CORE GATEWAY COLLEGE, Inc.

Maharlika Highway cor. Cardenas St.

San Jose City, Nueva Ecija
Tel. No.: (044) 511-1609 Fax No.: 940-3154

TEACHER EDUCATION PROGRAM

TECHNOLOGY FOR TEACHING AND LEARNING

(PROF. ED. 4)

LEARNING MODULE

1ST Semester, A.Y. 2020 -2021

JENNY ROSE T. GONZALES

Instructor
 Prof. Ed. 4
Technology for Teaching and Learning
Credit Unit: 3
Credit Hours: 3

Instructor Information

Instructor: Jenny Rose T. Gonzales

Email: jennyrosegonzales.jg@gmail.com
Phone: 09238596037
Institution: Core Gateway College, Inc.

Course Description

This is an 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 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 considering social, ethical and legal responsibilities.

Course Scope

This course provides the students the basic knowledge, skills and values in the
use of technology for teaching and learning.

Course Objectives

After completing this course, students will be able to:

 Explain ICT policies and safety issues as they impact on the teaching learning
process.
 Identify learning theories and principles applied in the design and development
of lessons through appropriate media and technologies for teaching and
learning.
 Formulate teaching-learning experiences and assessment tasks using
appropriate and innovative technologies.
 Demonstrate social, ethical and legal responsibility in the use of technology
tools and resources.
Course Delivery Method – 1st Semester (August – December, 2020)

This course will be delivered in a flexible manner, through blended learning,

using modules and internet. Course materials will be made available to the students.
Students will do the activity in the lesson and the output will submitted on or before
the deadline.

Assessment Rubrics

A. For Essay

Areas of 4 3 2 1
Assessment
Ideas Present ideas in Present ideas in Ideas are too Ideas are vague
an original a consistent general and unclear
manner manner
Organization Strong and Organized Some No organization;
organized from beginning, organization lack beginning,
the beginning, middle, and end attempt at the middle and end
middle, and end beginning,
middle, and end
Understanding Writing shows Writing shows Writing shows Writing shows
strong clear adequate little
understanding understanding understanding understanding
Word Choice Sophisticated Nouns and Needs more Little or no use
use of nouns verbs make nouns and of nouns and
and verbs make essay verbs verbs
essay very informative
informative
B. Rubric for Assessing a Journal Entry

Grading Criteria 10 8 6 4

Excellent Acceptable
Response to Response Minimal Unacceptable
assigned thoughtful and Response Response
topic fairly well adequately consists of
thorough and written; most addresses unsupported
well written, opinions some aspects opinions only
Content with varied supported of the marginally
sentence with facts assigned related to the
structure and topic; opinions topic.
vocabulary; sometimes
opinions based on
always incorrect
supported information.
with facts.
Excellent
Good reliance Incomplete
use of
upon development
examples
examples and of ideas; Ideas not
Idea and details
details to details and clearly stated
Development to explore
illustrate and examples not or developed.
and develop
develop ideas always
ideas and
and opinions. evident.
opinions.

Very logically Topics and

organized; ideas
Contains
contains discussed
introduction,
introduction; somewhat
some Entry is
Organization development randomly;
development unstructured.
of main idea entry may lack
of ideas, and
(or ideas), clearly defined
conclusion.
and introduction or
conclusion. conclusion.

Few or no
Many
spelling Several
Flawless instances of
errors; some spelling and
Mechanics spelling and incorrect
minor punctuation
punctuation. spelling and
punctuation errors.
punctuation.
mistakes.
C. Learning Rubric

Learning Episode Exemplary Superior Satisfactory Needs

4 3 2 Improvement
1
Learning Activities All tasks were All or nearly Nearly all Fewer than
done with all tasks were tasks were half of tasks
outstanding done with high done with were done; or
quality; work quality acceptable most objectives
exceeds quality were met but
expectations need
improvement
Analysis of the All questions Analysis Analysis Analysis
Learning Episode were answered questions were questions were questions were
completely; in answered not answered not answered
depth completely. completely
answers;
thoroughly Clear Vague related
grounded on connection to the theories
theories. with theories
Exemplary
grammar and Grammar and Grammar and Grammar and
spelling spelling are spelling spelling are
superior acceptable unsatisfactory
Reflections/Insights Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, but not shallow; unclear and
clear; clearly supported by shallow and
supported by supported by experiences are not
experiences experiences from the supported by
from the from the learning experiences
learning learning episodes from the
episodes episodes learning
episodes
Learning Portfolio Portfolio is Portfolio is Portfolio is Analysis
complete, complete, incomplete; questions were
clear, well- clear, well- supporting not answered
organized and organized; documentation
all supporting; most are organized Grammar and
documentation supporting but are spelling are
are located in documentation lacking unsatisfactory
sections are available
clearly and logical
designated and clearly
marked
locations
Submission of Submitted Submitted on Submitted a Submitted two
Learning Module before the the deadline day after the days after the
deadline deadline deadline
Comments Over-all Score
Class Schedule

Every Tuesday, Thursday & Friday/ Wednesday Thursday & Friday

Course Materials

Required Textbook for the Course

Bilbao, et al. (2019). Technology for Teaching and Learning 1. Quezon City PH:
Lorimar Publishing, Inc.

Evaluation Procedures

Module

In each term, students will do the activities and requirements given by the
instructor , to be passed on or before the deadline.

To Do Task Weekly/Activity/Assignment

All activities in the module must be completed and to be passed on or before the
deadline. Assignment/research for the given module must be computerized and to be
submitted online on their e-portfolio. Portfolio must be labeled with complete name,
Semester, and Period (Prelim. Midterm, Semi-Final, Final).

GRADING SYSTEM

Examination 40%
Quizzes/Activities 30%
Requirements 30%
Total 100%
Course Outline

Preliminary Period

Wee Topic Learning Outcomes Reading/ Assignment/s

k s
Introduction to At the end of the unit, the Module 1 To Do Task
Technology for students must have:  Do the
Teaching and Lessons 1-3 activities
1 Learning  identified the indicated in
competency the module.
standards of ICT for
teaching and learning
in pre-service teacher
education
 unpacked the basic
ICT concepts of ICT to
provide common
understanding for
teachers and learners
 valued the use of ICT
in the teaching and
learning process

 discussed some ICT Module 2

ICT Policies and policies and explain Lessons 1-2  Do the
Safety Issues in their implications to activities
2-3 Teaching and teaching and learning indicated in
Learning  explained some issues the module.
that relate to ICT
policies
 identified safety
concerns on internet
including digital
safety rules.

Midterm Period

Wee Topic Learning Outcomes Reading/ Assignment/s

k s
Non-digital and At the end of the unit, the Module 3  Do the
Digital Skills students must have: Lessons 1-5 activities
and Tools in indicated in
Delivering  integrated media and the module.
4-7 Technology- technology in various
Enhanced content areas.
Lessons  used technology tools
to collaborate and
share resources
among communities
 of practice.
 reflected on the use of
technology on its
relevance and
appropriateness.
 selected conventional
materials designed to
enhance teaching-
learning.
 Introduced sample
technology-enhanced
lessons to support
learning.

Wee Topic Learning Outcomes Reading/ Assignment/s

k s
At the end of the unit, the  Do the
students must have: activities
indicated in
 described a flexible Module 4 the module.
learning environment Lessons 1-2
Flexible and the different
8 -9 Learning platforms used for
Evironment flexible learning
 recognized how
innovative teachers
use online resources  Do activities
and educational sites indicated in
and portals for online the module.
distance learning.
 Reflected on the use
of technology on its
relevance and
appropriateness.

Semi-Final Period

Wee Topic Learning Outcomes Reading/ Assignment/s

k s
Theories and At the end of the unit, the Module 5  Do the
Principles in students must have: Lessons 1-4 activities
10-13 the Use and indicated in
 Design of  Identified learning the module.
Technology- principles and
Driven Lessons theories that are
applied in technology
driven teaching-
learning models
 Used the learning
principles and
theories as basis in
the development of  Do the
the teaching plans activities
and selection of indicated in
instructional the module.
materials
 Applied the learned
theories and
principles in the
lesson exemplars.

Final Period
Wee Topic Learning Outcomes Reading/ Assignment/s
k s
At the end of the unit, the  Do the
students must have: activities
indicated in
 Explained the use of Module 6 the module.
Innovative ICT in assessment in Lessons 1-2
Technologies learning
14-15 for Assessment  Explored various
Task in digital online and
Teaching and offline assessment
Learning alternatives available
 Described the current
trends in technology-
based assessment
practices in schools
 Selected appropriate
assessment tools.

16-17 Social, Ethical  Described the Module 7  Do the

and Legal community of Lessons 1-3 activities
Responsibilities learners as citizens indicated in
in the Use of who share and utilize the module.
Technology digital materials
Tools and  Practiced standard
Resources netiquette in sharing
and utilizing shared
materials among
learning communities
 Identified examples of
Intellectual Property
 Right in educational
setting.
 Showed given
examples, and
observed social,
ethical, and legal
responsibility I the
use of technology
tools and resources.
 LESSON

PRELIMINARY PERIOD

WEEK 1

MODULE 1: Teaching and Learning with Technology: An

Introduction

Module Outcomes

1. Identified the competency standards of ICT for teaching and learning

in pre-service teacher education
2. Unpacked the basic concepts of ICT to provide common understanding
for teachers and learners
3. Valued the use of ICT in the teaching and learning process

INTRODUCTION

If there is one thing that changed the world so fast, it is TECHNOLOGY. In the
beginning, technology created a division between the digital natives and the digital
immigrants. However, as the years go by, such divide has become narrower and even
blurred. This has led to the new educational revolution in teaching and learning.

Lesson 1: ICT Competency standards for Philippine Pre-Service Teacher

Education

At the end of the lesson, students will be able to:

 Identify the competency standards of ICT necessary in teaching for pre-service

teacher education
 Familiarize with the ISTE National Educational Technology Standards for
Teachers

ICT Competency Standards (CHED-UNESCO) as provided in the 2017, Policy,

Standards and Guidelines (PSG) for Pre-Service Teacher Education

ICT Competency Standards for Pre-Service Teachers (7 domains)

Domain 1: Understanding ICT in education

Domain 2: Curriculum and Assessment
Domain 3: Pedagogy
Domain 4: Technology Tools
Domain 5: Organization and Administration
Domain 6: Teacher Professional Learning
Domain 7: Teacher Disposition
ISTE National Educational Technology Standards for Teachers (NETS* T)

Standard 1: Technology Operations and Concepts

Standard 2: Planning and Designing Learning Environment and Experiences
Standard 3: Teaching, Learning and Curriculum
Standard 4: Assessment and Evaluation
Standard 5: Productivity and Professional Practice
Standard 6: Social, Ethical, Legal and Human Issues

ISTE National Educational Technology Standards for Students (NETS* S)

Standard 1: Creativity and Innovation

Standard 2: Communication and Collaboration
Standard 3: Research and Information Fluency
Standard 4: Critical Thinking, Problem-Solving and Decision Making
Standard 5: Digital Citizenship
Standard 6: Technology Operations and Concepts

Task 1 Lesson 1

Locate Annex C in CMO 74 or 75 s. 2017. Review the Competencies and read

the corresponding Performance Indicators under each of the 7 Domains. Identify one
Performance Indicator for each cluster that you consider as most important and that
you are excited to do. Identify also one Performance Indicator that you consider least
important and that you are not excited to do.

ICT Domain Performance Indicator Performance Indicator

Most Important for Us to Least Important for Us to
Do do
Domain 1
Domain 2
Domain 3
Domain 4
Domain 5
Domain 6
Domain 7
Lesson 2: Understanding the Basic Concepts in ICT
At the end of the lesson, students will be able to:

 Define conceptually or operationally terms that are basic to the understanding of

ICT
 Use the concepts and terms in communicating with peers for further
understanding
Some Terms in ICT
1. Technology 13. Web access
2. Information and Communication 14. Webquest
Technology Literacy
15. Productivity tools
3. Educational Technology
16. Technology tool
4. Digital Literacy
17. Webquest
5. Digital learning
18. Blog
6. On-line digital tools and apps
19. Wiki
7. Off-line digital tools and apps
20. Flipped classroom
8. Instructional Technology
21. Podcast
9. Software
22. Google Apps
10. Multimedia
23. Vlog
11. Internet
24. Facebook
12. World Wide Web (www)
25. VOIP (voice over internet protocol)
Task 1 Lesson 2
1. Explore in the web or reference book how some terms in ICT are defined and
understood.
2. Make a glossary of terms of at least 30 ICT-related terms with each having a
conceptual operational definition or description. Cite the source of your definition.
Lesson 3: Roles of Technology for Teaching and Learning
At the end of the lesson, students will be able to:

 Identify roles of technology in teaching and learning

 Appreciate the value of technology in supporting student learning

Three Domains of Educational Technology (Stosic,2015)

1. Technology as a tutor.
2. Technology as a teaching tool.
3. Technology as a learning tools
Roles of Technology
A. For Teachers and Teaching
1. Technology provides enormous support to the teacher as the facilitator.
2. Technology has modernized the teaching-learning environment.
3. Technology improves teaching-learning process and ways of teaching.
4. Technology opens new fields in educational researches.
5. Technology adds to the competence of teachers and inculcates scientific outlook.
6. Technology supports teacher professional development.
B. For Learners and Learning
1. Support learners to learn how to learn on their own.
2. Technology enhances learners’ communication skills through social interactions.
3. Technology upgrades learners’ higher-order-thinking skills: critical thinking,
problem solving and creativity.

Task 1: Experience as a Learner

Write a paragraph about your personal experience on how technology has
influenced your life as a learner from elementary, high school and college.
Task 2: Expectation as a Future Teacher
Write a paragraph on how you are going to use technology when you will
become a teacher.
Task 3
Reflect on the question: How does the role of technology change the teaching-
learning environment.
WEEK 2-3

MODULE 2: ICT Policies and Issues: Implications to Teaching

and Learning
Module Outcomes

1. Discuss some ICT policies and explain their implications to teaching and
learning
2. Explain some issues that relate to ICT policies
3. Identify safety concerns on Internet including digital safety rules.

INTRODUCTION
Globalization is a reality and ICT has become a fundamental part of the
process. A networked society is one in which the entire planet is organized around
telecommunicated networks of computer. The powerful use of network has broken
boundaries, provide opportunities for inclusion and collaboration. However, there will
also be a struggle for those who do not have access or those who are excluded,
marginalized and powerless. Thus a need to establish policies in the use of ICT is
imperative.

Lesson 1: Policies and Issues on Iternet and Implications to Teaching and

Learning

At the end of the lesson, students will be able to:

 Name examples of ICT Policies which are applicable to teaching and learning
 Discuss some issues that relate to the ICT policy

The New ICT Technologies

1. Information Technology
2. Telecommunication technologies
3. Networking technologies

DICT Program-ICT for Education (ICT4E): Policy Recommended Programs

1. ICT in Education Masterplan for all levels

2. Content and application development through the Open Content in Education
Initiative (OCEI)
3. PheDNET
4. Established Community eLearning Centers called eSkwela for out-of-school youth
(OSY)
5. eQuality program for tertiary education
6. Digital Media Arts Program
7. ICT skills strategic plan

Some Issues on ICT and Internet Policy and Regulations

 Global Issues
 Access and Civil Liberties
 Access to the use of Internet and ICT
 Infringement to Civil Liberties or Human Rights

Issue No. 1: Freedom of Expression and Censorship

Issue No. 2: Privacy and Security
Issue No. 3: Surveillance and Data Retention
Issue No. 4: E-pollutants from E-waste

Implications to Teaching and Learning

For the Teachers and Teaching

1. Guide the teachers on what they should teach that relate to ICT, and how to teach
it.
2. Technology should never replace any human teacher.
3. There are rules and regulations that govern the use of technology.
4. All the issues and many more shall be part of the teaching content.

For the learners and Learning

1. Learners need guidance on how to use, regulate technology use.
2. Learners should know how they can be protected from the hazards that technology
brings to their lives.
3. Learners should take advantage of the potential of learning support they can derive.

*Both the teachers and the learners should be mindful of the e-waste that are being
thrown away to the land and to the atmosphere.

Task 1
Search an article about the following:

a. Freedom of Expression and Censorship

b. Privacy and Security
c. Surveillance and Data Retention
d. e-pollutants from e-waste

Choose only two articles or cases that you will work on. Follow the given format
below.

Title of the Issue:______________________________________

Title of the Article______________________________________
Source:________________________________________________
Author:__________________________

Summary Narrative:
What lesson have you learned?
What suggestions can you offer?

Submitted by: _____________________________________________________

Lesson 2: Safety Issues on the Use of ICT including e-Safety Rules

At the end of the lesson, students will be able to:

 Identify and explain safety issues on the use of ICT

 List and apply e-safety rules in the use of ICT

Some Risks in the Use of ICT and e-Networking

1. Exposure to inappropriate content.

2. Lifestyle websites
3. Cyber-bullying
4. Privacy issues
5. Health and well being
6. Prolonged exposure to on-line technologies
7. Addiction to gambling and gaming
8. Theft and fraud
9. Viruses
10. Social pressure

Minor Misuse of ICT

 Plagiarism and copyright infringement
 Downloading irrelevant materials
 Misconduct in logging in
 Turned on Mobile phone during class
 Unauthorized taking of pictures

e-Safety
 e-safety helps safeguard children and young people
 e-safety emphasizes learning
 e-safety educates children
 e-safety supports young learners and adults.

Network Management
1. Safety in the Use of Network in Schools
2. Password Policy
3. Personal Mobile Phones and Mobile Devices.

Task 1 – Reflection
1. What have I learned?
2. What I want to know more?
3. What will I do with what I learned?