SAINT PAUL UNIVERSITY DUMAGUETE

DUMAGUETE CITY

COLLEGE OF ARTS AND EDUCATION

COURSE SYLLABUS Academic Year: 2013 2014 Course Title Course Code Credit Units Contact Hours Pre-requisite : EDUCATIONAL TECHNOLOGY 2 : Ed. Tech. 2 : 3 Units : 54 Hours : Ed. Tech. 1 (Educational Technology 1) COURSE DESCRIPTION The course is designed to introduce both traditional and innovative technologies to facilitate and foster meaningful and effective learning. Students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies. COURSE OBJECTIVES At the end of the course, the students are expected to: 1. demonstrate a sound understanding of the nature, application and production of the various types of ICTs; 2. display competence in integrating ICTs in the teaching-learning process; 3. apply a variety of instructional technology tools and strategies in the development of ICT-based learning system; 4. select, evaluate, and utilize the appropriate ICTs in an instructional plan; and 5. appreciate the role and instructional functions of ICTs.

SAINT PAUL UNIVERSITY DUMAGUETE

DUMAGUETE CITY

COLLEGE OF ARTS AND EDUCATION

COURSE TIME TABLE in

EDUCATIONAL TECHNOLOGY 2
(EdTech 2) Academic Year: 2013 2014

Week 1
Background. Information and Overview Week 7

Week 2
Background. Information and Overview Week 8

Week 3
Inclination of Educational Technology Week 9

Week 4
The Role of IT in Educational Technology Week 10

Week 5
The Role of IT in Educational Technology Week 11

Week 6
Computers as the Third Revolution on Education Week 12 Application/Software Commonly Used in Education/Hand-on Week 18

Computers as the Third Revolution on Education

Use of technology in Teaching-learning Process Week 14 Application/Software Commonly Used in Education/Hand-on

Midterm Examination

Use of technology in Teaching-learning Process Week 16

Application/Software Commonly Used in Education/Hand-on Week 17

Week

13

Week

15

Application/Software Commonly Used in Education/Hand-on

Application/Software Commonly Used in Education/Hand-on

Final Demonstration Teaching

Final Demonstration Teaching

Final Demonstration Teaching

MARIA KATRYN T. CALUMPANG Instructor Date Submitted: _____________________________

DR. MARICAR FLORES Program Chair, Teacher Education

DR. ENRIQUITA CIMAFRANCA Dean, College of Arts and Education

CURRICULUM INSTRUCTIONAL GUIDE

Time Frame 6 Hours Behavioral Objectives
(Intermediate Competencies)

Course Outline/ Key Topics Background, Information and Overview: a. A Review of Educational Technology 1 b. An Overview of Educational Technology 2. c. Educational Technology in the Pacific Region

3 Hours

At the end of the lesson, the students are expected to: recall learning of principles and theories in EdTech 1 identify contents to be covered in EdTech 2 present how do the countries in the Asia Pacific Region apply or use IT in Education appreciate the importance of Educational Technology as a subject. At the end of the lesson, the students are expected to: Explain the basic concepts on how to integrate technology in instruction Differentiate technology integrated instruction from the traditional instructional process Identify recent ET in education practice Explain of ET in education

Chapter 2: Inclinations to Educational Technology a. Basic Concepts on Integrating Technology in Instruction b. State-of-the-Art Application Practices

Teaching-Learning Activities (Methods/Teaching Strategies) Classroom Values Apply the principle of appreciation, have Goal-Oriented a review of the principles and theories discussed in Educational Technology. Responsibility For reinforcement, asked the students to make additional projects for the Initiative course Give an overview of the topics and Critical Thinking lessons to be discussed in Educational Technology 2 Present how do the countries in the Asia Appreciate the role of educational Pacific Region apply or use IT in technology for Education teachers Answer exercises and submit output online Strategies: Reporting, Lecture, Discussion, Brainstorming, Project-based learning Ask the students to explain the basic Accountability concepts on how to integrate technology in instruction Honesty Let the students, differentiate technology-integrated instruction from Professionalism the traditional instructional process and let the illustrate the systematic Independence instructional planning process on the use of ET in education. Submit on-line. Research softwares / applications and websites, that is useful in your major field of concentration. Submit on-line. Strategies: Reporting, Discussion, Library and internet search,

Evaluation

Quiz Oral Exam On line submission of assignment

Quiz Oral Exam Rubrics for outputs

Time Frame 6 Hours

Behavioral Objectives
(Intermediate Competencies)

Course Outline/ Key Topics

Teaching-Learning Activities (Methods/Teaching Strategies) Classroom Present the conceptual models of learning using a conceptual chart. Let students share their thoughts about the chart. Assign students to report bout meaningful learning, discovery learning and generative learning Using the PowerPoint presentation, have a lecture on the thinking skills framework Strategies: Reporting, Lecture, Discussion, Brainstorming

Evaluation Values Quiz Rubrics for outputs Online submission of assignments

At the end of the lesson, the students are expected to: Discuss the conceptual models of learning Explain meaningful learning, discovery learning, and generative learning Illustrate the thinking skills framework

Chapter 3: The Role of IT in Educational Technology a. IT enters a New Learning Environment b. IT for Higher Thinking Skills and Creativity c. Higher Thinking Skills Through IT-Based Projects

Determination Awareness Compassion

6 Hours

At the end of the lesson, the students are expected to: Illustrate the uses of the computer as ICT in education. Discuss how computers can become tutors to learners Explain how CAI can be integrated with lessons Discuss how computers support the constructivist and social constructivist paradigms of constructivist learning

Chapter 4: Computers as the Third Revolution in Education a. Computers as Information and Communication b. The Computer as Tutor c. The Computer as the Teachers Tool

Assign groups of students to report on the uses of the computer as ICT in education using graphic organizers and ask them to include in their report the programs normally installed in an ordinary modern PC by which one can use for teaching Another group of students will report Computer Assisted Instruction or CAI. If possible, they will download free softwares that can be used in teaching and demonstrate it to the class. Last group of students will present the framework of the learning perspective

Responsibility Accountability Respect Open-mindedness

Quiz Oral Exam Rubrics for output Online submission of activity

Strategies: Reporting, Lecture, Discussion, Brainstorming, project-based, Drills and exercises

Time Frame 6 Hours

Behavioral Objectives
(Intermediate Competencies)

Course Outline/ Key Topics Chapter 5: Use of Technology in TeachingLearning Process a. IT in support of Student-Centered Learning b. Cooperative Learning with the Computer c. The software as an Educational Resource d. Understanding Hypermedia e. The internet and Education

At the end of the lesson, the students are expected to: discuss how IT support student-centered learning Explain the elements/components of a student-centered learning classroom Differentiate the kinds of software Discuss how software serves as an educational resources Enumerate the characteristics of hypermedia applications Give the educational uses of the internet in education

Teaching-Learning Activities (Methods/Teaching Strategies) Classroom Values Brainstorming on how IT support Self-confidence student-centered learning Ask group of students to report the Critical Thinking elements/components of a studentcentered learning classroom Respect Let the student research the kinds of software and let them discuss how the Responsibility software serves as an educational resource. Independence www.educationworld.com/a_curr/curr073.sh tml Strategies: reporting, Lecture, Discussion, Brainstorming, Project-based learning

Evaluation Quiz Oral exam Rubrics for output Online submission of activity

15 Hours

At the end of the lesson, the students are expected to: Develop different instructional materials using the MS office application, adobe Photoshop and windows movie maker.

Chapter 6: Application / Software Commonly Used in Education/Hands-on Activities a. MS Office Applications MS Word Basics MS Powerpoint Basics MS Excel Basics b. Adobe Photoshop Basics c. Windows Movie Maker Basics

For application, using the different softwares, MS office applications (MS Word Basics, MS Powerpoint Basics, and MS Excel Basics), Adobe Photoshop Basics and MS Excel Basics, students will prepare different instructional materials for classroom teaching across different levels. Strategies: Lecture, Discussion, Hands-on experience, Project-based learning

Quiz Responsibility Oral exam Professionalism Open-mindedness Fairness and Equality Rubrics for the Portfolio of Instructional Materials

Time Frame 6 Hours

Behavioral Objectives
(Intermediate Competencies)

Course Outline/ Key Topics

Final Demonstration Teaching

Teaching-Learning Activities (Methods/Teaching Strategies) Classroom Check lesson plans Demonstration teaching

Evaluation Values Rubrics for lesson planning and demonstration teaching Rubrics for instructional Materials (IMs) used

At the end of the lesson, the students are expected to: Demonstrate skill in preparing an organized, orderly, systematic and well-planned lessons applying appropriate methodologies Manifest appreciation of teaching performance Conduct teaching demonstration with ease

a. Lesson Planning b. Learning methods and teaching strategies

Acquire professional qualities of a teacher Open-mindedness (for constructive criticism)

COURSE REQUIREMENTS Attendance Teaching Demonstration Instructional Video MS Office Outputs On Line submission of Output (www.msk4u.weebly.com) Website E-portfolio Periodic Examinations

REFERENCES Lucido, Paz I. et.al. Educational technology 2. Philippines, manila Lorimar Publishing House, INC 2007 Barron, Ann and Gray W. Orwig. New Technologies for Education. A beginners Guide 2nd ed. Libraries Unlimited, Inc.2000 www. unca.edu/education/edtech/techcourse/assure.htm www.microlessons.com www.educationworld.com/a_curr/curr073.html www.weebly.com www.gclearnfree.org

GRADING SYSTEM

35% 40% 25% -----100%

Average Quiz (Quizzes 20%, Project/Research 15%) Periodical test Daily Recitation (attendance 10%, Assignment 15%)

PRELIM MIIDTERM FINAL

30% 30% 40% -------100%

MARIA KATRYN T. CALUMPANG Instructor Date Submitted: _____________________________

DR. MARICAR FLORES Program Chair, Teacher Education

DR. ENRIQUITA CIMAFRANCA Dean, College of Arts and Education