COURSE SYLLABUS

Course Code : Educ 313 Course Title: Technology for Teaching and Learning 1 Document Code. ACAD- SEd-001
No. of Units : 3 units Revision No. 1
Total No. of Hours: 54 hrs Prerequisite/Co-requisite : Effective Date: First Semester, SY 2022-2023
Course Description :
This is an introductory course that explores and teaches basic knowledge, skills and values in the positive use of technology (ICT) for teaching and
learning. It shall include ICT laws, policies and regulations, safety issues, media and technology in various content areas, learning theories and principles in the use
and design of a variety of learning lessons, teaching-learning experiences, creating a safe and secure learning environment, assessment tasks that utilize
appropriate traditional and innovative technologies, and reflection on the use of ICT to improve the teaching and learning process. Social, ethical and legal
responsibility in the use of technology tools and resources shall also be addressed.
Course Learning Outcomes :
1. demonstrate understanding of the concepts, principles, theories of ICT systems and policies as they apply to and affect the teaching and learning process in
various content areas.
2. show skills in the positive use of ICT to facilitate the teaching and learning process, and skills in the selection, development and use of a variety of teaching and
learning resources, including ICT, to address learning goals;
3. demonstrate awareness of existing laws, regulations and policies that apply to the teaching and use of ICT and knowledge of ICT policies, guidelines and
procedures that provide safe and secure learning environments;;
4. reflect on the use of technology in facilitating and improving the teaching and learning process;
5. design and evaluate assessment tasks using appropriate and innovative technologies.
COURSE LEARNING PLAN
Time CLO CLO CLO CLO CLO Teaching and Learning Outcomes-Based
TOPICS References
Allotment 1 2 3 4 5 Activities Assessments
Class Orientations and the University
VMGO
3 hrs
√ √ √ Brief Lecture: With the
aid of a PowerPoint
Unit 1 – Introduction to Technology presentation, provide an
for Teaching and Learning overview of Technology Use rating scale for
the concept map
for Teaching and
A. Basic Concepts to be defined: developed by each Bilbao,P.,
Learning 1.
1. Technology group. Dayagbil, F., &
2. Information and Communication Corpuz, B. (2014)
3. Educational Technology Small Group
4. Technology, Media, and Learning Discussion: Give graphic

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 5. Instructional System and organizers of the Biggs, J. (2014).
Instructional Technology different concepts to be
6. Technology Tools defined through the use Bitter, G.G, & J.M.
of concept mapping. legacy. (2008).
B. Roles of ICT in Teaching and Learning
Byun, J.N., Kwon,
Whole group
D.Y., & Lee, W.G
discussion: Pre-service Pen and Paper test
teachers present group on the basic (2014).
outputs to the whole class concepts of ICT in CAST (2011).
education
Individual Research: Cindy E. H. (2004)
Encourage pre-service
teachers to validate the Constructivism
concept map and and CALL
conceptual definition.
Unit 2 – ICT Policies and Safety Issues in
Teaching and Learning √ √ √ √ √
A. National and International ICT  Online Classroom  Online quizzes
Laws, Policies and Regulations  Video and  Online
that are Applicable to Teaching evaluations
conferencing
and Learning 4.5 hrs  Google
 Group Chats and classroom and
B. Safety Issues in ICT: Policies, messengers other platforms
Guidelines and Procedures

C. Uses of ICT Policies in Teaching

and Learning in Basic Education
PRELIMINARY EXAMINATIONS 1.5 hrs
CHAPTER III. Logic
 Introduction
6hrs
√ √ √ √  Online Classroom
 Video and
 Online quizzes
 Online
 Statements and Connectives conferencing evaluations
 Truth values and Truth tables  Group Chats and  Google
 Rules and the Big Truth tables classroom and
messengers

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  Cartesian products
 Conditional Statements other platforms
 Tautologies and Contradictions
 Logical Equivalence
CHAPTER IV. Conditional Statements
 Tautologies and Contradictions √ √ √ √  Online Classroom
 Video and
 Online quizzes
 Online
 Logical Equivalence evaluations
conferencing
 Properties of Conditional Statements 6 hrs  Google
 Group Chats and classroom and
messengers other platforms

MIDTERM EXAMINATION 1.5 hrs

CHAPTER V. Logical Arguments and Venn
Diagram √ √ √ √  Online Classroom
 Video and
 Online quizzes
 Online
 Venn-Euler Diagram conferencing evaluations
 Validity of Logical Arguments 6 hrs (Youtube)  Google
 Group Chats and classroom and
messengers other platforms

CHAPTER VI. Analyzing Logical Arguments

 Analyzing using Truth Tables √ √ √  Online Classroom
 Video and
 Online quizzes
 Online
 Other methods to Logical Testing conferencing evaluations
6 hrs (Youtube)  Google
 Group Chats and classroom and
messengers other platforms

PRE-FINAL EXAMINATION 1.5 hrs

CHAPTER VII. Induction process
 Mathematical Induction
6 hrs
√ √ √  Online Classroom
 Video and
 Online quizzes
 Online
 Proving Mathematical theories conferencing evaluations
 Induction Principles (Youtube)  Google
classroom and
 Group Chats and
other platforms
messengers

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 CHAPTER VIII. Counting Principles
 Introduction to counting principles √ √ √ √  Online Classroom
 Video and
 Online quizzes
 Online
 Propositions, Lemma, and Theories conferencing evaluations
6 hrs (Youtube)  Google
 Group Chats and classroom and
messengers other platforms

FINAL EXAMINATIONS 1.5 hrs

TOTAL 54

Possible 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 modelling tools.
International Journal of Computer Theory and Engineering, 6(4), 292-296
CAST (2011). University designed 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

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