POLYTECHNIC COLLEGE OF THE CITY OF MEYCAUAYAN

Old MC Annex, Pag-asa St., Malhacan. City of Meycauayan, Bulacan

TEACHER EDUCATION PROGRAM

TEP-18-0000-001
Ed Tech 2– Educational Technology 2
COURSE SYLLABUS

PCCM VISION

The Polytechnic College of the City of Meycauayan (PCCM) envisions to provide socialized quality
education in producing highly competent and skilled professionals in the fields of arts, science and
technology.

PCCM MISSION PCCM CORE VALUES

PCCM is committed to ensure sustainable and effective A graduate of PCCM is expected to be SECURE
learning environment through quality instruction in the community and in the workplace, a
programs, research and community-extension PCCM graduate will be known as a person
involvement towards the development of the society. who is:

S –service oriented
E- exemplar of excellence
C- capable of individual transformation
U- upholder of wisdom and moral values
R- ready, responsible, and rational
E- efficient, entrepreneurial and employable

TEACHER EDUCATION PROGRAM TEACHER EDUCATION PROGRAM

VISION MISSION

In response to the College’s vision and in line with the
Teacher Education Program’s thrust to meet the
community’s demand for competent and competitive
BSE graduates, the program envisions the students to
gain relevant experiences applying the principles and
techniques learned in school and translated into real
life teaching- learning situations and the profession;
thus, keeping abreast with the demands of the global
society.
In pursuance to the College’s mission, the
Teacher Education Program aims for the
attainment of the students’ spiritual,
intellectual, emotional, social and physical
core potentials and well-being in becoming
productive members of the society and
empowering the graduates in the service of
God and humanity.

PROGRAM EDUCATIONALOBJECTIVES (PEO) PROGRAM OUTCOMES (PO)

A graduate of Bachelor of Secondary Education is At the end of the program, a Bachelor of

expected to:
1. Pass the licensure examination for teachers;
2. Practice teaching as a profession;
3. Pursue continuing education in
Mathematics/English/Social Studies or in
other fields.
Secondary Education graduate is expected to:
1. Demonstrate the understanding of
theories, principles, concepts and
skills in Education;
2. Develop and sustain arguments about
established principles in Education;
3. Critically evaluate the established
principles in Education;
4. Comprehend and evaluate the
established principle in Education that
may be represented in various forms;
5. Undertake research in the field of
specialization.
 COURSE SYLLABUS
EDUCATIONAL TECHNOLOGY 2

Teacher COURSE DESCRIPTION

PROGRAM Education
Program The course covers understanding, planning, development,
application and evaluation of appropriate ICT-based and
COURSE outcome-based technologies intended for face-to-face and/or
CODE distance teaching and learning situation.

DESCRIPTIVE COURSE OUTCOMES (CO)

TITLE
After successful completion of the course, students are
PREREQUISITE
expected to:
(S)
1. Understand the importance of ICT-based technology in
education
CREDIT
UNIT (S) 2. Develop appropriate Information and Communication
Technology (ICT) intended for teaching and learning
environment
3. Evaluate certain ICT technologies according to their
Lecture: usefulness or advantages for face-to-face and/or
CONTACT distance teaching and learning situation
3 hours
HOURS 4. Apply these ICT-based technologies in learner’s
PER
Laboratory: demonstration teaching
SESSION:
5. Make an action research proposal with a very unique
NA
ICT-based technology

ALIGNMENT OF PROGRAM EDUCATIONAL OUTCOME (PEO) WITH PROGRAM OUTCOMES (PO)

PEO DESCRIPTION CO1 CO2 CO3 CO4 CO5
Demonstrate learning
1 competencies acquired in /
educational technology 2
Apply knowledge and skills
2 in making ICT-based and / /
outcome-based technologies
Evaluate certain ICT-based
technologies and integrate
3 / /
appropriate technologies in
action research proposal

ALIGNMENT OF COURSE OUTCOMES (CO) WITH UNIT EXPECTED OUTCOMES (UO)

UO DESCRIPTION CO1 CO2 CO3 CO4 CO5
1 Understand the importance of educational technologies /
Use of computer, internet and computer-assisted
2 /
instruction
3 Understand technology learners /
4 Create own free webpage with a particular theme /
5 Develop higher-order thinking/process skills /
Evaluate certain ICT-based and outcome-based
6 /
educational technologies
7 Prepare unique ICT-based instructional materials /
 Execute a demonstration teaching using ICT-based and
8 /
outcome-based technologies
9 Understand the concepts of action research /
10 Make an action research proposal /

COURSE COVERAGE

TEACHING-LEARNING ACTIVITIES
ASSESSMENT TASKS (AT)
WEEK UNIT OUTCOMES (UO) COURSE CONTENT (TLA) RESOURCES
TEACHING LEARNING ASSESSMENT TOOL
COURSE ORIENTATION:
o PCCM VMV o Didactic and o Lecture
o Understand the o PEO, CEO Inductive o Facilitated o Review o Rubrics o Course
mission and vision of o Course Outline Lecture Discussion Syllabus
PCCM and the o Brainstorming o Textbook
Teacher Education
Program
1
o Overview of
Educational
Technology 2
o Cite the importance
of educational
technologies in
teaching and
learning situation

o Explain the action o Action research o Didactic an d o Facilitated o Research o MasMero o MMS
research proposal proposal Inductive Discussion Title n Powerpoi
template and Lecture Proposal Strategy nt
complete parts of (MMS) Presentati
2
action research o MMS on
paper Rubrics
o Show a sample of
action research
o Understand certain o Status of o Facilitated o Cooperative o Written o Rubrics o Ed Tech 2
concepts on technologies instruction learning outputs textbook
technologies in o Status of o Performa by Paz I.
education learners nce Lucido,
3 o Describe and relate Ph.D
technology learners

o Know the similarities o Types of o Facilitated o Cooperative o Written o Rubrics o Ed Tech 2

and differences of technology in instruction learning outputs textbook
certain technologies education o Performa by Paz I.
in education o Role, functions nce Lucido,
4 o Determine the role, and advantages Ph.D
functions and of educational
advantages of using technologies
technologies in
education
o Evaluate certain o ICT-based and o Facilitated o Technology o Written o Rubrics o Internet
existing ICT-based outcome-based instruction review outputs resources
and outcome-based technologies o Performa
technologies in nce
5 education

6 PRELIM EXAMINATION
o Make an appropriate o Individual o Facilitated o Learning by o Technolo o Rubrics o Free hand
technology intended and/or instruction doing gy resources
for individual classroom outputs
instruction and/or instruction o Performa
7 classroom nce
instruction
 o Make an appropriate o Distance o Facilitated o Learning by o Technolo o Rubrics o Internet
technology intended teaching and instruction doing gy sites
for distance teaching learning outputs
and learning o Performa
8 situation nce

o Develop higher- o Higher-order o Facilitated o Design learning o Activity o Rubrics o Innovativ

order thinking or thinking skills or instruction activities outputs e learning
process learning process skills o Performa sites
activities using nce
9 unique ICT-based
and outcome-based
technologies

o Execute o Demonstration o Critiquing o Application o Performa o Rubrics o ICT

demonstration teaching nce resources
teaching using o Technolo
appropriate ICT gy
10 based and outcome- integratio
based technologies n

o Execute o Demonstration o Critiquing o Application o Performa o Rubrics o ICT

demonstration teaching nce resources
teaching using o Technolo
appropriate ICT- gy
11
based and outcome- integratio
based technologies n

12 MIDTERM EXAMINATION
o Make a review on o Webpage review o Critiquing o Critiquing o Content o Rubrics o Free
self-made webpage outputs webpage
with a particular sites
theme
13

o Make an action o Action research o Facilitated o Learning by o Written o Rubrics o Action

research proposal proposal instruction doing outputs researche
with integration of o Performa s
educational nce
14 technologies
o Make a Rubric for
action research

o Demonstrate oral o Presentation of o Critiquing o Oral defense o Performa o Rubrics o Action

examination of action research nce researche
action research proposal o Technolo s
proposal with gy
15 technology integratio
integration n

o Demonstrate oral o Presentation of o Critiquing o Oral defense o Performa o Rubrics o Action

examination of action research nce researche
action research proposal o Technolo s
proposal with gy
16 technology integratio
integration n
 o Understand other o Various topics in o Facilitated o Cooperative o Written o Rubrics o Ed Tech 2
topics related to Ed Tech 2 instruction learning outputs textbook
Education o Performa by Paz I.
Technology 2 nce Lucido,
17
Ph.D

18 FINAL EXAMINATION

TEXTBOOK
Educational Technology 2, Paz I. Lucido, Ph.D., Lorimar Publishing Inc., Quezon City, 2012
REFERENCES (BOOKS/ONLINE WEBSITES/JOURNALS)
www.masmeronproductions.wordpress.com

ALIGNMENT OF TEACHING LEARNING ACTIVITIES (TLA) WITH COURSE OUTCOMES (CO)

NO TEACHING CO1 CO2 CO3 CO4 CO5
1 DIDACTIC LECTURE – Educator delivers factual information
/
about the topic
2 INDUCTIVE LECTURE – Educator facilitates by introducing
specific instances and leads the learners to arrive at a /
generalization
3 FACILITATED INSTRUCTION – Educator facilitates the
learning activities either individually or in groups for / /
further understanding
4 CRITIQUING – Educator helps the learners to improve their
/ /
work outputs by examining it critically.
NO LEARNING CO1 CO2 CO3 CO4 C05
1 COOPERATIVE LEARNING – Educator allows his learners to
work in groups on certain topics and come up with written / / / / /
outputs and/or performances
2 LEARNING BY DOING – Educator allows the learners to
/ / / / /
work independently and interdependently for a purpose
3 APPLICATION – Educator assigns the learners to apply the
knowledge acquired and competencies that had been / /
developed on a certain task.
4 BRAINSTORMING – Educator provides opportunities for
/
learners to give their own opinions on a particular topic
5 ORAL DEFENSE – Educator encourages his learners to
/ /
defend their work outputs logically and academically.
6 DESIGNING LEARNING ACTIVITIES – Educator facilitates
the learners to design higher-order thinking and process / /
skills activities for them to learn effectively

ASSESSMENT TASK (AT) AND TOOLS WITH COURSE OUTCOMES (CO)

NO ASSESSMENT TASK (AT) CO1 CO2 CO3 CO4 CO5
1 WRITTEN/CONTENT OUTPUT / /
2 PERFORMANCE / / /
3 TECHNOLOGY INTEGRATION/TECHNOLOGY OUTPUT / /
4 CONTENT REVIEW/TECHNOLOGY REVIEW / /
NO ASSESSMENT TOOL CO1 CO2 CO3 CO4 CO5
 1 RUBRICS / / / / /
2 MASMERON STRATEGY (MMS) / /

GRADING SYSTEM
The final grade of the student is interpreted as shown on the table below:
74 and
AVERAGE 97–100 94–96 91–93 88–90 85–87 82–84 79–81 76–78 75
below
FINAL
1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 5.00
GRADE

Prepared by: Endorsed by: Approved by:

RENATO M. MERON RONA D. DELA ROSA PROF. RENELIZA C. STA. ANA, MAED
Instructor III TEP Program Head College Dean