Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Sumacab Campus, Cabanatuan City

COLLEGE OF EDUCATION
Syllabus of Instruction in Educational Technology 1 (Educ 5)
First Semester, A.Y. 2017-2018

NEUST VISION
NEUST is a locally responsive and internationally relevant and recognized University of Science and Technology.

NEUST MISSION
To develop new knowledge and technologies and transform human resources into productive citizenry to bring about development impact to local and international communities.

TEACHER EDUCATION OBJECTIVES MISSION

1. Articulate the relationship of education to larger historical, social, cultural, and political processes. √
2. Facilitate learning using a wide range of teaching methodologies in various types of environment. √
3. Develop alternative teaching approaches for diverse learners. √
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery, and educational assessment. √
5. Demonstrate basic and higher levels of thinking skills in planning, assessing, and reporting. √
6. Practice professional and ethical teaching standards to respond to the demands of the community. √
7. Pursue lifelong learning for personal and professional growth. √

I. PRELIMINARIES
A. Curriculum Program : Bachelor of Secondary Education (BSE)
B. Course Code : Educ 5
C. Course Title : Educational Technology 1
D. Credit Unit : 3 units
E. Time Duration : 3 hours per week (54 hours per semester)
F. Pre-requisite : Psychology (Psych), Facilitating Learning (Educ 3)

Prepared by: Noted: Approved

Educational Technology 1 Instructors MARY JANE L. TOMAS, PH. D. RHODORA R. JUGO, ED. D.
Chair, Bachelor of Secondary Education Program Dean, College of Education
 II. COURSE DESCRIPTION

Educational Technology 1 is a 3-unit course designed to provide and equip pre-service teachers with sufficient and solid foundation in facilitating student learning using a
variety of instructional and educational technologies. This course targets to produce teachers who are exemplary users of different technologies in supporting diverse groups of
students. Aside from providing the concepts about the different instructional models and methods and the different psychological, learning and educational theories which will
become the basis for choosing and selecting the appropriate instructional technology, it also highlights the variety of media that is very useful in enriching the teaching-learning
process. Further, focusing on the idea of student -centred education and research -based instruction, the course also provides opportunities for the pre-service teachers to research
and develop new instructional materials that is aligned with the K-12 Curriculum of the Philippines and the challenge of the fast paced and technology -driven world of the 21 st
century.

III. PROGRAM OUTCOMES AND RELATIONSHIP TO TEACHER EDUCATION OBJECTIVES

TEACHER EDUCATION OBJECTIVES

PROGRAM OUTCOMES
TEO1 TEO2 TEO3 TEO4 TEO5 TEO6 TEO7
1. Demonstrate in-depth understanding of the development of adolescent learners. √ √ √ √ √ √ √
2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum. √ √ √ √ √
3. Create and utilize materials appropriate to the secondary level to enhance teaching and learning. √ √ √ √ √ √
4. Design and implement assessment tools and procedures to measure secondary learning outcomes. √ √ √ √ √ √

IV. COURSE OUTCOMES AND RELATIONSHIP TO PROGRAM OUTCOMES

PROGRAM OUTCOMES
COURSE OUTCOMES
PO1 PO2 PO3 PO4
1. Acquire a comprehensive knowledge of Educational Technology and its roles in instruction and education. √ √ √
2. Employ the essential guidelines in selecting, using and evaluating instructional materials. √ √ √ √
3. Develop an in -depth understanding of the psychological aspect of learners in different developmental stages and the educational and √ √ √
learning theories and principles associated with each stage by conducting collaborative and individual researches, case studies and
interviews.
Prepared by: Noted: Approved

Educational Technology 1 Instructors MARY JANE L. TOMAS, PH. D. RHODORA R. JUGO, ED. D.
Chair, Bachelor of Secondary Education Program Dean, College of Education
 4. Design a variety of theory -grounded and high quality instructional materials. √ √ √ √
5. Recognize the essential role of experience and reflection in enhancing instruction and learning. √ √ √ √
6. Exhibit critical thinking and enhanced research skills and ethics in conducting researches to support an academic argument/discourse about √ √
a proposition/topic in educational technology.
7. Collaborate and partner with co-students, teachers and other participants in the teaching-learning process in designing simple instructional √ √ √ √
plans.

V. COURSE CONTENT
Learning Outcomes Topics Activities Resources Assessment Time Allotment
At the end of the unit, the Unit I. Course Orientation and
students are able to: Introduction Video Presentation NEUST Student Handbook Oral Recitation 3 hours
1. Interpret and explain the
vision and mission of the 1.1 NEUST Vision and Mission Questions and Answers CoEd Bulletin of Writing Reflections
University. 1.2 CoEd Goals and Objectives Information
1.3 NEUST March Singing Activities Ranking of
2. Discuss the goals and 1.4 Course Syllabus Projector, Laptop, and Promotional Videos
objectives of the College of 1.5 Policies and Standards in Power Point Presentations Audio Speakers
Education. the classroom
Making of Promotional
3. Sing the NEUST March. Videos about NEUST COED

4. Copy and identify the

requirements to pass the
subject.

5. Clarify the dos and don’ts

while inside EdTech 1 class.
Unit II. The Science of Teaching:
1. Point out the relationship Approaches, Models and Internet Surfing Online resources Evaluating the group 3 hours
between education, Methods presentation through
teaching, learning and the Group Dynamics/ Marker, manila paper rubrics
future of mankind. 2.1. Education, Teaching and Cooperative Activities
Learning Laptop, Projector, 10 – item Supply Type
2. Discuss the key stages in the 2.2. Systematic Approach to Computer-assisted Lecture Education and Educational post-lecture test
systematic approach to Teaching Technology Textbooks

Prepared by: Noted: Approved

Educational Technology 1 Instructors MARY JANE L. TOMAS, PH. D. RHODORA R. JUGO, ED. D.
Chair, Bachelor of Secondary Education Program Dean, College of Education
 teaching. 2.3. Instructional Models 25 – Multiple Choice
type Quiz
3. Compare and contrast the
different models of
instruction.

Unit III. Educational Technology:

1. Elaborate the concept of
educational technology in
more than one way.
2. Summarize the essential
points of the roles of
technology in education.
3. List down and create charts
showing the significant
changes and development in
educational technology
throughout history.
Concepts, Roles and History
3.1. Concepts and Domains of
Educational Technology
3.2. Importance and Roles of
Technology in Education
3.3. History of Educational
Technology
Computer-assisted Lecture
Internet Surfing Online resources
Group Dynamics/ Marker, manila paper, old
Cooperative Activities colourful magazine leaves,
scissors and glue
Concept Mapping/ Chart
Making Laptop, Projector,
Educational Technology
Buzz session Textbooks
Ranking the group 3 hours
outputs through a pre-
defined criterion
10 – item Supply Type
post-lecture test
25 – Multiple Choice
type Quiz

Unit IV. Selection and Utilization

1. Interview a teacher/ of Instructional Materials Interview Video camera with Checking quality of 3 hours
instructor/ professor about 4.1. Guidelines in the Selection microphone, video editing video of the interview
his/her considerations when and Use of Instructional Cooperative Activities apps and interpretation
preparing and selecting Materials
instructional materials. Video-viewing Laptop, Projector, Evaluating the
Speakers, Educational reflection paper
2. Enumerate the important Computer-assisted Lecture Technology Textbooks through rubrics
reminders in selecting, using
and evaluating the Writing Reflection papers 10 item situational
Prepared by: Noted: Approved

Educational Technology 1 Instructors MARY JANE L. TOMAS, PH. D. RHODORA R. JUGO, ED. D.
Chair, Bachelor of Secondary Education Program Dean, College of Education
 effectiveness of instructional
materials.
1. Conduct a simple case
study/observation about a
learner.
2. Determine which
psychological theory/ies or
principles correctly explain
the attitudes and behavior of
certain learners and its
implication to instructional
material selection.
3. Cite the implications of
certain principles of learning
to the selection of
instructional materials.
1. Discuss comprehensively
Dale’s Cone of Experience.
2. Identify concrete examples
and produce a simple
compilation of examples of
learning experiences
depicted in Dale’s Cone.
Prepared by:
Educational Technology 1 Instructors
Unit V. The Psychology of Learners
and Learning and
Educational Theories and
Principles
5.1. Psychological Theories
5.1.1. Behaviorism
5.1.2. Constructivism
5.1.3. Piaget’s Cognitive
Learning Theory
5.1.4. Vygotsky’s Socio-
Cultural Theory
5.2. Principles of Learning
5.3. Learning Styles
5.4. Multiple Intelligence
Unit VI. Dale’s Cone of Experience
6.1. Direct Experiences (Enactive)
6.2. Pictorial Experiences (Iconic)
6.3. Abstract Experiences
(Symbolic)
analysis
Simple Case Study/ Laptop, Projector, Rubrics for the Case 3 hours
Observation Speakers, Educational Study and presentation
Technology and
Cooperative Activities Educational Psychology 25 – item Supply Type
Textbooks Post – lecture Test
Presentation of Case study
Findings Evaluating the
reflection paper
Computer-assisted Lecture through rubrics
Writing Reflection papers 30 – item Multiple
Choice type Quiz
Computer-assisted Lecture Laptop, Projector, Evaluating the 9 hours
Educational Technology portfolio and group
Presentation of the group’s Textbooks presentation through
compilation rubrics
Photographs, Models,
Realia, Mock-ups, Compact 40 – item Multiple
Discs, Charts Choice type Quiz
Noted: Approved
MARY JANE L. TOMAS, PH. D. RHODORA R. JUGO, ED. D.
Chair, Bachelor of Secondary Education Program Dean, College of Education

1. List down and differentiate
from each other the different
printed, visual and audio
visual instructional materials.
2. Enumerate and apply the
guidelines and reminders in
using the different printed,
visual and audio visual
instructional materials.
3. Employ the rules and
guidelines in using the
chalkboard and the overhead
and LCD Projector.
Unit VII. Printed and Audio -
Visual Media Computer-assisted Lecture Laptop, Projector, Evaluating the bulletin 6 hours
7.1. Printed Media Educational Technology board display through
7.1.1. Textbooks Designing bulletin boards and Assessment of rubrics
7.1.2. Newspapers and Learning Textbooks
Magazines Cooperative Activities 30 – item Multiple
7.1.3. Hand-outs Photographs, Models, Choice Type Quiz
7.2. Visual Media Developing evaluation Realia, Mock-ups, Compact
7.2.1. Non –projected sheets for IM Discs, Charts
visuals
7.2.2. Boards
7.2.3. Projectors
7.3. Audio – Visual Media
7.4. Evaluation of Instructional
Materials

4. Design a bulletin board.

5. Develop simple rubrics and

evaluation sheets for the
evaluation of selected IM.

Unit VIII. Educational Technology

1. Develop a variety of IMs
about a certain topic in a
certain subject in the K – 12
Curriculum.
2. Defend, orally and in written,
the basis of selection of the
IMs through theories and
principles.
3. Evaluate and suggest for the
improvements of IMs
Prepared by:
and the K-12 Curriculum
8.1. Science and Technology
8.2. Mathematics
8.3. English and Literature
8.4. Filipino
8.5. MAPEH
8.6. TLE/EPP
8.7. Araling Panlipunan
Presentation and Defense Laptop, Projector, Evaluation Sheets and 15 hours
of IMs Educational Technology Rubrics for the IM and
and Assessment of the presentation
Evaluation of the IMs Learning Textbooks
Student-made
Instructional Materials
Rating and Evaluation
Sheets
Noted: Approved

Educational Technology 1 Instructors MARY JANE L. TOMAS, PH. D. RHODORA R. JUGO, ED. D.
Chair, Bachelor of Secondary Education Program Dean, College of Education
 through rubrics.

VI. COURSE REQUIREMENTS AND GRADING CRITERIA

A. Course Requirements
In order to pass the course, EdTech 1 students are required to attend classes regularly and participate actively in discussions. Active class participation includes
answering the questions of the instructor either orally or in written form and in taking part in the different classroom activities. In addition to this, they have to submit reflection and
reaction papers and/or other forms of written activities. Periodic quizzes will also be administered to check whether the students are grasping the topics in the syllabus.
Anchored on the principle of student – centered education, students of the course are required to develop a variety of instructional materials which they will defend
orally in the class. Also, since the students are being trained to become effective facilitators of information and good teachers in the future, they will be required to produce
individual portfolios and other projects where they will be given a chance to check and monitor their own performance like what a teacher is doing. Further, to develop their critical
thinking and research skills, they have to (1) write an academic discourse (min. words = 3,000) about a specific trend or issue in educational technology; and (2) annotate a
completed/published research in educational technology.
To check whether the students have gained sufficient knowledge, summative examinations will be given at the end of every term. Students need to get at least 50% of the
perfect score to pass the tests.
For a student to pass the course, he/she must obtain a final rating of 73.61 (equivalent to 3.00, lowest possible passing grade).
B. Grading Criteria
Term Examination -------------------------------------------------------------------------------- 40%
Quiz (midterm)/ Instructional Materials (finals) ------------------------------------------ 30%
Term Paper/ Portfolio/ Seat works/ Other Requirements ----------------------------- 30%
TOTAL ---------------------------------------------------------------------------------------------- 100%
Passing mark is 50%. The highest passing rate is 1.0 while the lowest passing rate is 3.0. The final rating of the student will be rated as follows:
0.33Midterm Grade + 0.67Final term Grade
VII. REFERENCES
Prepared by: Noted: Approved

Educational Technology 1 Instructors MARY JANE L. TOMAS, PH. D. RHODORA R. JUGO, ED. D.
Chair, Bachelor of Secondary Education Program Dean, College of Education
 Abanador, Pedro. (2012). Exploring New Trends in Educational Technology. Purely Books Trading and Publishing Corp. Intramuros, Manila, Philippines.
Bilbao, Purita P. et.al.(2012). The Teaching Profession. Second Edition. Lorimar Publishing, Inc. Quezon City, Metro Manila.
Corpuz, Brenda B. and Paz I. Lucido. (2012). Educational Technology 1. Second Edition. Lorimar Publishing, Inc. Quezon City, Metro Manila.
Garo, Candelaria D. ((2011).Theories Aand Principles of Educational Technology. National Book Store. Mandaluyong City.
Lucido, Paz I. (2012). Educational Technology 2. Second Edition. Lorimar Publishing, Inc. Quezon City, Metro Manila.
Tabbada, Epifania V. And Maria Mercedes Buendia. (2015). Educational Technology 1. Adriana Publishing Co.,Inc. Quezon City, Manila, Philippines.

Prepared by: Noted: Approved

Educational Technology 1 Instructors MARY JANE L. TOMAS, PH. D. RHODORA R. JUGO, ED. D.
Chair, Bachelor of Secondary Education Program Dean, College of Education