Syllabus TTL1 20120-2021

Republic of the Philippines
UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar
Web: http://uep.edu.ph email: uepnsofficial@gmail.com
COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION
Syllabus in Educ 5 (Technology for Teaching and Learning 1)
First Semester, SY 2020-2021
College Goals
UEP’s Vision: Academically competitive, research and development-
focused, public service-driven, and economically sustainable state The College aims to produce God fearing, humanistic, nationalistic and
higher education institution. ecologically responsive professional teachers, leaders and managers.
Program Outcomes
UEP’s Mission: To offer academic program and services that will
effectively transform individuals into productive citizens of the country 1. Prepare prospective secondary school teachers who are professionally
and accelerate the development of high-level professionals who will competent and efficient promoters and facilitators of learning;
provide leadership in meeting the demands of sustainable
2. Develop leaders with research and extension capabilities, managerial
development and challenges of a diverse and globalized society.
and critical thinking skills;
Institutional Graduate Outcomes: Graduate of the University of 3. Produce God-fearing graduates with desirable attitudes, personal
Eastern Philippines should: discipline, moral character, ecological, nationalistic, humanistic, aesthetic
and cultural values; and
1. Exhibit proficiency in their chosen field of discipline through their
4. Produce professionally qualified graduates by passing the Board
involvement in various types of employment; Licensure Examination for Professional Teachers (BLEPT).
2. Utilize research methodologies that will allow them to generate
new knowledge and address problems and issues and promote Bachelor of Secondary Education Major in English
development; 1. Possess broad knowledge of language and literature for effective
3. Values Philippine historical and cultural heritage; learning
4. Demonstrate global awareness through responsible global 2. Use English as a glocal language in a multilingual context as it
citizenship; applies to the teaching of language and literature
5. Clearly communicate in several modes of delivery (oral, written, 3. Acquire extensive reading background in language, literature, and
and visual) in English and Filipino; and allied fields
6. Manifest high degree of professionalism through observation of 4. Demonstrate proficiency in oral and written communication
5. Shows competence in employing innovative language abd literature
ethical and professional behavior.
teaching approaches, methodologies, and strategies
Effectivity Date: July 20, 2018 Document Code: UEP-T-04ODFI-I-001 Version No.: v1 Page 1 of 28
This document is a sole property of the UNIVERSITY OF EASTERN PHILIPPINES (UEP).
The original copy of this document is with the Documented Information Controller/Records Office.
Any disclosure, reproduction or use is strictly prohibited except with permission from UEP.
6. Use technology in facilitating language learning and teaching
7. Inspire students and colleagues to lead relevant and transformative
changes to improve learning and teaching language and literature
8. Display skills and abilities to be a reflective and research-oriented
language and literature teacher
Bachelor of Secondary Education Major in Filipino

1. Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng
wika at panitikang Filipino
2. Nagpapakita ng malawak at malalim na pag-unawa at kaalaman sa
ugnayan ng wika, kultura, at lipunan
3. Nakagagamit ng iba’t ibang kasanayan at kaalaman sa proseso ng
pagtuturo-pagkatuto
4. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at
linggwistikong dibersidad ng bansa
5. Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga
alternatibong dulog sa pagtuturo at pagkatuto
6. Nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino
bilang wikang panturo
Bachelor of Secondary Education Major in Social Studies

1. Utilize appropriate various sociocultural and historical materials in
explaining current issues
2. Organize communities towards self-reliance and self-sufficiency
3. Demonstrate leadership skills that will help in teaching or training
students whom will empower their communities
4. Integrate local and global perspectives in teaching the principle of the
common good
5. Employ principles of sustainable development in teaching and
learning
6. Show scholarship in research and further learning
7. Display the qualities of an innovative teacher who ahs mastery of the
subject matter.
Bachelor of Secondary Education Major in Values Education

1. Demonstrate understanding of the values Education Framework of
the K to 12
2. Demonstrate knowledge and understanding of various philosophical
and theoretical underpinnings of teaching values education
3. Demonstrate understanding how psychological, moral, spiritual, and
socio-cultural shape human values
4. Exhibit critical mindedness in analyzing local, regional, national, and
global trends and issues relevant to values education
5. Show passion and commitment in becoming advocates of universal
values of openness, peace, tolerance, social justice, and respect for
human rights
6. Become an exemplar of Filipino values
7. Show understanding of the theories, principles and application, and
application of strategies for effective and intra and interpersonal skills
8. Demonstrate commitment to students’ development for personal
renewal and social transformation
9. Demonstrate competence in the conduct of research and utilization
of results to improve values education
10. Demonstrate in-depth knowledge in developing and using traditional
and non-traditional strategies for assessing learner’s performance in
values education
11. Demonstrate competence in integrating context appropriate
technology to optimize teaching and learning
12. Manifest commitment to community service as a means to promote
social values
13. Show reflective skills in applying strong moral and ethical principles
in their decisions and actions as values education teacher
Course Title: Educ 5 (Technology for Teaching and Learning 1)
Course Credits: 3 units Contact Hours/Week: 3 hrs/week
Course Description: This is an introductory course that explores basic knowledge, skills and values in the use of technology
for teaching and leaning. 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 with social, ethical and legal responsibility.
Prerequisite: Educational Technology 1, Assessment of Learning courses and Principles of Teaching courses
Course Learning Outcomes At the end of this course, the students should be able to:
Knowledge
• Explain ICT policies and safety issues as they impact on the teaching-learning process.
• Identify learning theories and principles in the design and development of lessons through
appropriate media and technologies for teaching and learning.
Skills
• Integrate media and technology in various content areas
• Formulate teaching-learning experiences and assessment tasks using appropriate and innovative
technologies.
Values
• Demonstrate social, ethical and legal responsibility in the use of technology tools and resoruces.
Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester
COURSE OUTLINE AND TIMEFRAME
Weeks Course Content/Subject Matter

1 Introduction to technology for teaching and learning
2 ICT policies and safety issues in teaching and learning
3-5 Theories and principles in the use and design of technology-driven lessons
5-6 ICT in various content areas
7-8 ICT and conventional learning materials to enhance teaching and learning
9 Midterm Examination
Technology tools in a collaborative classroom environment and relevance and appropriateness in the use
10-11
of technology in teaching and learning
12 Innovative technologies for teaching and learning and assessment task
13 Technology-enhanced lesson using the ASSURE as technology-integration model
14-15 Social, ethical and legal responsibilities in the use of technology tools and resources
16-17 Educational sites and portals
18 Final Examination
Learning Plan
Teaching and
Learning activities/
Learning Outcomes Course Content/Topic Resources Assessment Tasks
Instructional
Delivery/Method
• define basic concepts Chapter 1 Topic outlining Ballado, Ronato S., Basic Concepts in Rubric for reflective
in understanding ICT ICT: Basic Terms and Concepts Educational Technology I. Manila: Rex analysis
in education, and Interactive lecture thru Bookstore, Inc., 2012.
• determine the Lesson 1 Understanding ICT: Some recorded embedded Rubric for essay
interrelation of Basic Concepts video-PPT Corpuz, Brenda B. & Lucido, Paz I.,
concepts in ICT in Educational Technology. Quezon City: Rubric for topic outlining
education. Lesson 2 Roles of ICT in Teaching Reflective analysis of Lorimar Publishing, Inc., 2012
• ascertain the roles of for Learning journal articles Rubric for Case analysis
ICT in teaching and Lucido, Paz I., Educational technology 2.
learning Case analysis Quezon City: Lorimar Publishing, Inc., 2012
Modular distance learning ICT in Education in the Asia-Pacific Region:

modality Progress and Plans. Bangkok: UNESCO
Bangkok, 2007
Internet connection
Downloaded Journals
Modules
Textbook
Downloaded PDF
LMS
• trace the Chapter 2 Topic outlining Ballado, Ronato S., Basic Concepts in Rubric for reflective
development of ICT ICT Policies: Roadmap for ICT Educational Technology I. Manila: Rex analysis
policies in the Integration Interactive lecture thru Bookstore, Inc., 2012.
Philippines recorded embedded Rubric for essay
• describe the Lesson 3 video-PPT Corpuz, Brenda B. & Lucido, Paz I.,
implementation of ICT ICT Policies and the Educational Educational Technology. Quezon City: Rubric for topic outlining
policies, particularly in System Reflective analysis of Lorimar Publishing, Inc., 2012
teaching-learning. journal articles Rubric for Case analysis
• explore different Lesson 4 Lucido, Paz I., Educational technology 2.
competency ICT and Teacher Standards Case analysis Quezon City: Lorimar Publishing, Inc., 2012
standards for
teachers along ICT. Modular distance learning ICT in Education in the Asia-Pacific Region:
modality Progress and Plans. Bangkok: UNESCO
Bangkok, 2007
Internet connection
Downloaded Journals
Modules
Textbook
Downloaded PDF
LMS
• define a digital native; Chapter 3 Topic outlining Ballado, Ronato S., Basic Concepts in Rubric for reflective
• differentiate digital ICT and the 21st Century Learners Educational Technology I. Manila: Rex analysis
natives from digital Interactive lecture thru Bookstore, Inc., 2012.
immigrants; Lesson 5 recorded embedded Rubric for essay
• discuss the myths on Digital Natives: Learners of the video-PPT Corpuz, Brenda B. & Lucido, Paz I.,
digital natives; Digital Age Educational Technology. Quezon City: Rubric for topic outlining
• explain the effect of Reflective analysis of Lorimar Publishing, Inc., 2012
the digital divide to Lesson 6 journal articles • Rubric for Case
learning; and Digital Literacy Skills Lucido, Paz I., Educational technology 2. analysis
• •underscore how Case analysis Quezon City: Lorimar Publishing, Inc., 2012
today’s teachers can Lesson 7
educate digital Digital Citizenship Modular distance learning ICT in Education in the Asia-Pacific Region:
natives. modality Progress and Plans. Bangkok: UNESCO
• define digital literacy; Bangkok, 2007
• enumerate principles
and components of Internet connection
digital literacy;
Downloaded Journals
• discuss the relation of
information, media
Modules
and technology skills
to other skills in the
Textbook
21st century
framework
Downloaded PDF
• identify essential skills
needed to attain
LMS
digital literacy; and
• enumerate ways on
how to foster digital
literacy in the
classroom.
• describe a digital
citizen
• discuss the elements
of digital citizenship
• explain the
interrelationship of the
elements of digital
citizenship.
• identify the bands of Chapter 4 Topic outlining Ballado, Ronato S., Basic Concepts in Rubric for reflective
Dale’s Cone of Theories and Principles in the Educational Technology I. Manila: Rex analysis
Experience; Design of Technology-driven Interactive lecture thru Bookstore, Inc., 2012.
• • explore other Lessons recorded embedded Rubric for essay
classifications of video-PPT Corpuz, Brenda B. & Lucido, Paz I.,
learning experience Lesson 8 Educational Technology. Quezon City: Rubric for topic outlining
which are related to Dale’s Cone of Experience Reflective analysis of Lorimar Publishing, Inc., 2012
Dale’s Cone journal articles Rubric for Case analysis
of Experience; Lesson 9 Lucido, Paz I., Educational technology 2.
and Technology, Pedagogy and Content Case analysis Quezon City: Lorimar Publishing, Inc., 2012
• • illustrate how Knowledge (TPACK)
technology can be Modular distance learning ICT in Education in the Asia-Pacific Region:
integrated in the Cone Lesson 10 modality Progress and Plans. Bangkok: UNESCO
of Experience in SAMR Model Bangkok, 2007
particular topics of the
curriculum. Lesson 11 Internet connection
• explain the Bloom’s Digital Taxonomy
interrelationship of the Downloaded Journals
components of Lesson 12
TPACK; and ASSURE Model Modules
• illustrate examples of
how the TPACK Lesson 13 Textbook
framework could be Gagne’s Nine Events
applied in specific Downloaded PDF
subject matters. Lesson 14
• explain the Addie Model LMS
interrelationship of the
components of the Lesson 15
SAMR model; and Merrill’s Principles of Instruction
illustrate examples of
how the SAMR model
could be applied in
specific subject
matter.
• explain how the digital
taxonomy of
educational objectives
came about; and
• use the terms in the
digital taxonomy in
crafting educational
objectives.
• explain the steps in
carrying out lessons
using the ASSURE
model; and
• illustrate examples of
how the ASSURE
model could be
applied in specific
subject matter.
• relate the principles of
Gagne to the
teaching-learning
process.
• relate the ADDIE
model to the
teaching-learning
process; and
• plan a lesson using
the ADDIE model.
• relate Merill’s
principles of
instruction to the
teaching-learning
process; and
• plan a lesson using
the Merill’s principles
of instruction.
• define digital learning Chapter 5 Topic outlining Ballado, Ronato S., Basic Concepts in Rubric for reflective
resources; The Vast Array of ICT Resources Educational Technology I. Manila: Rex analysis
• classify digital Interactive lecture thru Bookstore, Inc., 2012.
learning resources; Lesson 16 recorded embedded Rubric for essay
and, Digital Learning Resources video-PPT Corpuz, Brenda B. & Lucido, Paz I.,
• identify digital Educational Technology. Quezon City: Rubric for topic outlining
learning resources Lesson 17 Reflective analysis of Lorimar Publishing, Inc., 2012
according to the Conventional Learning Resources journal articles Rubric for Case analysis
needs in the teaching- Lucido, Paz I., Educational technology 2.
learning process. Lesson 18 Case analysis Quezon City: Lorimar Publishing, Inc., 2012
• explore some Educational Portals and Websites
conventional learning Modular distance learning ICT in Education in the Asia-Pacific Region:
resources which are Lesson 19 modality Progress and Plans. Bangkok: UNESCO
still relevant to the The Web 2.0 Tools Bangkok, 2007
teaching-learning
process; Lesson 20 Internet connection
• discuss how to Selecting Instructional Resources
maximize the use of Downloaded Journals
these conventional
learning resources. Modules
• differentiate portals
from websites Textbook
• identify educational
sites and portals Downloaded PDF
suitable to a subject
area LMS
• evaluate educational
websites
• describe Web 2.0;
• • differentiate Web
2.0 from Web 1.0;
• • classify Web 2.0
tools according to the
use and features; and
• determine the Web
2.0 tools appropriate
for certain teaching-
learning tasks.
• explain the principles
in selecting
instructional
resources
• ascertain the factors
that affect the choice
of instructional
resources.
• define basic concepts Chapter 6 Topic outlining Ballado, Ronato S., Basic Concepts in Rubric for reflective
in understanding ICT Innovative Technologies in Educational Technology I. Manila: Rex analysis
in assessment of Assessment Tasks Interactive lecture thru Bookstore, Inc., 2012.
learning recorded embedded Rubric for essay
• describe how ICT Lesson 21 video-PPT Corpuz, Brenda B. & Lucido, Paz I.,
could help in The Role of ICT in Assessment Educational Technology. Quezon City: Rubric for topic outlining
improving Reflective analysis of Lorimar Publishing, Inc., 2012
assessment Lesson 22 journal articles Rubric for Case analysis
• describe forms of ICT Tools in Assessment Tasks Lucido, Paz I., Educational technology 2.
assessment using Case analysis Quezon City: Lorimar Publishing, Inc., 2012
ICT.
• identify technology Modular distance learning ICT in Education in the Asia-Pacific Region:
tools which can be modality Progress and Plans. Bangkok: UNESCO
used for various Bangkok, 2007
assessment tasks
Internet connection
Downloaded Journals
Modules
Textbook
Downloaded PDF
LMS
• discuss ethical issues Chapter 7 Topic outlining Ballado, Ronato S., Basic Concepts in Rubric for reflective
in the use of IC Use of ICT: Social, Ethical and Legal Educational Technology I. Manila: Rex analysis
• determine ways on Responsibilities Interactive lecture thru Bookstore, Inc., 2012.
how to observe recorded embedded Rubric for essay
netiquette Lesson 23 video-PPT Corpuz, Brenda B. & Lucido, Paz I.,
• describe standard Netiquette and Ethical Responsibility Educational Technology. Quezon City: Rubric for topic outlining
netiquette in sharing in ICT Use Reflective analysis of Lorimar Publishing, Inc., 2012
and utilizing shared journal articles Rubric for Case analysis
materials among Lesson 24 Lucido, Paz I., Educational technology 2.
learning communities Intellectual Property Rights in the Case analysis Quezon City: Lorimar Publishing, Inc., 2012
• identify ways to Educational Setting
support school Modular distance learning ICT in Education in the Asia-Pacific Region:
learners as part of a Lesson 25 modality Progress and Plans. Bangkok: UNESCO
learning community in Cyberbullying and Digital Safety Bangkok, 2007
their digital culture Lesson 26 Internet connection
and behavior. Safety and Security Issues in ICT
• define intellectual Use Downloaded Journals
property rights
discuss salient Modules
features of the
Intellectual Property Textbook
Code of the
Philippines; and Downloaded PDF
give examples on
how to assume legal LMS
responsibility in the
use of technology
tools and resources in
the educational
setting.
• identify forms of
cyberbullying
• discuss laws that
protect citizens from
cybercrimes
• enumerate digital
safety rules that
ensure child online
safety and prevention
of cyberbullying, and
• • discuss safety rules
in obtaining resource
materials.
• identify tips on how to
be secured online
• enumerate ways to
prevent health
hazards in ICT use
• determine ways to
ensure a safe
workplace with ICT
use.
• describe the features Chapter 8 Learning in the Digital Age Topic outlining Ballado, Ronato S., Basic Concepts in Rubric for reflective
of flexible learning Educational Technology I. Manila: Rex analysis
formats such as Lesson 27 Interactive lecture thru Bookstore, Inc., 2012.
blended learning, Flexible Learning Formats recorded embedded Rubric for essay
distance learning, etc video-PPT Corpuz, Brenda B. & Lucido, Paz I.,
• explain the different Lesson 28 Educational Technology. Quezon City: Rubric for topic outlining
formats and Online Communities of Learning Reflective analysis of Lorimar Publishing, Inc., 2012
approaches of journal articles Rubric for Case analysis
blended learning. Lesson 29 Lucido, Paz I., Educational technology 2.
• explore the Collaboration in the Classroom Case analysis Quezon City: Lorimar Publishing, Inc., 2012
definitions, through ICT
characteristics, and Modular distance learning ICT in Education in the Asia-Pacific Region:
types of online Lesson 30 modality Progress and Plans. Bangkok: UNESCO
communities of Integrating Technology in Lesson Bangkok, 2007
learning Planning
• identify how Internet connection
communities of
learning could be Downloaded Journals
effectively organized
and maintained. Modules
• describe computer-
supported Textbook
collaborative learning
• classify technology Downloaded PDF
tools that support
collaboration LMS
• describe project-
based multimedia
learning as an activity
fostering collaboration
in the classroom; and
• plan a project-based
multimedia learning
activity
• determine ways on
how to successfully
integrate technology
in planning lessons
• prepare a detailed
learning plan in the
field of specialization
or area of interest.
Course Map
FSSE 102 (Research in Social
Learning Outcomes
Studies)
A. INTELLECTUAL COMPETENCIES (Knowledge)
1. execute familiarization on how educational technology can be utilized as the media for teaching L
2. be acquainted on information technology or IT L
3. infer learning experiences in instructional technology L
B. PRACTICAL SKILLS (Skills)
1. carry out skills in planning, designing, using, and evaluating the technology-enriched teaching and P
learning process.
2. apply competence on practical technology integration issues including IT classrooms, use of the P
internet for learning, cooperative learning through the use of information technology.
3. test through field observations the theories as applied in the actual classroom context of the basic O
educational classes.
4. critique the use of technology in instruction using the provided knowledge and skills on technology O
integration-in-instruction to learners.
C. PERSONAL AND CIVIC RESPONSIBILITIES (Values)
1. appreciate the role in applying, designing, producing, utilizing, and evaluating of Information and P
Communication Technology (ICT) materials for teaching and learning in various learning disciplines.
LEGEND:
L= Learned
P= Practiced
O= Opportunity to learn
Required Readings and Other Materials
• Ballado, Ronato S., Basic Concepts in Educational Technology I. Manila: Rex Bookstore, Inc., 2012.
• Corpuz, Brenda B. & Lucido, Paz I., Educational Technology. Quezon City: Lorimar Publishing, Inc., 2012
• Corpuz, Brenda B. et.al., Principles of Teaching 1, Philippines, Quezon City, 2007
• Lucido, Paz I. Educational Technology 2, Philippines, Manila, 2007
• Lucido, Paz I. et.al., Educational Technology 1, Philippines, Q.C., 2008
• Salandanan, Gloria G. Principles and Strategies of Teaching, Phil., Q. C., 2007
Suggested Readings
• Anderson, J. (2010). ICT Transforming Education: A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education
• Ballado, R. (2012). Basic concepts in educational technology 1. Manila, PH: Rex Bookstore, Inc.
• Florencio, E. I. & Andong, R. M. (2008). Information and communication technology in basic education: A strategic approach for educators. Pasig City, PH: Anvil
Publishing, Inc.
• https://educationaltechnology.net/definitions-educational-technology/
• https://edutechwiki.unige.ch/en/Educational_technology
• https://www.igi-global.com/dictionary/transforming-from-the-classroom-to-an-online-nursing- educator/47297
• Instructional System Design. Retrieved from https://www.alison.com/topic/learn/38145/introduction-and-objectives
• Instructional System. Retrieved from http://www.nwlink.com/~donclark/history_isd/glaser.html
• Lee, B. N. (1975) Instructional system development (ISD)—An air force way of life. Journal of Educational Technology Systems. 4(1), 33-40. Retrieved from
https://journals.sagepub.com/doi/abs/10.2190/TUUG-NJW7-JBPU- A6H6?journalCode=etsa
• Loughary, J. W. (n.d.) Instructional Systems – Magic or Method? Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_196805_loughary.pdf
• Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2000). Instructional technology for teaching and learning: Designing instruction, integrating computers,
and using media. NJ, USA: Prentice-Hall, Inc.
• Republic of the Philippines. (2016). Republic Act No. 10844 – An Act Creating The Department of Information and Communications Technology, Defining its Powers
and Functions, Appropriating Funds Therefor, and for Other Purposes. Retrieved from https://www.officialgazette.gov.ph/2016/05/23/republic-act-no-10844/
• Technical Education and Skills Development Authority (TESDA). (n.d.). The Country's ICT Industry in Focus (Issue No. 19). Retrieved from Republic of the Philippines -
Technical Education and Skills Development Authority (TESDA): http://www.tesda.gov.ph/About/TESDA/63
• UNDP, Evaluation Office. (2001). Information Communications Technology for Development. ESSENTIALS. Retrieved from
http://web.undp.org/evaluation/documents/essentials_5.PDF
• UNESCO. (2011). Transforming Education: The Power of ICT Policies. UNESCO. Retrieved from http://unesdoc.unesco.org/images/0021/002118/211842e.pdf
• Amin, J. (2016). Redefining the role of teachers in the digital era. International Journal of Indian Psychology, 3(3).
Publishing, Inc.
• Hawkridge, D. (1990) Who needs computers in schools, and why? Computers & Education, 15(l – 3), 1 – 6 doi:10.1016/0360-1315(90)90121-M
• Kaur, S. (2017). ICT integrated education: Shifting role of teachers. Scholarly Research Journal for Humanity Science & English Language, 4(23), 6035-6042.
doi.org/10.21922/srjhsel.v4i23.9647
• Kolias, A & Kikis, K. (2005) Pedagogic innovations with the use of ICTs: From wider visions and policy reforms to school culture. Universitat de Barcelona, p. 21.
Retrieved from http://www.publicacions.ub.es/refs/indices/06319.pdf
• Marcial, D.E. & Rendal, J.B. (2014) Are teachers technophobic? Measuring information and communication technology competency among teacher educators in
Central Visayas, Philippines. Malaysian Journal of Distance Education, 16(2), 1−17
• Resta, P. and Patru, M. (Eds). (2010). Teacher Development in an E-learning Age: A Policy and Planning Guide. Paris, UNESCO as cited in Anderson, J. (2010). ICT
Transforming Education: A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education.
• Roschelle, J., Pea, R., Hoadley, C., Gordin, D., Means, B. (2001). Changing How and What Children Learn in School with Computer-Based Technologies. The Future
of Children, 10(2). Los Altos, CA: Packard Foundation. 76-101
• Sangrà, A. & Sanmamed, M.G. (2010) The role of information and communication technologies in improving teaching and learning processes in primary and secondary
schools, ALT-
J, 18:3, 207-220, DOI: 10.1080/09687769.2010.529108
• UNDP, Evaluation Office. (2001). Information Communications Technology for Development. ESSENTIALS. Retrieved from
http://web.undp.org/evaluation/documents/essentials_5.PDF
• Antonio, V.V. & Lorenzo, N.E. (2019) Ilocano administrators’ adoption and use of ICT in the management of public secondary schools. Asia Pacific Journal of
Multidisciplinary Research, 7(2), 1-15
• Constitution of the Republic of the Philippines. Retrieved from https://www.officialgazette.gov.ph/constitutions/1987-constitution/
• DepEd Five-Year Information and Communication Technology for Education Strategic Plan (DepEd ICT4E Strategic Plan) Executive Summary. Retrieved from
https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/philippines_ict4e_strategi c_plan_summary.pdf
• Edukasyong Pantahanan at Pangkabuhayan Curriculum Guide. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/01/EPP-CG.pdf
• Empowerment Technologies. Retrieved from https://www.deped.gov.ph/wp- content/uploads/2019/01/SHS-Applied_Empowerment-Technologies-for-the-Strand.pdf
Publishing, Inc.
• General Education Curriculum. Retrieved from https://ched.gov.ph/wp- content/uploads/2017/10/CMO-No.20-s2013.pdf
• Ham et al. (2002). Ministry of Education, Wellington, New Zealand www.educationcounts.govt.nz/publications/ict/5807
• ICT Statistics in the Philippines: A Situationer. Retrieved from https://www.itu.int/en/ITU- D/Regional-Presence/AsiaPacific/Documents/Events/2018/aspidi2018/
Session_4.2_Philippines_PSA.pdf
• Media and Information Literacy. Retrieved from https://www.deped.gov.ph/wp- content/uploads/2019/01/SHS-Core_Media-and-Information-Literacy-CG.pdf
• National Information and Communications Technology Ecosystem Framework. Retrieved from https://www.ictecosystem.org.ph/
• Philippine Digital Strategy. Retrieved from https://www.gov.ph/documents/820828/1076083/Philippine+Digital+Transformation+Stra tegy_20190208.pdf/74f4f221-2915-
8136-a4c0-e6829c47dce9?t=1549932892309
• Policies, Standards and Guidelines for Bachelor of Elementary Education. Retrieved from https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-74-s.-2017.pdf
• Republic of the Philippines. (2016). Republic Act No. 10844 – An Act Creating The Department of Information and Communications Technology, Defining its Powers
and Functions, Appropriating Funds Therefor, and for Other Purposes. Retrieved from https://www.officialgazette.gov.ph/2016/05/23/republic-act-no-10844/
• SEAMEO INNOTECH (2010) Report Status of ICT Integration in Education in Southeast Asian Countries. Retrieved from
https://www.seameo.org/SEAMEOWeb2/images/stories/Publications/Project_Reports/SEA MEO_ICT-Integration-Education2010.pdf
• Sec Joel Villanueva Launches TESDA Online Program. Retrieved from https://www.e- tesda.gov.ph/
• Technical Education and Skills Development Authority (TESDA). (n.d.). The Country's ICT Industry in Focus (Issue No. 19). Retrieved from Republic of the Philippines -
Technical Education and Skills Development Authority (TESDA): http://www.tesda.gov.ph/About/TESDA/63
• TLE and TVL Track. Retrieved from https://www.deped.gov.ph/k-to-12/about/k-to-12-basic- education-curriculum/technology-and-livelihood-education-tle-and-technical-
vocational- livelihood-tvl-track/
Publishing, Inc.
• ISTE Standards for Educators (2017). Retrieved from https://www.iste.org/standards/for- educators
• Marcial, D.E. (2017) ICT social and ethical competency among teacher educators in the Philippines. Information Technologies and Learning Tools, 57(1), 96-102.
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Website/Videos/Film Clips
• UNESCO website on ICT in Education
Class materials
§ Internet
§ Journal articles
§ E-books
§ Reference books
Rubrics ( May include common rubrics not indicated in details under Assessment Tasks)
Rubric for topic abstraction

Rubric for showcase portfolio
Rubric for reflective journal analysis
Classroom Policies
• Online or mobile consultations be done during the consultation hours stated herein. No
Course Requirements
calls/messages beyond the time allotted for such.
• Digital showcase portfolio
• This is distance learning. Graduate students are expected to have time and stress
• Compilations of outputs
management in dealing with the expectations of the subjects and the graduate studies.
• Research paper/case study
• All deadlines are set at the last day of the semester. Please refer to the approve school
calendar of the University. Be guided accordingly.
Grading System Professor: Consultation Hours:
Quizzes/Activities 20% MARLO D. ALVAREZ, PhD 7:30-10am & 1-5pm, TTh½

Research paper 20% Course Professor 7:30-11:30am &1-2pm,
Reflective analysis 10% Email Address: 4-5pm MWF½
Compilations/portfolio 10% olram_zeravla@yahoo.com UEPSHLS
Examinations 40% Contact Number:
Total 100% 09292865317
PREPARED BY: CHECKED BY: APPROVED BY:
MARLO D. ALVAREZ, PhD JOSEPHINE PATILAN, EdD TITO M. CABILI, PhD

Course Professor Chair, BSEd Department Dean
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Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

Bachelor of Secondary Education Major in Filipino

Bachelor of Secondary Education Major in Social Studies

Bachelor of Secondary Education Major in Values Education

COURSE OUTLINE AND TIMEFRAME

Weeks Course Content/Subject Matter

Modular distance learning ICT in Education in the Asia-Pacific Region:

Required Readings and Other Materials

• UNESCO website on ICT in Education

Rubric for topic abstraction

Quizzes/Activities 20% MARLO D. ALVAREZ, PhD 7:30-10am & 1-5pm, TTh½

PREPARED BY: CHECKED BY: APPROVED BY:

MARLO D. ALVAREZ, PhD JOSEPHINE PATILAN, EdD TITO M. CABILI, PhD

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