particular exam. In serious academic fraud, the teacher may recommend dismissal or appropriate
sanction that will be deliberated by the Student Disciplinary Board.

2. ATTENDANCE
•Regular attendance is a must to all students. Counting of attendance starts from the first day of regular classes, regardless of the date of the student’s
enrollment. As provided for by Sec. 151 of the Manual of Regulations for Private School, a student who has incurred absences of more than 20% of total class
meetings (10 absences for MWF schedule and 7 absences for TTH schedule) should not be given credit.

•An absence from class whether personal or official is still to be recorded as an absence. Tardiness beyond fifteen (15) minutes is considered as an absence.
However, three (3) instances of being late, not exceeding 15 minutes should be counted as one absence for the purpose of record keeping.
3. COURSE RULES
 Using cellular phones must be turned OFF during class hour. This includes instant messages and auditory warnings.
 Performing tasks which is not related to the lesson is STRICTLY PROHIBITED.
 Always follow the acronym “CLAYGO” Clean as You Go

4. REQUIREMENTS
 Pass all the requirements.
 No 83 and below grades for Prelim, Midterm, Semi- Final & Finals
 Never be absent.

5. GRADING
Quizzes & Assignment – 15% Final Grade = (Prelim + Midterm + Semi-final + Final)/4
Performance – 35%
Attendance – 10%
Examination – 40%
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 EDUCATION DEPARTMENT
COURSE SYLLABUS IN CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

≥ 94 93 92 91 90 89 88 87 86 85 84 83 82 81 80 79 78 77 76 75 ≤74

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3.0 5.0

PREPARED BY:

BEVERLY JOY N. BALL ISTA, LPT

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