ETLE 120

Technology in Teaching and

Learning 2
Republic of the Philippines
ABRA STATE INSITUTE OF SCIENCES AND TECHNOLOGY

VISION
A university that produces graduates who are academically competitive, locally responsive and globally sustained

MISSION
We are committed to be agents in the development of Abra through enhanced instruction, creative and innovative researches and projects for public and
community services towards globally competitive professionals who contribute to the realization of a nation that enjoys strongly rooted comfortable and secure life.

CORE VALUES

N obility -Learned and educated

E ntreprenuership -Productivity and self-reliance
W isdom -Love of God
A ction -Performance-focused
S incerity -High commitment to duty
I ntegrity -Personal transformation
S ervice -Client-orientation
T eamwork -Coordinated group work

COLLEGE GOALS

1. To produce quality graduates who are locally and globally competitive.

2. To develop/generate new knowledge and verify client-oriented technologies and other solutions to development problems.
3. To disseminate and showcase client, responsive technologies and other solutions to development problems towards an improved welfare of local
communities.
4. To engage in viable Income Generating Products (IGPs) to augment the finances of the college.
5. To transform ASIST as a dynamic and responsive, learning and performing, organization efficiently and effectively managing its resources.

1
 QUALITY POLICY

The Abra State Institute of Sciences and Technology commits a continual improvement of its system process to ensure effective and efficient delivery of the
services towards sustained clientele satisfaction.

DEPARTMENT OBJECTIVES

A. To develop students become highly competent teachers for the elementary/secondary level, equipped with the necessary knowledge, skills and values in
teaching the different;
B. To develop research, production, and service-oriented teachers.
C. To develop graduates who take care of the environment and utilize resources wisely and economically.

COLLEGE OF TEACHER EDUCATION AND HOME TECHNOLOGY

Teacher Education Department

Outcomes-Based Teaching and Learning Plan

Course Title Technology for Teaching and Learning 2 Course Code ETLE 120
Credit Units 3 Course Pre/Co-requisites Prof Ed 70 (The Teacher and the
School Curriculum)
Course Description TTL2 is a 3-unit course which will focus on the application, design, production, utilization and evaluation of Information
and Communications Technology (ICT) materials for teaching and learning in Secondary Language(English and Filipino)
Education Programs. The major Requirement for this is an ICT –Integrated and Project-based Learning Plan aligned to
the K-12 Curriculum. All the learning activities and course requirements will revolve around the student-teacher
developed Learning Plan
Course intended Learning After completing this course, STUDENTS MUST HAVE:
Outcomes (CILO)
1. Discuss the role of technology in education or learning.
2. Describe alternative learning environments (student-centered learning, multi-sensory stimulation, multi-media, and
information exchange, etc.).
3. Examine advantages and disadvantages of computer-based instruction.
4. Create online instructional materials using Visual Principles.
5. Design instructional-media-enhanced lesson designs, particularly online lessons housed in a course management
system.
6. Demonstrate and apply created different instructional-media-enhanced lesson designs in teaching.

2
 PROGRAM OUTCOMES AND COURSE MAPPING GRID

Code PO Common to All PO Specific for BECED

Descriptive Title
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7
MAJOR/CONTENT COURSES
ESCI 1 Teaching Science in the Primary Grades I1 D1 P1 D1 D3 D3 P3 P4
D1 D2 P2 D2 P3 I1 P2
(Biology and Chemistry
ESCI 2 Teaching Science in the Intermediate I1 D2 I1 I1 I1 D2 P1 P2
D1 D2 P2 D2 I1 P2 P2
Grades (Physics, Earth and Space Science)
ESSC 1 Teaching Social Studies in the Primary
I1 I2 P3 P1 P2 D2 D3 P4 D2 D2 P2 D2 P1 P1 P2
Grades (Philippine History and Government)
ESSC 2 Teaching Social Studies in the Intermediate I1 I2
P3 P1 P2 D2 D3 P4 D2 D2 P2 D2 P1 P1 P2
Grades (Culture and Basic Geography)
EFIL 1 Pagtuturo ng Filipino sa Elementarya 1 I1 I2 P3 D3 I1 D2 P2 P4
I3 P2 P2 D2 I1 D3 P2
(Estraktura at Gamit ng Wikang Filipino)
EFIL 2 Pagtuturo ng Filipino sa Elementarya 2 I1 D2 I1 I1 I1 D2 P1 P2
D1 D2 P2 D2 I1 P2 P2
(Panitikan ng Pilipinas)
EMATH 1 Teaching Math in the Primary Grades I1 I2 P3 P1 P2 D2 D3 P4 D2 D2 P2 D2 P1 P1 P2
EMATH 2 Teaching Math in the Intermediate Grades I1 D2 P2 I2 I1 D2 D3 P4 D2 D2 P2 D2 I1 D3 P2
ETLE 1 Edukasyong Pantahanan at Pangkabuhayan I1 I2
P3 P1 P2 D2 D3 P4 D2 D2 P2 D2 P1 P1 P2
(1)
ETLE 2 Edukasyong Pantahanan at Pangkabuhayan I1 I2
P3 P1 P2 D2 D3 P4 D2 D2 P2 D2 D3 P1 P2
with Entrepreneurship
EMUSIC Teaching Music in the Elementary Grades I1 D2 I1 I1 I1 D2 P1 P2 D1 D2 P2 D2 D3 P2 P2
EARTS Teaching Arts in the Elementary Grades I1 D2 D2 D2 I1 D3 P3 P2 D1 D2 D3 D3 D3 D3 P2
EPEH Teaching PE and Health in the Elementary
I1 D2 D2 D1 P1 D3 P3 P2 D1 D3 D3 D3 D2 D3 P2
Grades
E Eng 1 Teaching English in the Elementary Grades
I1 D2 D2 D2 P1 D3 P3 P2 D2 D2 D3 D3 D2 D3 P2
(Language Arts)
E Eng 2 Teaching English in the Elementary Grades I1 I2
P3 P1 P2 D2 D3 P4 D2 D2 P2 D2 P1 P1 P2
Through Literature
EMTB-MLE Content and Pedagogy for the Mother
I1 D1 P1 D1 D3 D3 P3 P4 D2 D2 P2 D2 P3 D2 P2
Tongue
ETTL Technology for Teaching and Learning in the
I1 D2 P3 D3 P3 D4 P4 P4 P4 P4 P4 D4 P4 D2 P4
Elementary Level
ESCI 1 Teaching Science in the Primary Grades I3 D4 D3 D4 D2 P4 P4 P4 P4 D3 P2 D3 P4 D2 P4

3
 (Biology and Chemistry
ESCI 2 Teaching Science in the Intermediate
I3 D4 D3 D4 D2 P4 P4 P4 P4 D3 P2 D3 P4 D2 P4
Grades (Physics, Earth and Space Science)
ESSC 1 Teaching Social Studies in the Primary
I3 P4 D4 D4 D4 P3 P3 P4 I4 P2 P3 D3 P1 P1 P4
Grades (Philippine History and Government)
ESSC 2 Teaching Social Studies in the Intermediate
I3 D2 D4 D4 D4 D3 P4 P4 D3 D4 P3 D3 P2 D4 P4
Grades (Culture and Basic Geography)

Codes:
I1 = Introduced Initial Outcome I2 = Introduced Continuing Outcome I3 = Introduced Professional Outcome I4 = Introduced Across Discipline Outcome I5 = Introduced Terminal Outcome
P1 = Practiced Initial Outcome P2 = Practiced Continuing Outcome P3 = Practiced Professional Outcome P4 = Practiced Across Discipline Outcome P5 = Practiced Terminal Outcome
D1 = Demonstrated Initial Outcome D2 = Demonstrated Continuing Outcome D3 = Demonstrated Professional Outcome D4 = Demonstrated Across Discipline Outcome D5 = Demonstrated Terminal Outcome

Legend:
PO Common to All
1. Articulate the rootedness of education in philosophical, socio- cultural, historical, psychological, and political contexts.
2. Demonstrate mastery of subject matter/discipline.
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities.
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

PO Specific for BECED

1. Demonstrate high level of content and pedagogical knowledge
2. Demonstrate appreciation for diversity
3. Manifest collaborative skills
4. Demonstrate innovative thinking
5. Possess critical and problem-solving skills
6. Advocate for children's rights, equity, community, nationalism, and democratic ideas
7. Pursue lifelong learning

4
 COURSE INTENTED LEARNING OUTCOMES AND CONTENT/PERFORMANCE STANDARDS GRID

COURSE INTENDED LEARNING OUTCOMES

Describe alternative Design instructional- Demonstrate and
learning environments media-enhanced apply created different
(student-centered Examine advantages lesson designs, instructional-media-
COURSE CONTENT/PERFORMANCE Create online
learning, multi- and disadvantages of particularly online enhanced lesson
Discuss the role of instructional materials
STANDARDS technology in
sensory stimulation, computer-based
using Visual Principles.
lessons housed in a designs in teaching.
multi-media, and instruction. course management
education or learning. information exchange, system.
etc.).

Apply high level of content and pedagogical I4 P3 I2 P4 D4 D4

knowledge in the early childhood learning
environment.
Utilize pedagogical approaches that are learner- I4 P3 I1 I1 P2 D1
centered, innovative, inclusive and developmentally
appropriate for young learners.
Design, implement and evaluate a developmentally P3 P3 P3 D3 D3 D5
appropriate Early Childhood curriculum in
Different contexts.
Apply child development concepts and principles to P3 P3 P3 D3 D3 D5
appropriately respond to the needs of diverse
learners
Develop instructional materials that are culturally P3 P3 P3 D3 D3 D5
relevant and developmentally appropriate for young
learners
Adapt or modify existing strategies that address the P3 P3 P3 D3 D3 D5
unique needs of young learners
Build collaborative relationship between and among I4 P3 P3 P3 P4 D4
internal and external stakeholders
Demonstrate understanding and appreciation of the D3 D3 D3 P3 P3 P3
contributions of other disciplines to Early Childhood
Education
Design learning opportunities that promote innovative I4 D3 I1 P4 D4 D4

5
thinking
Create and use instructional materials that P4 I3 I1 P4 D4 D4
encourage innovative thinking
Integrate appropriate technology in designing I4 P3 I3 P4 D4 D4
curriculum and learning environment that manifest
innovative thinking
Design, implement and evaluate a curriculum that P3 P3 D3 D3 D4 D4
demonstrate critical and problem solving skills
Design and implement assessment tools that apply P3 P3 D3 D4 D4 D4
critical and problem solving skills
Utilize pedagogical approaches that are learner- P3 P3 D3 D4 D4 D4
centered, innovative, and engage the learners in
critical and problem solving skills
Practice the ethical and professional standards of the P4 P4 D4 D3 D4 D4
Early Childhood Practitioner
Promote positive values and respect for dignity of P3 P3 D3 D4 D4 D4
individuals
Practice lifelong learning skills. P4 P4 D4 D3 D4 D4

Codes:
I1 = Introduced Initial Outcome I2 = Introduced Continuing Outcome I3 = Introduced Professional Outcome I4 = Introduced Across Discipline Outcome I5 = Introduced Terminal Outcome
P1 = Practiced Initial Outcome P2 = Practiced Continuing Outcome P3 = Practiced Professional Outcome P4 = Practiced Across Discipline Outcome P5 = Practiced Terminal Outcome
D1 = Demonstrated Initial Outcome D2 = Demonstrated Continuing Outcome D3 = Demonstrated Professional Outcome D4 = Demonstrated Across Discipline Outcome D5 = Demonstrated Terminal Outcome

Liminal Period (MIDTERM) UNIT 1: Role of Technology in Education

Essential Learning
Week Desired Declarative Knowledge Functional Intended Learning Suggested Assessment Outcomes
Outcomes knowledge Outcomes (ILO) Teaching/Learning tasks (ATs)
Activities (TLAs)
1 Discuss the role Background, A Review of Summarize Create a graphic Through all the
of technology in Information and Educational learning outcomes organizer to Devising a activities, the
education or Overview Technology 1 derived from summarize learning graphic pre-service
learning Educational outcomes derived from organizer teachers
An Overview: Technology 1 Educational synthesized the
Educational Technology 1 roles of
Technology 2 Formulate their technology in
personal Students make a teaching and

6
 learning though
anticipation on ladderized diagram Reflection, organizers,
what they can (Like a stairway) with Making diagram and
learn/achieve from summary words of the Connection reflections.
the course. learning objectives of
educational presentation of
Educational trace the technology 2 course. diagram
Technology in the development of
Asia Pacific Region education with the Groups are separately *quiz
use of technology assigned to access IT
master plans of each
Discuss the role of state/city and to make
technology in a report to the class on
education or the most remarkable
learning. IT features in the plan

UNIT 2: Alternative Learning Environments

2-3 Describe Inclinations to Basics Concepts on discuss Create a grid to Reflection, Through all the
alternative Educational Integrating technology- differentiate Making activities, the
learning Technology Technology in integrated technology-integrated Connection pre-service
environments Instruction instruction and the instruction from the teachers can
(student- traditional traditional instruction Quiz differentiate the
centered instruction process. alternative
learning, multi- process. learning
sensory Fill-in what are needed Writing/Rubric environments
stimulation, State-of –the-Art ET in the following with situation
multi-media, Application discuss the classroom situation analysis.
and information Practices systematic given by the teacher.
exchange, etc.). instructional
planning process

UNIT 3: Advantages and Disadvantages of Computer-based Instruction.

4-5 Examine The Role of IT in IT Enters a New discuss the Observing Video Presentation, Through all the
advantages and Educational Learning conceptual model presentation video activities, the
disadvantages Technology Environment of learning and Conducting online conferencing/up pre-service
of computer- dimension of Surveys and loading of teachers

7
 based meaningful interpretation of data video/rubric designed and
instruction. &discovery Create online word created
Learning cloud Quiz instructional
videos and IT-
Essay writing based projects.
IT for Higher showcase Writing/Rubric
Thinking Skills And creative skills in Graphic organizer
Creativity designing

discuss and report Video presentation

the general flow of Create one IT – based
Higher Thinking events in projects
Skills Through IT- resource-based
Based Projects projects: Examine your social
networking profile
Share their ideas
about the element
of a constructivist
approach to
instruction.
UNIT 4: Online Instructional Materials using Visual Principles
6-7 Create online Computers as the Computers as discuss the Digital Literacy Skills Self-Inventory Through all the
instructional Third Revolution in Information and capabilities of the Self-Inventory checklist activities, the
materials using Education Communication PC outside of pre-service
Visual Technology education teachers design
Principles Create a digital big research work and create
examine the book digitizez
programs(capabilit instructional
ies) normally Webinar quiz materials.
installed in an
ordinary modern word puzzle Presentation,
The Computers as a PC video
Tutor list internet sites create own digital conferencing/up
which contains game loading of
The Computer as simulation video/rubric
the Teacher’s Tool programs that create own IM
enhances learning

8
 of a chosen research work
subject matter

report experience
to the class in
collecting, trading
and creating
interactive
activities

LIMINAL (FINAL TERM) UNIt 5: Design Instructional-Media-Enhanced Lesson

PERIOD:

14-17 Design Use of Technology in Information prepare a student- The students will be World Wide Through all the
instructional- Teaching-Learning Technology in cantered micro grouped into a circle of Web activities, the
media- Process Support of Student- LESSON plan 5 members. Each pre-service
enhanced Centered Learning which contains 2 group will prepare a PowerPoint teachers
lesson designs, learning objectives microLESSON through presentation explored the
particularly and instructional visiting the teacher’s world wide web
online lessons tasks given site Pictures and different
housed in a Cooperative softwares and
course Learning with the Textbook integrate in
management Computer their micro
system. Cooperative The group then will www.classroom lesson plans
Learning with the demonstrate the .google.com
Computer sample microLESSON
The Software as an plan
Educational
Resources
UNIT 6: Variety of instructional-media-enhanced lesson designs in teaching
18 Demonstrate Use of Technology in Understanding explores WinEcon The students will visit PowerPoint The pre-service
and apply Teaching-Learning Hypermedia to answer self- some of the Museum presentation teachers apply
created different Process assessment sites in the Internet created
instructional- World Wide different
questions and using Surf School
media- Web instructional-
enhanced tests that adapts program. media-
lesson designs to the needs of the Surf School enhanced

9
in teaching teacher and/or the The students will a program lesson designs
learner reflection paper on in teaching and
The Internet and their perspective of demonstrate
Education shares his/her their design.
giving importance to
experience with the rise of the Internet
having a quick in the 21st century.
tutorial on Internet
basics from the Lecture/Class
‘Surf School’ Discussion

Think-Pair-Share

“What If” Questions

Hands-on activity

Demonstration Educational prepare a short The students will Any textbook

Technology 2 lesson for the present the completed
Practicum class integrating slide and instructional PowerPoint
materials for the presentation
technology in the
chosen subject matter
devised subject from objectives down Prezi
matter to the assignment part
of the lesson. Kingsoft Office

World Wide
Web

10
Basic Readings Lucido, P.I. (2012). Educational Technology 2. Cubao, Quezon City. Lorimar Publishing Inc.: pp. 9-10.
Corpuz, B. (2008). Educational Technology 1, Cubao, Quezon, City. Lorimar Publishing Inc.: pp. 13-137.
http://www.tonybates.ca/2014/12/10/a-short-history-of-educational-technology/
http://www.slideshare.net/PabloRuggiero/history-of-educational-technology-ppt
http://healeyj.blogspot.com/2011/07/overview-educational-technology-2.html
http://www.proprofs.com/quiz-school/story.php?title=overview-to-educational-technology-2

Extended Readings www.sfgate.com/cgi-bin/article/cgi?file=/chronicle /archive/20

http://phylogeny.arizona.edu/tree/phylogeny.html
http://gradeschool.ateneo.edu/library/
www.Educational+Technology+1+free+download
www.altavista.com

Course Assessment Performance ---------------------------------- 55% Performance includes: To get the Final Grade:
Culminating Activity/------------------------- 40%  Participation/Recitation Mid Term Grade: 33.3%
Summative Test  Assignment/projects Final Term Grade: 66.7%
Attendance ------------------------------------- 5%  Quizzes Final Grade: 100%
TOTAL ------------------------------------------100%
Course Policies Language of Instruction: The language of instruction is English. In the teaching and learning presentation, however, examples and
illustrations may be in another language if it is needed to exemplify an activity in this course.
Attendance: The university rule on a 54-hour attendance applies: 20% absence is considered failed or dropped, as the case may be. There will
be no make-up arrangements for oral presentations, hence, the instructor/professor lecture in the absence of the discussant. Those who cannot
come on the examination day are advised to take the test on the day prior to the schedule.
Homework, Written Reports and Reaction Papers: Course requirement must be turned in following the scheduled due dates. If you cannot
make it class on time, give your assessment items to a classmate to submit for you. Failure to submit assessment items and without an
adequate excuse (e.g. a doctor’s certificate) will result in a reduced score for that assessment item.
Course Portfolio: The Portfolio is a form of an assessment for this class. Each of you is expected to purchase as 40 or 60 leaf folders to use as
your portfolio. All forms of in-class outputs, homework, worksheet, readings, and other items are to be placed in the portfolio for assessment at
the end of the semester. Prepare the Title Page and following it is the Table of Contents. This will help you organize your portfolio as well as in
helping your instructor/professor assess and grade items contain within it. Bring your portfolio when asked to.
Honor, Dress and Grooming Code: You are enjoined to wear the prescribed uniform of the college with your ID worn at all times. Also,
respect to administrators, faculty and staff of the institution as well as to your classmates and other students shall be observed. You are
mandated to follow all school policies and regulations.
Deficiencies: Incomplete grades have to be attended to within a year.
Committee Members Leader: MA. LOURDES Q. BEJARIN
Consultation Schedule Faculty Member: MA. LOURDES Q. BEJARIN
Email-address: [email protected]
Consultation Hours: by appointment

11
 Time and Venue: 4:00 pm -5:00 pm M-TH/ CTE Faculty Room

Course Title: AY/Term of Effectivity: Prepared by: Recommending Approval: Pages:

FRANXES GHIA U. TORDIL,EdD

ETLE 120 AY 2021-2022 MA. LOURDES Q. BEJARIN Chairman 11
TECHNOLOGY IN First Semester Instructor
TEACHING AND LEARNING
2 Approved:

MA. RITA V. FLORES, Ph. D.

Dean

12