TLED 155 - Technology For Teaching and Learning II (BTLEd)

MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTLED-SYL-TLED 155
COLLEGE OF TEACHER EDUCATION

Revision No. 0 Page 1 of 13
SYLLABUS IN TLEd 155 - TECHNOLOGY FOR TEACHING AND LEARNING II
Effectivity Date January 17, 2022
VISION OF THE A premier Philippine university by 2028.

UNIVERSITY
MISSION OF THE To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy.
UNIVERSITY
CORE VALUES Knowledge – Upholding knowledge as empowerment, we aim to develop intelligent individuals who can make informed decisions.
Inclusivity – We support and encourage diversity and collaboration, engaging in programs that promote growth and development for all sectors of society.
Professionalism – Reared in a merit-based environment, we commit ourselves to the highest standards of ethics and professionalism.
Spirituality and Social Responsibility – We are committed to providing holistic development that inculcates love and service to God, humanity and the environment.
INSTITUTIONAL Anchored on the university’s Vision, Mission, and Core Values, the Mariano Marcos State University institutional learning outcomes are qualities that MMSU graduates
OUTCOMES must possess.
MMSU graduates should be able to:
1. Demonstrate adequate knowledge, skills, and attitudes to be effectively integrated into a knowledge-driven global economy;
2. Maintain a high degree of ethics, professionalism, discipline and accountability;
3. Communicate effectively and articulate ideas through various modalities and in diverse contexts;
4. Commit themselves to lifelong learning and personal development to achieve excellence;
5. Analyze problems and issues critically, and develop ideas and innovative solutions to respond to the needs of local, national and global communities;
6. Display spiritual values through respect for and service to God, humanity, and country;
7. Practice social and environmental responsibility;
8. Collaborate with and maintain harmonious relationships with others;
9. Respect multicultural diversity;
10. Engage in activities that promote growth and empowerment for all sectors of society;
11. Make informed, intelligent, fair and equitable decisions; and
12. Show appreciation for and contribute to the development and preservation of cultural heritage.
GRADUATE ATTRIBUTES Anchored on the university’s Vision, Mission, and Core Values, MMSU graduates must be:
1. globally competent;
2. professional;
3. effective communicator;
4. lifelong learner;
5. innovative;
6. spiritual;
7. socially responsible;
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to compliance to the Documented Information Procedure
established by MMSU.
8. collaborative;
9. respectful to diversity;
10. empowered;
11. critical thinker; and
12. culturally responsive.
COLLEGE GOALS 1. Provide quality professional preparation for teachers in the basic education levels.
2. Offer adequate instruction in the elementary, secondary, and collegiate levels.
3. Undertake research and extension on relevant areas to improve the quality of higher education in particular and the quality of life in general.
4. Conduct continuing education and training of teachers and allied clients through the various programs of the Center for Teaching Excellence and Graduate
Education Program.
5. Develop innovative materials for instruction and training.
PROGRAM OUTCOMES The Bachelor of Technology and Livelihood Education (BTLEd) graduates must:
1. Demonstrate the competencies required of the Philippine TVET Trainers – Assessors Qualification Framework (PTTQF).
2. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education.
3. Apply with minimal supervision specialized knowledge and skills in technology and livelihood education.
4. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.
5. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.
6. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes.
7. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching
approaches.
8. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and other factors
affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.

COURSE OUTCOMES At the end of the course, the pre-service teachers will be able to:
1. demonstrate technological pedagogical content knowledge (TPACK) and its application within and/or across the curriculum teaching areas in the elementary grades,
2. prepare developmentally appropriate teaching and learning processes that meet K-12 curriculum requirements,
3. select, develop and use variety of contextualized teaching and learning resources, including ICT, to address learning goals,
4. design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements, and
5. show skills in the positive use of ICT to facilitate the teaching and learning process.
COURSE SYLLABUS
COURSE CODE TLED 155

COURSE TITLE Technology for Teaching and Learning II
CREDIT UNITS 3
COURSE PREREQUISITE
Technology for Teaching and Learning (TTL) 2 is a 3-unit course that will focus on the application, design, production, utilization, and
evaluation of Information and Communications Technology (ICT) materials for teaching and learning in particular subject specializations and
COURSE DESCRIPTION
other related programs aligned to the K to 12 curriculum (Secondary English Language Education, Secondary Filipino Language Education,
Secondary Science Education, Secondary Mathematics Education, Secondary Social Science Education, Secondary Values Education, Technology
and Livelihood Education).

CONTENT OUTLINE AND TIMEFRAME
TIME FRAME
COURSE CONTENT /SUBJECT MATTER
(3 Hours/Week)
Unit 1 – Orientation on the Institutional Vision, Mission and Goals and Review of Technology for Teaching and Learning
A. Definition of Basic Concepts and Important Terms
B. Roles of ICT in Teaching for Learning
C. Theories and Principles in the Use and Design of Technology Driven Learning Lessons
1. Dale’s Cone of Experience
Week 1-3 (9 hours)
2. TPACK
3. ASSURE
4. SAMR
5. Mayer’s [2009] Principles for the Selection of Technology for Educational Use: appropriateness, authenticity, cost, interest, organization
and balance)
Unit 2 – ICT Policies and Safety Issues in Teaching and Learning
A. ICT national or international policies that are applicable to teaching and learning
Week 4-5 (6 hours)
B. Safety Issues in ICT
C. Uses of ICT Policies in the Teaching and Learning Environment
Unit 3 – Online Communities of Learning
A. Learning sites such as:
1. Facebook
2. Twitter
3. Instagram
4. Webinar
Week 6-7 (6 hours)
B. Online Resources
1. Opensource
2. Multimedia resources; video sites
3. Finding images
4. Music and audio; webcasts
5. Locate web sources by topic
Unit 4 – Collaborative Projects
A. Technology Tools for Collaborative Work
Week 8-9 (5 hours) 1. Google Suite (docs, drive, classroom)
2. Edmodo
3. bubbl.us
4. Wikispaces
Week 9 (1 hour) MIDTERM EXAMINATION

Unit 5 – Digital Safety Rules
A. Rules in digital safety:
1. Research before you register
Week 10 (3 hours) 2. Discriminate
3. Think before typing
4. Require ID
5. Trust your gut
Unit 6 – Digital and Conventional Learning Materials to Enhance Teaching-Learning
A. Digital Learning Resources
1. Google Docs
2. YouTube
3. Survey Monkey
4. Word clouds
Week 11-14 (12 hours) 5. Audios
6. Videos
7. Slide presentations/ narrated slideshows
8. Still images/ Photographs, talking pictures
9. Comic strips
10. Mobile apps (utility, productivity content presentation, games, augmented/virtual reality)
B. Conventional Learning Resources

1. Manipulatives (realia and models or mock-ups)
Week 15-17 (8 hours) 2. Printed materials (handouts, study guides, flashcards, big books)
3. Charts/ graphs and posters
4. Wall display
Week 17 (1 hour)
Unit 7 –Course Synthesis and Finalization of Portfolio
Week 18 (2 hours)
Week 18 (1 hour) FINAL EXAMINATION

LEARNING PLAN:
Desired Learning Outcomes Resource Materials Values

Teaching and Learning Assessment Task Time
(DLO) Course Content/Subject Matter Infused/
Activities (TLA’s) (AT’s) Table
Competencies
At the end of the unit, the pre-service teacher (PST) Unit 1 – Orientation on the 1. Classroom sharing 1. Concept map: Maintain the
must have: Institutional Vision, (Introduction) Individually, Journal articles value of
Mission and Goals and students must independence
1. Defined basic concepts in understanding ICT in Review of Technology for 2. Brief Lecture: With the synthesize the PHL CHED Connect and
education Teaching and Learning aid of a PowerPoint sessions by autonomy in
presentation, provide an coming up with Internet readings learning
2. Determined the roles of ICT in Teaching for A. Definition of Basic Concepts overview of Technology an original
Learning and Important Terms for Teaching and concept map Activity sheets and Showcase
Learning in the that will worksheets responsible
3. Identified learning theories, principles and B. Roles of ICT in Teaching for elementary grades. demonstrate and ethical
researches applied in the use and design of Learning how they see Laptop use of
learning lessons with technology 3. PowerPoint-based game the internet
C. Theories and Principles in the on defining important connections Internet resources in
4. Determined the different technology driven Use and Design of Technology terms: Students play the among connectivity in the
9 hours
teaching-learning models Driven Learning Lessons PowerPoint-based game different teaching and
1. Dale’s Cone of Experience on the basic concepts topics. The Modules learning
2. TPACK and roles of ICT in concept map is process
3. ASSURE Teaching and Learning accompanied mVLE
4. SAMR prepared by the teacher. by a one- Exhibit
5. Mayer’s [2009] Principles paragraph creativity
for the Selection of explanation. in generating
Technology for activities
Educational Use: along Dale’s
appropriateness, Cone of
authenticity, cost, Experience,
interest, organization and TPACK Model,
balance) ASSURE
Model, SAMR,

Mayer’s
Principles
At the end of the unit, the pre-service teacher (PST) Unit 2 – ICT Policies and Safety 1. Presentation of 1. Rubrics for DICT Roadmap Acknowledge
must have: Issues in Teaching and information gathered infographic and and show
Learning on the different policies ICT policies PHL CHED Connect respect to
1. enumerated the national ICT laws, policies and and safety issues ICT contextualized National and
regulations affecting classroom practices; A. ICT national or international use using infographics: for classroom PDF copy of International
policies that are applicable to Students will discuss ICT use: These Republic Act No. ICT laws,
2. described the implementation of ICT laws, teaching and learning policies and safety teacher-made 10844 policies and
policies and regulations in teaching-learning; issues using their rubrics will be regulations
and B. Safety Issues in ICT original infographics. used by the SlideShare
teacher in Exhibit
3. identified ICT laws, policies and regulations that C. Uses of ICT Policies in the 2. Crafting ICT Classroom assessing these Internet readings responsibility
6 hours
are incorporated into the design and Teaching and Learning Policies: Students outputs. and integrity
implementation of teaching-learning activities Environment formulate a sound ICT Activity sheets and in posting at
to promote learner achievement and provide classroom policy that worksheets various social
safe and secure learning environments. may be implemented in media
their classroom in the Internet platforms
future. connectivity
Modules
mVLE
At the end of the unit, the pre-service teacher (PST) Unit 3 – Online Communities of 1. Hands-on activities for 1. Using a Video clips Exhibit
must have: Learning students’ online checklist: The responsibility
membership: Students students must Internet readings and integrity
1. joined online communities of learning A. Learning sites such as: accomplish a in posting at
participate in a
1. Facebook checklist on Activity sheets and various social
workshop facilitated by
2. used resources from relevant mailing lists and 2. Twitter how to worksheets media
the teacher with the 6 hours
online resources 3. Instagram evaluate online platforms
4. Webinar objective of enabling communities of Internet
them to go through the learning and connectivity Advocate
B. Online Resources step-by-step process of online Intellectual
1. Opensource resources. Modules Property
Rights
2. Multimedia resources; joining communities of mVLE

video sites learning.
3. Finding images 2. Listing of online
4. Music and audio; webcasts
resources and their use
5. Locate web sources by topic
in the classroom/
teaching-learning
process: Students locate
and download relevant
online resources that
may be utilized in their
lessons.
At the end of the unit, the pre-service teacher (PST) Unit 4 – Collaborative Projects 1. Plenary discussion: The 1. Unit plan PHL CHED Connect
must have: teacher will give a writing: A unit Exhibit
A. Technology Tools for lecture on the what and plan made by SlideShare responsible
1. Described technology tools that are used in Collaborative Work how of technology tools groups must be and
group activities for collaborative work. made as Internet readings ethical use of
1. Google Suite (docs, evidence of resources in
2. Used technology tools to collaborate and share drive, classroom) 2. Guided demonstration: learning. At the Activity sheets and studying
resources among communities of practice 2. bubbl.us Students will explore very least, it worksheets
3. Wikispaces and use the suggested must allow
5 hours
4. Others technology tools for elementary Internet
collaborative work with grade pupils to connectivity
the guidance of the collaborate
teacher. The class may with one Modules
be asked to bring their another.
own gadgets or may use mVLE
the available resource
center/ laboratory of the
school.
At the end of the midterm examination, the pre-service Midterm Examinations on the 1. Application of concepts 1. Paper and Test questionnaire Establish
teacher (PST) must have: following topics: and skills learned pencil test for midterm utmost
1 hour honesty and
through a test-taking examination
task self-

1. followed instructions provided in the test paper 1. Review of Technology MMSU CTE Blue management
properly; and for Teaching and Book / Answer in taking a
Learning sheets and pen classroom
2. answered at least 75% of the items in the test 2. ICT Policies and Safety examination
administered by the teacher in-charge correctly. Issues in Teaching and
Learning
3. Online Communities of
Learning
4. Technology Tools for
Collaborative Work
At the end of the unit, the pre-service teacher (PST) Unit 5 – Collaborative Projects 1. Forum discussion on 1. Digital safety PHL CHED Connect Exhibit
must have: digital safety rules: rules for their responsible
A. Rules in digital safety: Students conduct their class: Done in SlideShare and
1. Articulated digital safety rules that ensure child individual research on groups, ethical use of
online safety Rule 1: Research before you the subject matter. The students will Internet readings resources in
register class will be arranged as formulate a studying
Rule 2: Discriminate if it is in a forum where guide on digital Activity sheets and
Rule 3: Think before typing anyone can share their safety rules worksheets Appreciate the
3 hours
Rule 4: Require ID knowledge and that they may values
Rule 5: Trust your gut understanding about the consider using Internet embedded
topic while the teacher in their future connectivity in digital safety
moderates the classroom. A through
discussion. teacher-made Modules a well-crafted
rubric will be guide and
rules on digital
used to assess mVLE
safety
this output.
At the end of the unit, the pre-service teacher (PST) Unit 6 – Digital and Conventional 1. Student-led discussion: 1. Rubrics for Internet readings Exemplify
must have: Learning Materials to The class will conduct Student-led creativity
Enhance Teaching-Learning group research on Discussion and PHL CHED Connect and
1. selected, designed and created digital learning conventional materials Demonstration innovativeness
materials designed to enhance teaching- A. Digital Learning Resources identified as appropriate Teaching: The Activity sheets and 12 through
learning and assessment; 1. Google Docs and feasible in each teacher will use worksheets hours multimedia
2. YouTube teaching-learning these rubrics presentations
2. Showcase the appropriate use of different 3. Survey Monkey context. They will create together with Laptop & LCD
Projector Reflect
learning resources through a teaching 4. Word clouds a handout that contains student/s who
demonstration. 5. Audios the essential sit as co-critic/s intellectual
6. Videos information about the will give Internet honesty and

7. Slide presentations/ assigned learning feedback (peer connectivity academic
narrated slideshows resource. assessment) to integrity in
8. Still images/ 2. Microteaching: This the student-led Lesson Exemplar creating
Photographs, talking activity, done either discussion and written and
pictures individually or in team, demonstration SlideShare demonstrated
9. Comic strips highlights the use of teaching ICT Lesson
10. Mobile apps (utility, assigned conventional conducted. Modules Exemplars
/productivity content learning resources. Prior
presentation, games, to this, students are mVLE
augmented/virtual expected to consult with
reality) the course instructor for
proper guidance in the
preparation of lesson
plan and learning
resource. Students will
integrate an existing
learning resource and
design/ create an
original one that they
will demonstrate in
class.
At the end of the unit, the pre-service teacher (PST) B. Conventional Learning 1. Student-led discussion: 1. Rubrics for Activity sheets and Mobilize the
must have: Resources The class will conduct Student-led worksheets spirit of self-
1. Manipulatives (realia group research on Discussion and independence
1. selected, designed and created conventional and models or mock- conventional materials Demonstration Laptop &LCD in learning
learning materials designed to enhance ups) identified as appropriate Teaching: The Projector
teaching-learning 2. Printed materials and feasible in each teacher will use Showcase
(handouts, study guides, teaching-learning these rubrics Internet responsible
8 hours
2. showcased the appropriate use of different flashcards, big books) context. They will create together with connectivity and ethical
learning resources through a teaching 3. Charts/ graphs and a handout that contains student/s who use of
demonstration posters the essential sit as co-critic/s Modules internet
4. Wall display information about the will give resources
assigned learning feedback (peer mVLE one’s work
resource. assessment) to
the student-led
2. Microteaching: This discussion and

activity, done either demonstration
individually or in team, teaching
highlights the use of conducted.
assigned conventional
learning resources. Prior to
this, students are expected
to consult with the course
instructor for proper
guidance in the preparation
of lesson plan and learning
resource. Students will
integrate an existing
learning resource and
design/ create an original
one that they will
demonstrate in class.
At the end of the midterm examination, the pre-service Unit 7 – Collaborative Projects 1. The class may not meet 1. Rubric for Activity sheets and Showcase
teacher (PST) must have: face-to-face anymore. Portfolio: A worksheets responsible
A. Course Synthesis and This week may be teacher-made and work
1. synthesized what they learned from the course Finalization of Portfolio devoted for consultation rubric will be Internet ethics in the
through the portfolio and polishing of used in connectivity 3 hours cyberspace.
portfolio. assessing the
portfolio. Modules
mVLE
At the end of the midterm examination, the pre-service Final Examinations on the 1. Application of concepts 1. Paper and pencil Establish
teacher (PST) must have: following topics: and skills learned test utmost
through a test-taking honesty and
1. followed instructions provided in the test paper 1. Rules in digital safety task mVLE self-
properly; and 2. Digital Learning 1 hour management
2. answered at least 75% of the items in the test Resources in taking a
administered by the teacher in-charge 3. Conventional Learning classroom
examination
correctly. Resources

Textbooks/
References
Bernardo, A. S et.al (2017). Educational Technology 1. Rex Book Store, Inc (RBSI)
Bhattacharjee, B. and Deb, K. (2016). Role of ICT in 21st Century’s Teacher Education. International Journal of Education and Information Studies. ISSN 2277-3169 Volume 6,
Number 1 (2016), pp. 1-6. Retrieved from: https://bit.ly/3zsmv69 on August 20, 2021.
Bilbao, Purita P, et.al. (2019). Technology for Teaching and Learning 1. Lorimar Publishing, Inc
Canonigo, A. M. (2018). Educational technology. Mandaluyong City: Anvil Publishing Inc.
Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: LORIMAR Publishing.
DepEd K-12 Curriculum Guides
Edgar Dale's Cone of Experience. Retrieved from: https://bit.ly/3mGtIfl on August 20, 2021.
ICT Policy and Planning. Retrieved from: https://dict.gov.ph/ict-policy-and-planning/ on August 20, 2021.
May, A. (2018). Instructional Design Models: Comparing ADDIE, Bloom, Gagne, & Merrill. Retrieved from: https://bit.ly/3mDSSeK on August 20, 2021.
Online Learning Communities. Retrieved from: https://bit.ly/2WDaegE on August 20, 2021.
OER - Open Educational Resources: Big List of Resources. Retrieved from: https://bit.ly/38ohOP4 on August 20, 2021.
Teaching aids in classrooms – both the traditional and the modern. Retrieved from: https://bit.ly/2Y1d7sn on August 20, 2021.
Top 10 Internet Safety Rules & What Not to Do Online. Retrieved from: https://bit.ly/3sYUqRL on August 20, 2021
COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)

Accomplished Worksheets
Major Outputs 70%
Plan and conduct a webinar
Midterm Examination 15 %
Online Practical Applications (Using google tools, creating a survey, etc)
Final Examination 15%
Written Outputs
100%
a. Reaction Papers / Critical Response Papers

b. Academic Papers / Classroom ICT Policies

c. Lesson exemplar analysis output
d. Non-Digital/Digital Instructional tools
e. Online Examinations
Students enrolled in this course are expected to observe the following rules:
1. Official enrolment form (Form 5) of students should be validated.

2. Students should come to class on time
3. Course requirements and assignments should be submitted on time.
4. Actively participate in classroom discussions and group work.
5. Quizzes maybe unannounced but long exams are announced.
6. Make-up examinations (this is only for long exams/midterm/final exam) could be arranged with the instructor under valid reasons
and students should report to the instructor on time when having a special examination.
7. Students are encouraged to collaborate in making projects and assignments, but quizzes and long exams should be done
independently.
8. To show courtesy to others, please set mobile phones and other electronic gadgets to “silent mode” during class. Please step
outside the classroom when accepting urgent calls or text messages.
CONSULTATION PERIOD 3:00 – 4:00 (M, T, W)
JULIUS C. PUMARAS
Academic Rank: Assistant Professor III
FACULTY-IN-CHARGE PRC #: 0967801
Mobile: 0917 157 2594
Email Address: jcpumaras@mmsu.edu.ph
PREPARED BY: RECOMMEND APPROVAL: APPROVED:
JULIUS C. PUMARAS MARK R. LIMON ARIS REYNOLD V. CAJIGAL PRIMA FE R. FRANCO

Faculty, EED Chairperson, TVLEd Department Dean Vice President for Academic Affairs


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MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTLED-SYL-TLED 155

COLLEGE OF TEACHER EDUCATION

VISION OF THE A premier Philippine university by 2028.

MMSU graduates should be able to:

Disclaimer: Reproduction of this document is allowed subject

Disclaimer: Reproduction of this document is allowed subject

COURSE CODE TLED 155

Disclaimer: Reproduction of this document is allowed subject

CONTENT OUTLINE AND TIMEFRAME

Week 9 (1 hour) MIDTERM EXAMINATION

B. Conventional Learning Resources

Disclaimer: Reproduction of this document is allowed subject

Desired Learning Outcomes Resource Materials Values

Disclaimer: Reproduction of this document is allowed subject

2. Multimedia resources; joining communities of mVLE

Disclaimer: Reproduction of this document is allowed subject

6. Videos information about the will give Internet honesty and

2. Microteaching: This discussion and

Disclaimer: Reproduction of this document is allowed subject

COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)

Disclaimer: Reproduction of this document is allowed subject

b. Academic Papers / Classroom ICT Policies

1. Official enrolment form (Form 5) of students should be validated.

PREPARED BY: RECOMMEND APPROVAL: APPROVED:

JULIUS C. PUMARAS MARK R. LIMON ARIS REYNOLD V. CAJIGAL PRIMA FE R. FRANCO

Disclaimer: Reproduction of this document is allowed subject

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