Northern Mindanao Colleges, Inc.

Atega. Street, Cabadbaran City

ANNEX D
OBE Course Syllabus

Course Syllabus Template

Course Technology for Teaching and Learning 1

Course Credits 3 Units
Course Description Technology for Teaching and Learning 1 (TTL1). This is a 3-unt introductory course that explores basic knowledge and skills
and values in the use of technology for teaching and learning. This course include ICT Policies and safety issues, media and
technology in various content area, learning theories and principles in the use and design of learning lessons, teaching-
learning experience and assessment task that utilize appropriate traditional and innovative technologies with social, ethical
and legal responsibility.
Contact Hours/week 3 hours
Prerequisite None
Course Outcome 1. Explain ICT policies and safety issues as they impact on the teaching learning process
2. Identify learning theories and principle applied in the design and development lessons through appropriate media
and technologies for teaching learning
3. Integrate media and technology in various content areas
4. Formulate teaching-learning experiences and assessment task using appropriate and innovative technologies
5. Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources.

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter
Week 1 A. Introduction to Technology for Teaching and Learning
Week 2 B. ICT Policies and Safety Issues in Teaching and Learning
Week 3-4 C. Theories and Principles in the Use and Design of Technology-Driven Lessons
Week 5-6 D. ICT in Various Content Areas
Week 7-9 E. ICT and Conventional Learning Materials to Enhance Teaching and Learning
Week 10-11 F. Technology Tools in a Collaborative Classroom Environment and Relevance and Appropriateness in the Use of
Technology in Teaching and Learning
Week 12 G. Innovative Technologies for Teaching-Learning and Assessment Task
Week 13 H. Technology-Enhanced Lesson using the ASSURE as Technology-Integration Model
Week 14-15 I. Social, Ethical and Legal Responsibilities in the use of Technology Tools and Resources
Week 16-17 J. Education Sites and Portals
One week (or an Allotted for the Midterm and the Final Exams
equivalent of three
hours
Alignment of Course Outcomes with Summative Assessment Tasks
Course Objectives
1. Explain ICT policies and safety issues as e-Portfolio
they impact on the teaching-learning
process
2. Identify learning theories and principles
applied in the design and development
of lessons through appropriate media
and technologies for teaching and
learning
3. Integrate media and technology in
various content areas
4. Formulate teaching-learning
experiences and assessment tasks using
appropriate and innovative
technologies
5. Demonstrate social, ethical, and legal
responsibility in the use of technology
tools and resources
Summative Assessment Task
 Blog Entries / Post in the Freedom Wall
/ Tweets in the Classroom-Made
Twitter Wall
A lesson Plan Integrating Technology
Midterm and Final examinations
Details
In this required output, the students are expected
to organize their reflections and insights using a
Reflection Guide Model (e.g. Gibb’s reflection
model)
Ideas, and opinions on the topic discussed during
sessions which may be posted in blogs can also be
included in the ePortfolio. A Selection Rubrics by
Smaldino, S. et al. (2008) can be used as criteria for
grading.
Different outputs made in the class, filing them all
together can done in portfolio or in an electronic
portfolio such as foliofor.me.
In this task, students are expected to create as
lesson plan showing clearly the integration of
appropriate and innovative technologies in the
teaching-learning activities and assessment task
using the ASSURE Model. The criteria in the rubrics
shall focus on the integration of technologies and
the ability to demonstrate ethical and legal
responsibilities in the use of resources
These task are given to evaluate the students’
knowledge and understanding of concepts and
principles of technology integration in instruction
and appropriate attitudes and values in becoming
a teacher. These are given to validate the results
of their practical activities and to prepare them for
the licensure examination.
LEARNING PLAN

Desired Learning Course Content/Subject Textbooks/References Teaching and Learning Assessment Resource Time
Outcomes (DLO) Matter Activities (TLA’s) of Task (ATs) Materials Table
1. Understand ICT Unit1- Introduction to
in Education Technology for Teaching Brief Lecture: With the
and Learning Anderson, J.(2010).ICT aid of a power point
1.1 Define basic Transforming Education A Regional presentation, provide an OHP /
concepts in A. Basic Concepts to be Guide, UNESCO Bangkok Asia and overview of the subject Multimedia
understanding ICT defined: Pacific Regional Bureau for Technology for Projector
in Education 1. Technology Education Teaching and Learning.
2. Information and
Communication Ballado, R. (2012). Basic concepts Small Group discussion:
3. Education in educational technology 1. Give graphic organizers
Technology Manila, PH: Rex Bookstore of the different Use a rating Computer /
4. Technology, Media concepts to be defined scale for the Laptop
and Learning Lucido,P.& Corpuz, B. (2012) through the use of concept
5. Instructional System Educational technology 2. Quezon concept mapping map
and Instructional City, PH: Lorimar Publishing Co. Whole group discussion: developed
Technology Present to the whole by each
6. Technology Tools class group outputs. group. Graphic
http://k12teacherstaffdevelopme organizers
B. Roles of ICT in nt.com/tlb/introduction-to- Individual Research: Pen and
Teaching for Learning technology-for-teachers/ Encourage students to paper test
validate the concepts
map and conceptual
http://www.educationscotland.go definitions
v.uk/learningandteaching/approa
ches/ictineducation/roleofictinlear
ning.asp
 Desired Learning Course Textbooks/References Teaching and Learning Assessment of Resource Time
Outcomes (DLO) Content/Subject Matter Activities (TLA’s) Task (ATs) Materials Table
1.2 Enumerate the Unit 2- Introduction to Anderson, J.(2010).ICT Forum With Resource Posting of Freedom
national ICT Technology for Transforming Education A Person: Invite a resource comments ICT Wall in the
policies affecting Teaching and Learning Regional Guide, UNESCO person to talk on ICT policies in classroom/Bl
classroom Bangkok Asia and Pacific national and Freedom og Created
practices A. ICT National Regional Bureau for Education international policies Wall/Blog and
International applied to teaching Administere
Policies That Are and learning d by the
Applicable to Teacher
Teaching and
Learning

Lucido, P. & Corpuz, B. (2012). 1

1.3 Describe the B. Safety Issues in ICT Educational technology 2. Group Interviews: Checklist on Accomplish week
implementation Quezon City, PH: Lorimar Organize small groups to the practices ed Checklist
ICT policies in Publishing Co. conduct interviews and that address
teaching-learning observations on safety issues
practices that address Power Point
Documents: safety issues in ICT for Presentation
 The Philippines ICT teaching and learning s
Roadmap
 DepED Five-year
Information and
Communication
Technology for Education
Strategic Plan (DepED)
ICT4E Strategic Plan)
Executive Summary
 RA 10844, Sec 3 (An Act
Creating the Department
of ICT, Defining its Powers
and Functions,
Appropriating Funds, and
Other Purposes)
 Desired Learning Course Textbooks/References Teaching and Learning Assessment of Resource Time
Outcomes (DLO) Content/Subject Matter Activities (TLA’s) Task (ATs) Materials Table
 SEAMEO INNOTECH
(2010) Report Status of
ICT Integration in
Education in Southeast
Asian Countries
1.4 Identify ICT C. Uses of ICT Policies in Individual Research: Accomplished
policies that are the Teaching and Encourage students to observation
incorporated to Learning Environment research on other guide
the design and school ICT policies and Class
implementation of best practices Observation
teaching-learning Learners Guide on
activities Class Observation (Field written the
Study): Observe how to description on utilization of
ICT policies are utilized in their newly ICT policies
the classroom. crafted ICT in the
Classroom classroom
policies

2. Identify Unit 3. Theories and

learning Principles in the Use
theories and and Design of
principles Technology Driven
applied in the Learning Lessons
used and
design of A. Learning Theories
learning lessons and Principles:
with 1. Dale’s Cone of Active Learning with 1.5
technology Experience Lucido, P. & Corpuz, B. (2012). Teacher-Led Discussion Reflection Online Class hours
2.1 Identify (with equal Educational technology 1 2nd on Dale’s Cone of Posted on the Blog or Site/
principles attention given edition. Lorimar Publishing Co. Experience and how it’s online Blog/ ‘Classroom-
and theories to both the principles and theories ‘Classroom- made
that are Conventional are utilized in the made Twitter Twitter Wall’
applied in Technology and technology-driven Wall’
technology the Innovative https://www.youtube.com/watc teaching and learning
driven and Emerging h?v=p-eSxgRetvk
teaching Technology for
Teaching)
Desired Learning Course Textbooks/References Teaching and Learning Assessment of Resource Time
Outcomes (DLO) Content/Subject Matter Activities (TLA’s) Task (ATs) Materials Table

Learning models

2. TPACK TPACK in Two Minutes Image Analysis: Students Restricted Video Clip 1.5
(Technology, https://www.youtube.com/watc analyze and explain the Essay hours
Pedagogy and h?v=FagVSQIZELY image/diagram. The
Content teachers synthesizes
Knowledge Heinich, R. (2003). Instructional Multimedia
media and technologies for A brief lecture on TPACK Projector
learning. (7th edition). Upper
saddle, New York: Merril Prentice
Hall Computer

Newby, T.J (2011). Educational

technology for teaching and
learning. (4th ed.) Boston:
Pearson Education, Inc.

Roblyer, M.D. (2003). Integrating

educational. (3rd ed.) Upper
Saddle, New York: Merril Prentice
Hall

3. Assure Model Smaldino, S. et al. (2005). (Active Learning in a Metacards

(Analyze Learners, Instructional technology and Brief Lecture given by
State Objectives, media for learning, 8th ed. New the teacher) The 1
Select Methods, Jersey: Pearson Prentice Hall pp. FishBowl Activity: Fish Bowl week
Media, & Materials, Learners are given
Utilize metacards and also
asked to write a
Desired Learning Teaching and Learning Assessment Resource Time
Course Content/Subject Matter Textbooks/ References
Outcomes (DLO) Activities (TLAs) of Tasks (ATs) Materials Table
Materials, Require Learner 53 – 65 Question of clarification Checklist on
Participation, Evaluate and about the topic (i.e. questions the Elements
Revise concerning the application of included in a
the topic to practical lesson using
concepts). Teacher draws the ASSURE
these questions from the bowl Model and
and answers the questions or the rating
asks the class to answer them. scale
(This could be done during or
after the input.)

Think-Pair and share: In pairs,

students will discuss about the
ASSURE Model and create
their own ASSRE lesson
 Desired Learning Textbooks/ Teaching and Learning Assessment of Resource Time
Course Content/Subject Matter
Outcomes (DLO) References Activities (TLAs) Tasks (ATs) Materials Table
3. Integrate Unit 4. ICT in Various Content K to 12 Curriculum Brief Lecture: Explain 21st Oral
media and Areas Guides (DepEd, 2012) century literacy skills with Examination
technology in emphasis on digital literacy
various content A. 21st Century Literacy Skills Lucido, P. & Corpuz, skills. Multimedia
areas B. (2012). ICT Projector
Digital Literacy Skills Transforming
3.1 Review  Media Education A Regional Research on Instructional Lesson Laptop
teaching plans  Information Guide. UNESCO Design Models and exemplar
that require  ICT Literacy Bangkok Asia and Collaborative Work in analysis Teacher-
learners to Pacific Region Bureau designing an infographics or output made/
connect the B. Instructional Design for Education a visual image of the Teacher-
content of the Models assigned Instructional Design prepared
lesson to society  Gagne’s Nine Events Williams, M. (2000) Model to be presented in samples of
 Bloom’s Revised Integrating class infographics
Taxonomy technology into
 ADDIE teaching and Inquiry-Based Approach: 2
A Lesson
 Merill’s Principles of learning: An Asia Introduce a technology- weeks
Plan
instruction Pacific perspective. enhanced teaching lesson exemplar
Singapore: Prentice exemplar
Hall
Analysis of teaching plan
3.2 Introduce C. Technology Enhanced Smaldino, S. et al. exemplar – identifying the Checklist
sample Teaching Lesson (2005) Instructional elements in designing a Demonstration focusing on
technology- Exemplars technology and lesson and discussing the Guide how
enhanced media for learning, 8th possibilities of technology technology
lessons to support ed. New Jersey: integration is
learning Pearson Prentice Hall integrated
Demonstration: Demonstrate in the lesson
a sample technology –
enhance lesson
 Desired Learning Teaching and Learning Assessment of Resource Time
Course Content/Subject Matter Textbooks/ References
Outcomes (DLO) Activities (TLAs) Tasks (ATs) Materials Table
3.3 Select ICT D. ICT and Conventional http://www.educators Group research and Presentation
and Learning Materials to technology.com/2012/ presentation of the digital of selected
conventional Enhance Teaching 06/33-digital-skills-every- learning materials identified instructional
learning materials Learning 21st-century.html as appropriate and media
designed to 1. Digital Learning feasible in a given appropriate
enhance Resources http://www.edtechtecher.org/gafe teaching-learning context for the 3
teaching learning a. Google Docs teaching and weeks
b. Survey Monkey learning
c. Others context
Multimedia
2. Conventional Learning Anderson, J. (2010). ICT Forum-Discussion: Conduct KWL Chart
equipment
Resources Transforming Education a forum on Distance  What I Know
a. Flip Charts A Regional Guide. Learning  What I Want
b. Realia UNESCO Bangkok Asia to know
c. Others and Pacific Regional  What I
Bureau for Education Learned
3.6 Identify E. Distance Learning
flexible learning Melton, R. (2002). Demonstration and hands- Checklist
through online Planning and on exploration on the
communications Types of Online Distance Developing Open and synchronous and
(synchronous Learning Distance Learning A asynchronous online 2
modality)  Synchronous Quality Assurance distance learning using the weeks
 Asynchronous Approach Class Site

Unesdoc.unesco.org/
images/0012/001284/
128463e.pdf
3.7 Describe F. Technology Tools in a Smaldino, S. et al. (2005). Brief Lecture on the Paper and
flexible learning Collaborative Classroom Instructional technology different technology tools Pencil Test
environment that Environment and media for learning, in a collaborative
enhances 8th ed. New Jersey: classroom environment
collaboration Pearson Prentice Hall
with the use of Small Group Discussion – Google 2
technology tools. Student Led docs weeks
3.8 Reflect on G. Relevance and Smaldino, S. et al. (2005). Based on the lesson Reflective Gibbs
the use of Appropriateness in the Instructional technology demonstrated, the class narrative or Reflection
technology and Use of Technology in and media for learning, 8th will analyze and Entries in the Cycle
on its relevance Teaching and Learning ed. New Jersey: Pearson determine the Classroom template
and Prentice Hall appropriateness and use Twitter Wall’ in Online Class
appropriateness Principles in Selecting of technology. the Blog or Site/
Instructional Materials Eayde, M. & Lockyer, M. (Variation: Based on a classroom/ Classroom-
based on their (2013). Tools for Learning lesson plan exemplar) Blog Created made
Appropriateness and Retrieved from: and Twitter Wall
Feasibility http://ro.uow.edu.au/cgi/viewconte Class presentation of Administered
their evaluation of by the
 Appropriateness Nt.cgi?article=1413& instructional materials Teacher 2
(Target Learners and context=asdpapers used in the lesson weeks
Instruction) Rubric
 Authenticity Self of Peer focusing on
(Dependable) Evaluation of the
 Interest their appropriate
 Cost (Economy) assessment ness of the
 Organization and material in
Balance instruction
And other considerations:
Environmental Factors,
Dynamic Variables *e.g. size of
class, attitudes, etc.)
4. Formulate Unit 5. Innovative Technologies Smaldino, S. et al. (2005). Students’ research on Reporting Assessment
teaching- for Teaching-Learning and Instructional technology examples of technology- and tools
learning Assessment Task and media for learning, 8th assisted tools in Feedbacking
experiences and ed. New Jersey: Pearson assessment in learning
assessment tasks Prentice Hall
using
appropriate and
innovative
technologies
1
week

A. ICT and Assessment in Victoria State Government

4.1 Identify Learning (2013). Assessment Tools.
Technology- 1. Assessment Tools Retrieved from:
assisted tools in http://www.education.
the assessment Vic.gov.au/school/teachers
of learning /support/Pages/tools.aspx
 B. Tools in evaluating
appropriate assessment
tools (ex. Checklist,
rating scale)
http://www.edtechteacher. Workshop on the Workshop
org/assessment formulation of tools to output
evaluate assessment
UNESCO (2013). Training tools
Guide on ICT Multimedia
Integration for Teaching
and Learning. Pp. 60-63

Angelo, T. & Cross, K.P.

(1993). Classroom
Assessment Techniques 2nd
Ed., A Handbook for
College Teachers
Demonstrate C. Technology-Enhanced Smaldino,S. et al, (2005). Lesson Planning Rubrics for ASSURE
proficiency in the Lesson using ASSURE as Instructional technology assessing Model
formulation of Technology-Integration and media for learning, 8th lesson plans
teaching- Model ed. New Jersey: Pearson Critiquing of 1
learning Prentice Hall lesson plans Week
experiences Revising of
using innovative lesson Plans
technologies

5. Demonstrate Unit 6. Social, Ethical and Legal

social, ethical, Responsibilities in the use of
and legal Technology Tools and
responsibility in Resources
the use of
technology tools
and resources

5.1 Show, give A. Digital Citizenship http://www.digitalcitizenship.net/ 2

examples, Lecture-discussion on the Written exam Computer/ weeks
observe social,  Nine Elements of http://www.eduscapes. nine elements of digital laptop
ethical, and Digital Citizenship Com/sessions/socialtech/ citizenship Multimedia
legal projector
responsibility in B. Social, Ethical and Legal Smaldino, S. et al. (2008). Group research on the Rubrics
the use of Responsibilities in the Use Instructional technology social, ethical and legal assessing Computers
technology tools of and media responsibilities in the use research
and of technology tools and outputs
resources by teachers
Desired Course Content/ Textbooks/Refer Teaching and Assessment Resource Time Table
outcome Subject Matter ences Learning of Tasks Materials
(DLO) Activities(TLAs) (ATs)
resources Technology Tools and For learning, 8th Talk it Out (from A Worksheet for
Resources by Teachers ed. New Jersey; Global Digital Talk it Out
Pearson Prentice Citizen
Hall Foundation) An
activity on taking
a stance on an
issue and
defending it.
Learners are Scenarios
given a scenario
primarily focusing
on social, ethical
and legal
responsibilities in
the Use of
technology.
Analysis of the
different cases
involving social,
ethical and legal
issues on
technology
5.2 identify C. Intellectual Property www.ipophil.gov Group Research Rubrics RA 8293
examples of Rights Applicable to .ph/images/pate on the Intellectual assessing Document
compliance the Educational nts/RRs / Property Rights in research An act
of IPR in Setting:Copyright and RepublicAct8293 the Educational presentatio prescribing the
educational Related Rights .pdf Setting ns and intellectual
setting Copyright Law (Part IV) Class outputs property code
presentation of and establishing
research the intellectual
outputs(e.g. property office,
poster, providing for its
infographics power’s and
hootboard, etc) functions and for
other purposes
Desired Learning Course Content/Subject Textbooks/Referenc Teaching and Assessment of Resources Time Table
Outcomes (DLO) Matter es Learning Activities Tasks(ATs) Materials
5.3 Enumerate D. Digital Safety Rules www.safekids.com/ Four As Computer/
digital safety rules  Rule 1: Research kids-rules-for-online- Activity: You Know the Laptop
that ensure child before you register safety Rules( from Global
online safety and  Rule 2: Discriminate www.educational.c Digital Citizenship
prevent  Rule 3: Think before om/a- Foundation) Learners
cyberbullying typing tech/tech/tech044. imagine that they can
 Rule 4: Require ID shtml draft three rules that
 Rule 5: Trust your gut www.collegeview.c every digital citizen Class Multimedia
om/article/smart- must follow. What formulated Projector
students-in-a- would they make and Guide on
digital-world why? Abstraction, Digital
Analysis & Application Safety Rules

Forum Discussion on
the digital safety rules

5.4 Discuss safety E. Cyberbullying https://www.stopbu Debate on Video clips on

rules in obtaining llying.gov/cyberbull cyberbullying cyberbullying
resource materials ying what-is-it/
from local area Small group Discussion
network-based Posters and
and the internet digital
5.5 Describe the F. Netizens in Cyberspace Brief Lecture campaign Posters
community of Active Citizenship materials
learners as
netizens who
share and utilize
digital materials
5.6 Practice G. Netiquette ( social Abushakara N. Advocacy Campaign
standard conventions online) (2016).
netiquette in Netiquette: Modern
sharing and manners for a Forum
utilizing shared modern world. The
materials among ultimate guide to
online etiquette.
Create Space
Desired Learning Course Textbooks/ References Teaching and Assessment of Resources Time Table
Outcomes(DLO) Content / Learning Tasks( ATs) Materials
Subject Matter Activities (TLAs)
Learning Independent Publishing Platform
communications
5.7 Show Joining social Rubrics Rubrics
demonstrate media site assessing
support to school behavior in
learners as part Role playing on social media
of learning how to support sites
community in school learners
their digital as part of
culture and learning
behaviors community.

5.8 Identity H. Educational Diaz.C.G. and Declaro, R.A. Group Research Pencil and
educational sites Sites and (203),UNESCO training guide on ICT to identify Paper Tests
and portals Portals multimedia integration for teaching and educational
suitable to their learning. Retrieved from Creative sites and portals
subject area Commons License Multimedia
http://creativecommons.org/licenses/by- Presentation Projector
sa/3.0 and Sharing of List of 2 weeks
https://globaldigitalcitizen.org/50- Research educational
education-technology-tools-every- Outputs (e.g. Sites
teacher-should-know-about. Infographics,
Digital
advertisement,
brochure,
bulletin board
display / online
bulletin board)
Desired Course Content/ Textbooks/ References Teaching and Learning Assessment of Resource Time Table
Learning Subject Matter Activities (TLAs) Tasks (ATs) Materials
Outcomes
(DLO)
5.9 Join online I. Online Practicum on sample Rating scale Online
expert and Communities of strategies on how to join learning
learning Learning e.g. experts ‘learning communities Reflection sites Gibbs
communities  Facebook Reflective
 Twitter Cycle
 Instagram template
 Webinar

5.10 Use J. Online Group Research and

resources Resources e.g. Application of identified
from relevant  Open relevant mailing list and online
mailing lists source journals Checklists
and online  Multimedi Anderson, J. (2010) .ICT
journals a Transforming Education A
resources, Regional Guide UNESCO
video sites Bangkok Asia and Pacific
 Finding Regional Bureau for
images Education
 Music and
audio,
webcasts
 Locate
web
resources
by topic
 others
5.11 Describe K. Collaborative http://www.ascd.org/publi Student Led- Group Discussion Multimedia
technology i.e.The Problem cations/books/102112/cha Pencil and Paper Projector
tools that are Based project or pters/what is iProject-Based Lecture Test
used in group pproject based Multimedia Learning %c2%
activities project A@.aspx
Desired Learning Course Content/ Textbooks/Referenc Teaching and Assessment of Resource Time Table
Outcomes(DLO) Subject Matter es Learning Tasks (ATs) Materials
Activities(TLAs)
5.12 Use L. Technology Tools http://www.emergin Lecture- Practical Test Internet
technology tools Collaborative Work gedtech.com/2014/ Demonstration connectivity
to collaborate e.g. 05/20-excellent-
and share  google drive free-tools-for- Workshop/hands-
resources among  edmodo interactive- on experience on
communities  bubbl.us collaboration- the tools
 wikispaces experiences-in-the-
 others classroom Online Chat
Session

Suggested Abushakara N.(2016) . Netiquette: Modern manners for a modern world, The ultimate guide to online etiquette. Create
Reading and Space Independent Publishing Platform Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO
Bangkok Asia and Pacific Regional Bureau for Education Angel, T. and Cross, K.P (1993). Classroom Assessment
References Techniques 2nd Ed,.A Handbook for College Teachers Chiles, D. (2014). Internet etiquette: Netiquette fundamentals, rules
and optimization.
Diaz, C.G. and Declaro. R.A. (2013). UNESCO training guide on ICT multimedia integration for teaching and learning.
Retrieved from Creative Commons License http://creativecommons.org/licensesby-sa/3.0
Heinich, R. (2003). Instructional media and technologies for learning. (7 th edition). Upper saddle, New York; Merril Prentice
Hall www.sfekids.com/kids-rules-for-online-safety

www.educationworld.com/a-tech/tech/tech044.shtml

www.collegeview.com/article/smart-students-in-a-digital-world

https://www.stopbullying.gov/cyberbullying/what-is-it/
http://www.ascd.org/publications/books/102112/chapters/whatisProject-BasedMultimedia Learning%C2%A2.aspx
http:// www.emerggingedtech.com/2014/05/20-excellent-free-tools-for-iteractive-collboration-experiences-in-the-
classroom/
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html
http://www/edtechteacher.org/assessment
http://www.edtechteacher.org/gafe/
Lucido,P.&Corpuz, B (2012). Educational technology 2. Quezon City, PH: Lorimar Publishing Co.
Melton, R. (2002). Planning and Developing Open and Distance Learning A Quality Assurance Approach
Newby, T.J (2011). Educational technology for teaching and learning. (4 th ed). Boston Pearson Education, Inc.
Roblyer ,M.D (2003). Integrating educational technology for teaching. (3 rd ed) Upper Saddle, New York; Merril Prentice
Hall
Smaldino, S. et al.(2005) Instructional technology and media for learning 8 th ed. New Jersey. Pearson Hall
Smaldino, S. et al.(2008) Instructional technology and media for learning 8th ed. New Jersey. Pearson Hall
Tuffley, D. (2014). Email etiquette: Netiquette for the information age. Altiora Publications
TPACK in Two Minutes https:// www.youtube.com/watch?v=FagVSQIZELY
 UNESCO (2013). Training Guide on ICT Multimedia Integration for Teaching and Learning pp.56-59
Williams, M. (2000). Integrating technology into teaching and learning. An Asia Pacific perspective. Singapore: Prentice
Hall
www.ipophil.gov.ph/images/Patents/IRRs/RepublicAct8293.pdf

ourICT http://www.ourict.co.uk/ Ten Best Assessment Tools ( Posted April 1,2015) Retrieved from:
http://www.ourict.co.uk/formative-assessment-tools/

Documents:
 The Philippines ICT Roadmap
 DepED Five-Year Information and Communication Technology for Education Strategic Plan (DepED ICT4E
Strategic Plan) Executive Summary
 SEAMEO INNOTECH (2010) The Report on the Status of ICT Integration in Education in Southeast Asia
 K to 12 Curriculum Guides ( DepED 2012)
 Senior High School Curriculum Guides retrieved from
https://drive.google.com/file/d/0D8x8BBYUc2V91dVJQQXdVMFVDS2C/edit

Course Requirements Suggested:

A lesson plan examples with an appropriate integration of technology
Whiten long exam ( Midterm and Finals)
ePortfolio
 A complete posted reflection notes in the Class Blog or Wikispace/ Teacher-made Classroom Twitter Wall’
Class Active Participation ( group work, mini-outputs in tasks, among others)
Grading System Suggested:

Midterm Finals
40%- Written long exam (Midterm) 25%- A lesson plan exemplar
30%- A complete posted reflection notes in the Class Blog with an appropriate integration
Or Wikispace of technology
Teacher –made Classroom Twitter Wall 30%- Summative Exam ( Finals)
30% Class Active Participation ( group work, 20%- ePortfolio
Mini-outputs in tasks, among others) 25%- Class Active Participation
( group work, mini-outputs in tasks, among others)
Classroom Policies