EMILIO AGUINALDO COLLEGE

Gov. D. Mangubat Ave., Brgy. Burol Main, City of Dasmariñas, Cavite 4114, Philippines
Tel. Nos. (046) 416-4341-42 HYPERLINK www.eac.edu.ph
ISO 9001:2015 CERTIFIED
QUALITY MANAGEMENT SYSTEM

PHILOSOPHY
Emilio Aguinaldo College is a private, non-sectarian institution of learning that fosters equal and fair opportunities for the holistic development of persons conscious of their national identity and
their roles in the global community.

VISION
Emilio Aguinaldo College envisions itself as an internationally recognized autonomous academic institution rooted in its nationalist tradition that consistently pursues advancement and welfare
of humanity.

MISSION
Emilio Aguinaldo College provides an outcomes-based education with relevant curricula geared towards excellent research, active industry cooperation and sustainable community extension.

CORE VALUES
Virtue, Excellence and Service

EDUCATIONAL OBJECTIVES

The objectives of Emilio Aguinaldo College are to:

a. offer opportunities for quality and relevant education to all;
b. cultivate the intellectual, spiritual, moral, social and physical aspects of a person;
c. instill appreciation of pride for one’s national identity; and
d. produce graduates of global quality equipped with competencies in their fields of expertise.

QUALITY POLICY
Emilio Aguinaldo College commits to the continuous improvement of quality standards with emphasis on instruction, research and community service to benefit its stakeholders.
QUALITY OBJECTIVES
The objectives of Emilio Aguinaldo College are to:
a) adhere to all statutory and regulatory standards;
b) provide consistent quality service to students, parents and other stakeholders; and
c) respond to periodic system review for continual improvement on quality standards.
Course Code & Course Plan Committee: Reviewed by: Approved by: Noted:
Course Title:
EPB3 22-TECHNOLOGY JUANITO L. PERANDO, MASST/ Faculty MARILEN B. ANGELES, MAEd LS ETHEL R. CHUA Ed. D. REBECCA D. MIRANDA, DBA
FOR TEACHING AND BELLA D. DEL MONTE/ OIC-Chief Librarian Dean, School of Education Vice President of Academic Affairs
LEARNING 2 Program Coordinator

A GRADUATE of the EMILIO AGUINALDO COLLEGE possesses the following ATTRIBUTES that truly define an EMILIAN:

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E - ffective communicator
● Expresses ideas in both written and oral fluently and accurately
● Respects other people’s opinions
● Influences others positively
● Uses sensitive language
● Listens with a heart
M - orally upright individual
● Exhibits the EAC core values of Virtue, Excellence and Service
● Acknowledges other people’s religious affiliation
● Practices equality regardless of faith, socio-economic status, gender, and culture
I - nnovative thinker and leader
● Creates a technologically-inclined environment
● Initiates positive changes attuned to the latest trends in the academe and in the industry
● Motivates and encourages people in the attainment of the company’s VGMO
L - ife long learner
● Exhibits inquisitiveness and engages in research
● Explores and discovers potentialities
● Updates personally and professionally through continuing education
● Aligns profession to the type of job
I - nternationally-driven professional
● Participates actively in international affairs
● Maintains membership in international organizations
● Demonstrates a globally competitive spirit
A - dvocate for human welfare and the environment
● Observes CLAYGO (CLean As You GO) and waste segregation
● Protects nature through active participation in environmental activities and programs
N - ationalistic citizen
● Shows respect to our national identity and pride for our Filipino heritage
● Patronizes Philippine products and promotes local tourism
● Demonstrates sensitivity to Indigenous People’s (IP) culture
I AM EMILIAN

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 SCHOOL’S MISSION STATEMENT
The mission of the School of Education is to produce future educators who are equipped with the necessary and highest order of literacy and principles, understanding of the teaching and learning process,
who are also prototypes of integrity and nobility of character and who are professionals of unquestionable intellectual abilities.
SCHOOL OBJECTIVES
1. To offer fair and equal education opportunities to those who aspire to become teachers
2. To enrich the curriculum with updated and diversified courses designed to equip students with skills in teacher education
3. To develop creativity in delivering alternative approaches and strategies in teaching
4. To encourage hands-on experiences in the field/classroom through observation, teaching assistance and practice teaching
5. To acquire right values and ideologies while displaying a genuine sense of nationalism and service to the global community.

PROGRAM EDUCATIONAL OBJECTIVES

The Bachelor of Secondary Education Degree program draws from various allied disciplines like Social Sciences, science, math, technology, languages and humanities to ensure that the
graduates have a multi-disciplinary preparation in content and pedagogy.

INSTITUTIONAL OBJECTIVES
PROGRAM EDUCATIONAL OBJECTIVES
a b c d
A graduate of Bachelor of Secondary and Elementary Education must be able to:
1. articulate and discuss the latest developments in the specific field of practice / / / /
2. effectively communicate in English and Filipino, both orally and in writing / / / /
3. work effectively and collaboratively with substantial degree of independence in multi-disciplinary and multi-cultural teams. / / / /
4. act in recognition of professional, social, and ethical responsibility / / / /
5. preserve and promote “Filipino historical and cultural heritage”. / / / /

III. Program Outcomes in Relation to Program Educational Objectives:

Program Outcomes Program Educational Objectives
A graduate of the Bachelor of Secondary Education major in SOCIAL STUDIES must: 1 2 3 4 5
A Utilize appropriate various sociocultural and historical materials in explaining current issues. / / / / /
B Organize communities towards self- reliance and self- sufficiency / / / / /
C Demonstrate leadership skills that will help in teaching and training students who will empower their communities. / / / / /
D Integrate local and global perspectives in teaching the principle of the common good. / / / / /
E Employ principles of sustainable development in teaching and learning. / / / / /
F Show scholarship in research and further learning. / / / / /
G Display the qualities of an innovative teacher who has mastery of the subject matter. / / / / /

COURSE CODE: EPB3 22

COURSE TITLE: TECHNOLOGY FOR TEACHING AND LEARNING 2

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 NUMBER OF UNITS: 3 units
PRE-REQUISITE: TECHNOLOGY FOR TEACHING AND LEARNING 1

COURSE DESCRIPTION:
TTL 2 is a 3-unit course which focuses on the application, design, production, utilization, and evaluation of Information and Communication Technology (ICT) materials for teaching and learning in
Secondary Social Studies and related programs aligned in the K to 12 curriculum. This course is designed to introduce the basic learning theories and principles as bases for the design, development,
implementation and evaluation of instruction using educational technology. Students are expected to acquire skills in integrating technology in various content areas. Course activities and major requirements are
focused on the design and development of Information and Communication Technology (ICT) - based instructional plans.

IV. Course Objectives in Relation to Program Outcomes

Program Outcomes
Course Objectives Upon completion of the course, the student must be able to:
A B C D E F G H
a. map concepts in the use of technology integration in instruction to learners / / / / / / /
b. impart learning in instructional technology-supported instructional planning / / / / / / /
c. digest knowledge of ICT related learning theories with the computer as a tutor / / / / / / /
d. use and evaluate computer-based educational resources / / / / / / /
e. engage on practical technology integration issues (including managing IT classrooms, use of the Internet for learning,
/ / / / / / /
cooperative learning through the use of IT etc.)
f. demonstrate higher level thinking and creativity in preparing, utilizing, and evaluating ICT instructional materials / / / / / / /

V. Course Outcomes in Relation to Course Objectives and Program Outcomes

COURSE PROGRAM OUTCOMES

COURSE OUTCOMES
OBJECTIVES
A student completing this course should at the
minimum be able to: d e f B C
a b c A D E F G H
Cognitive: articulate deeper understanding of the learning theories utilizing / / / / / / / / / / / / /
computer as well as hands-on applications of computer skills directed at
enhancing teaching-learning through technology integration

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Psychomotor: demonstrate higher level thinking and creativity in preparing, / / / / / / / / / / / / /
utilizing, and evaluating ICT instructional materials
Affective: Observe ethical parameters for the applications of educational / / / / / / / / / / / / /
technology in developing and designing instructional materials

TEACHING METHODOLOGY:
lecture-discussions, videos, course activities, and projects
demonstration-Simulation, Learning Logs, Blackboard postings and discussions, and electronic Portfolio compilation

Course Requirements: a. Class Participation (20%) (Includes attendance, attentiveness, contributions, simulation activities and assignments for each class meeting)
b. Oral/ multimedia Presentation: Students will be asked to lead the class discussion on one of the course topics. (20%) and manifest skills in integrating evidence and sources of
information
c. Quizzes (10%)
d. Individual / Group Outputs (50%) includes.
Digital/ ePortfolio: Students will pass a digital/electronic portfolio that includes the prescribed requirements in the course. This would include the repertoire of
instructional materials, internet exchanges, assigned topic documents, and projects/assignments (30%)

Topics Reflections/ interactions in group created web address (6 to 9 Topics with due dates) (20%)
Required Software: Word processing software/ Data /computation/ processing software /PowerPoint/ Audio-video tools for Multimedia presentation/Drawing tools to create models, flowcharts, etc./
Access to a wiki, blog, Google Site, Yahoo or other web-based platform to maintain an electronicThe following
journal recommended
and post periodical
drafts of the assigned grade components
documents for this course:
or projects/assignments
Class Standing: 40% (a+b+c+d)
Grading System: The following percentage distribution shall be followed:
Major exams: 60%
PRELIM (PG) + MIDTERM (MG) + FINAL (FG)
3 Total: 100%
Base: 30 Passing Grade 75%
REFERENCES:
Text Books:

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 Roblyer, M.D. 2016; Integrating educational technology into teaching – Seventh edition.; PEARSON Education Inc. ISBN9780132929615
Howland, J et al. 2012; Meaningful Learning with Technology. 4th Ed.; Pearson Education Inc. ISBN 9780132565585
Reiser, R & Dempsey J, 2012; Trends and Issues in Instructional Design and Technology; 3rd Ed; Pearson Education Inc. ISBN 9780132719940

Websites:
Google classroom
www.learning-theories.com/constructivism.html
https://en.wikipedia.org/wiki/Educational_technology
https://www.teachervision.com/teaching-strategies/educational-technology
https://www.educatorstechnology.com/2018/08/10-great-educational-websites-for.html
https://www.intel.com/content/www/us/en/education/technology-in-education-for-learning-and-teaching.html
https://go.edmodo.com/teachers/?utm_source=main&utm_medium=visitor-site&utm_content=teacher-block
https://learninglab.si.edu/
https://www.educationworld.com/
https://www.edutopia.org/
https://ed.ted.com/

COURSE COVERAGE
Week No. Lesson/Topics
Intended Learning Outcomes (ILOs) Teaching Learning Activities (TLAs) Assessment Tasks (ATs) Instructional Resources

PRELIM K to 12 Filipino Curriculum a. Nakatutukoy ang mga Synthesis Pagsulat ng sanaysay

1 Framework yunit sa Filipino sa K to 12 • Pangkatang Gawain: gagawa ng sanaysay kung saan ito
1. ICT Tools & Its Uses Curriculum kung saan Bigyan ng pagpapasya ang mga ay tungkol sa kung paano lubos na
nagagamit ang mga “ICT studyante sa antas ng grado kung saan nakatutulong ang ICT tools o online
Tools”; sila ay gagawa ng isang MATRIX ng mga resources sa pagtuturo at
paksa (unang kolum) at layunin pagkatuto sa wikang Filipino.
b. Naitatala at nailalarawan (pangalawang kolum) ng aralin kada
ang iba’t ibang ICT tools at grading period na ang integrasyon ng ICT
mga gamit nito sa pagtuturo tool ay pinakaangkop.
at pagkatuto ng wika; • Sa ikatlong kolum, itatala ng mga
estudyante ang tatlong ICT tools na
ginamit. Sa ikaapat na kolum naman,
ilalarawan ng mga estudyante ang gamit
ng bawat ICT tools sa pagkamit ng mga
layunin ng aralin.
2 Online Resources & Its Uses a. Nakapagsisiyasat Paggalugad sa Internet Pangkatang Gawain
sa mga online • Magdagdag ng isa pang kolum sa Ang guro ay mag-aatas ng isang
resources, or online nakaraang output para sa sampung (10) gawain kung saan ang bawat grupo
technology tools na libreng online resources, at limang (5) ay kinakailangan
ginagagamit sa teknolohiyang gamit sa pagtamo ng mga magsaliksik/kumalap ng
pagtuturo at nasabing layunin. impormasyon o sanggunian sa mga
pagkatuto ng wikang • Ang mga mag-aaral ay magsaliksik sa accessible na online resources, sites

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3 Principles or Guidelines
1. Design
2. Development
4 Design and Development and
Developing ICT Tools in Language
Teaching and Learning
Filipino; mga online technology tools na ginagamit
sa pagtuturo at pagkatuto ng wika. Sa
ikalimang kolum ay kanilang ilalarawan
ang laman o kung ano ang
mapagkukunan sa mga nasabing URL
(website address) na magagamit sa
pagtuturo at pagkatuto ng wika.
a. Naipakikita ang Keynote Presentation
kaalaman sa mga • Ang mga mag-aaral ay magbigay
alituntunin sa matwid sa nalikhang matrices sa
pagdidisenyo, pamamagitan ng isang keynote
paggawa, at presentation.
paggamit ng mga
tools sa ICT sa Paglalahad
pagtuturo at • Ang guro ay maglalahad at
pagkatuto ng wika; magtatalakay sa mga alituntunin o mga
gabay sa pagdisenyo, paggawa, at
paggamit ng ICT tools sa pagtuturo at
pagkatuto ng wika.
a. Naipamamalas ang Ang Pagdesinyo ng Tatlong (3) ICT Tools
kaalaman sa • Sa tulong ng kaalamang natamo sa mga
pagdidisenyo at alituntunin sa pagdisensyo at pagdevelop
napapaunlad ang ng ICT tools sa mga nakaraang tsapter,
tatlong (3) ICT tools ang mga mag-aaral ay magdidisenyo at
sa pagkamit ng iba’t magdevelop ng tatlong (3) ICT tools na
ibang layunin ng magagamit sa pagkamit ng iba’t ibang
asignaturang Filipino. layuning nakasaad sa K to 12 Gabay
Pangkurikulum FILIPINO.
at web na kanilang magagamit para
sa reporting tungkol sa pagtuturo at
pagkatuto ng wikang Filipino.
- Ang mga mag-aaral ay bubuo ng
isang edukasyunal na presentasyon
kung saan maipapakita ang kanilang
masining na pagbabahagi o
natutunan mula sa mga alituntunin
mula sa tinalakay ng guro pagdating
sa pagdisensyo, paggawa at
paggamit ng ICT tools.
- Pipili ang mga mag-aaral ng
tatlong ICT Tools na kanilang
gagawan ng sanaysay kung saan
ang lalamanin nito ay patungkol sa
kung paano nito maisasakatuparan
ang mga dapat matamo sa pag-
aaral.
Halimbawa: laptop at Projector, sa
pamamagitan ng laptop at
projector ay naibabahagi ang biswal
na presentasyon sa mga mag-aaral
bukod dito ay nagkakaroon din ng
pagkakataon ang mga nasa likurang
bahagi dahil malaya at malinaw na
nilang nakikita kung ano ang
tinatalakay o tinuturo ng guro.
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5 Production of ICT Tools in Language
Teaching and Learning
6 Prelim Examination
7 TECHNOLOGY TOOLS FOR 21ST
CENTURY TEACHING
An Introduction to
Instructional Software
Teaching Roles for Instructional
Software
Drill-and-Practice Teaching
Functions
Tutorial Teaching Functions
Simulation Teaching Functions
Instructional Game Teaching
Functions
Problem-Solving Teaching Functions
Personalized Learning Systems
a. Naipakikita ang
kaalaman sa
pagagawa ng tatlong
(3) ICT tools sa
pagkamit ng iba’t
ibang layunin ng
asignaturang Filipino.
Natutukoy ang mga katangian, pinagmumulan,
at tungkulin ng mga produkto ng software sa
pagtuturo.
Nasusuri ang isang sitwasyon sa pagtuturo na
gumagamit ng drill at practice function; mga
function ng tutorial; mga function ng
simulation; mga function ng larong pagtuturo;
mga function sa paglutas ng problema, at
paglalarawan sa diskarte sa pagsasama,
pagdating sa pamantayan sa pagpili, at mga
benepisyo, at mga limitasyon ng software para
sa sitwasyon.
Paggawa ng Tatlong (3) ICT Tools
• Sa tulong ng kaalamang natamo sa
mga alituntunin sa pagdisensyo at
pagdevelop ng ICT tools sa mga
nakaraang tsapter, ang mga mag-aaral
ay gagawa ng tatlong (3) ICT tools
sa pagkamit ng iba’t ibang layunin na
nakasaad sa K to 12 Gabay
Pangkurikulum
FILIPINO.
Interaktibong talakayan
 Ang guro bilang facilitator na
mangunguna sa pagtalakay sa
mga pangunahing paksa
Pangkatang/Indibidwal na aktibidad
Pag gawa ng mapa ng konsepto ng mga
mag-aaral
Paggawa ng mga Koneksyon,
Kolektahin at piliin ang mga pamagat ng
mga simpleng Instructional Software ng
tinalakay na tungkulin
- Pagpapangkat-pangkatin ng guro
ang mga mag-aaral at aatasan sila
ng isang proyekto kung saan mag-
iisip ang bawat grupo ng tatlong
ICT Tools na pwede nilang iinvent
na makakatulong upang mas
mapayabong pa yung pagtuturo
at pagkatuto sa asignaturang
Filipino.
Halimbawa: Nakaiimbento o
nakagagawa sila ng isang
Translation app o kaya naman
Filipino dictionary.
submit eportfolio
IO: Mapa ng konsepto Google Classroom/ Chat
group
Koleksyon / pagpili ng mga
halimbawa ng Instructional Slide Presentation
Software na tinalakay base sa gamit PC
iminungkahing site: Nangungunang PDF Book pp 72-105
Sampung Site para sa Paghanap ng Roblyer, M.D. 2016;
Integrating educational
Mga App sa Edukasyon
technology into teaching –
Seventh edition
Paglalahad ng concept map
Pagpapatuloy sa paggawa ng e-
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8 TECHNOLOGY TOOLS FOR 21ST
CENTURY TEACHING: THE BASIC
SUITE
An Overview of the “Basic
Three” Software Tools
Using Presentation Software in
Teaching and Learning
9 Introduction to the Basic Software
Tool Suite
Using Word Processing Software in
Teaching and Learning
10 Using Spreadsheet Software in
Teaching and Learning
Using Data Collection and Analysis
Nakapipili ng gamit ng software pagdating sa
pagtatanghal ng mga diskarte sa pagsasama na
sinasamantala ang mga natatanging tampok at
katangian ng software
Talakayin at Gayahin ang gamit ng mga tool
bilang software para sa presentasyon ng paksa
para sa mga IM
Bumuo ng mga produkto pagdating
pagtatanghal at mga aktibidad sa pagtuturo na
na nagbibigay ng mga function at kakayahan sa
pagtatanghal
Pag-aralan ang ibinigay na pagtuturo o
pagiging produktibo upang matukoy kung alin
sa "basic three" na mga tool ng software ang
pinakaangkop upang matugunan ang
pangangailangan.
Pumili ng mga gamit sa pagpoproseso ng salita
at mga diskarte sa pagsasama na
sinasamantala ang mga natatanging tampok at
katangian ng software at sumasalamin mula sa
pananaliksik at pagsasanay tungkol sa kung
paano nito matutugunan ang mga
pangangailangan sa pagtuturo at pagiging
produktibo.
Pumili ng mga tool sa software sa
pangongolekta at pagsusuri ng data na pinaka-
epektibong sumusuporta sa isang naibigay na
Interaktibong talakayan
 Ang guro bilang facilitator na
mangunguna sa pagtalakay sa
konsepto ng paksa
Nakatalagang Pangkat/Pagpaparehas
exploration,simulation, at
appreciation/criticing of topic/s
Plano sa pag-aaral at pagbuo at paggawa
ng mga IM
Pangkatang Pag-uulat
 Magkakaroon ng pag-uulat o
reporting tungkol sa paksang
nakatakda sa bawat grupo ito ay
upang sila mismo ang
makapagsaliksik at makalikom
ng mga impormasyon na
magpupunla sa kanila ng
kaalaman dahil ito ay kanilang
lubos na maaaral at magiging
produktibo sa patukoy kung alin
ang mga tool ng software ang
pinakaangkop upang matugunan
ang pangangailangan sa
pagtuturo at pagkatuto.
Nakatalagang Study group/Partner lead
exploration, simulation, at
appreciation/criticing of topic/s
portfolio
Recitation Google Classroom/ Chat
Repklesyon – Pag gawa ng Isang group
repkleksyon papel ng mga mag- Slide Presentation
aaral na binubuo ng 300 salita na PC
tumatalakay sa paggamit at PDF Book pp 105-111;
pp 125-134
paglapat ng software pati na rin ang
Roblyer, M.D. 2016;
ilan sa mga natatanging aspeto nito
Integrating educational
technology into teaching –
Pag papatuloy sa paggawa ng e-
Seventh edition
portfolio
Pag-uulat Google Classroom/ Chat
Mga Output ng Grupo group
Plano sa pag-aaral at mga IM Slide Presentation
Magsumite ng PPT pres. mga slide PC
at script/print screen specimen ng PDF Book pp 112-120
iyong indibidwal/grupong output/ Roblyer, M.D. 2016;
ipagpatuloy ang pagbuo ng e- Integrating educational
portfolio technology into teaching –
GO: magpatuloy Makipagtulungan Seventh edition
sa mga online na talakayan/
Pagpuna
(Nakatalagang mag-aaral sa
panimulang serye ng Mga Tanong
na may kaugnayan sa mga paksa-
sagot ng ibang miyembro batay sa
mga konseptong tinalakay)
Inirerekomendang Paksa: 3
pangunahing Software Tools
Pagpatuloy ang pagbuo ng e-
portfolio
Video Presentation Google Classroom/ Chat
group
Paggawa ng video presentation ng
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QF-ACD-008 (01.23.2020) Rev.2
 Tools gawain sa pagtuturo at/o pag-aaral.
Pumili ng mga paggamit ng spreadsheet at
mga diskarte sa pagsasama na sinasamantala
ang mga natatanging tampok at katangian ng
software at sumasalamin mula sa pananaliksik
at pagsasanay tungkol sa kung paano nito
matutugunan ang mga pangangailangan sa
pagtuturo at pagiging produktibo.
Gayahin ang pagpoproseso ng data (i.e. grade
computation) at pangunahing istatistikal /
graphical na paglalarawan
Bumuo ng mga produkto ng spreadsheet at
mga aktibidad sa pagtuturo na may mga
function at kakayahan ng spreadsheet
11 Creating a lesson plan that shows Pagbuo ng ICT Based Desired Learning
the knowledge where do you use Mga plano
ICT Tools; 1. Mga Bahagi ng ICT Based Desired Learning
Mga plano
12 Midterm Examination
13a TECHNOLOGY TOOLS FOR 21ST Identify the uses and contributions to teaching
CENTURY TEACHING: Beyond the and learning of each of the seven categories of
Basics software tools.
Overview of Software Tool
Categories Select a materials generator software tool;
Plano sa pag-aaral at pagbuo at paggawa
ng mga IM
Susuriin ng mga mag-aaral ang K-12
FILIPINO Curriculum Guide. Sila ang pipili
isang (1) paksa na makikita sa gabay kung
kung saan angkop ang paggamit ng mga
kagamitang ICT
sa mga alituntunin, at mga estratehiya sa
paggamit ng mga kasangkapan sa ICT.
Interactive-lecture
Teacher-facilitator lead Lecture-
discussion on the main concepts
Group/Individual activity
bawat grupo na kung saan ang
video presentation na kanilang Slide Presentation
gagawin ay nagpapakita ng kanilang PC
karanasan o paggamit ng ano mang
PDF Book pp 121-125; 149-
spread sheet software gaya ng
153
excel sa para sa pagtuturo at Roblyer, M.D. 2016;
pagkamit ng pagkatuto. Integrating educational
technology into teaching –
Seventh edition
Pagpatuloy ang pagbuo ng e-
portfolio
Pagsulat ng Banghay Aralin Google Classroom/ Chat
• Pag-aaralan ng mga estudyante group
ang K-12 Gabay Pangkurikulum
FILIPINO. Pipili sila ng tatlong (3) Word Document
paksa mula sa gabay na kung
saan angkop ang paggamit ng ICT Filipino Curriculum Guide
tools ayon sa mga gabay,
alituntunin at estratehiya sa
paggamit ng ICT tools.
• Ang mga estudyante ay gagawa ng
isa (1) banghay-aralin base sa
napiling paksa mula sa K to 12
Gabay Pangkurikulum
Pagpatuloy ang pagbuo ng e-
portfolio
submit e-portfolio
IO: Concepts map Google Classroom/ Chat
group
Reflection 5 (500 words):
Summary/ Insights on Focus Slide Presentation
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QF-ACD-008 (01.23.2020) Rev.2
 Desktop Publishing Software
Web Design Software
Interactive Whiteboard Activity
Software
Worksheet and Puzzle Generators
Individualized Education Program
(IEP) Generators
Graphic Document Makers
PDF and Forms Makers
13b Using Planning and Organizing
Tools
Outlining Tools and Concept
Mapping Software
Lesson Planning Software
Scheduling, Calendar, and Time
Management Tools
Using Testing and Grading Tools
Electronic Gradebooks
Test Generators and Rubric
Generators
Computer-Based Testing Systems
14a Using Research and Reference
Tools
Online Encyclopedias
Digital Atlases and Mapping Tools
Digital Dictionaries (Word Atlases)
Using Tools to Support Specific
Content Areas
Geographic Information Systems
and Global Positioning Systems
14b Using Graphics Tools
Modelling/ Mind mapping /
Timeline / Draw/Paint Programs
Image Editing / Charting and
Graphing / Clip Art, Photo,
testing software tool; graphics software tool; Concepts mapping Interview : Key Educators on the PC
planning and organizing software tool; Making Connections uses of Other Software Support
research and reference tool; and content-area Tools in Teaching-Learning PDF Book pp 141-148
software tool that would most effectively Roblyer, M.D. 2016;
support a given teaching and/or learning task. Integrating educational
continue building e-portfolio
technology into teaching –
selection of Software Tool
Seventh edition
Categories
Identify the uses and contributions to teaching Assigned Study group lead exploration, Recitation Google Classroom/ Chat
and learning of each of the Planning and simulation, and appreciation/ critiquing Group / Individual Outputs group
Organizing Tools; and Testing and Grading of topic/s Learning plan and IMs
Tools Submit PPT pres. slides and script/ Slide Presentation
Learning plan and IMs development and print screen specimen of your PC
Select a Planning and Organizing; and Testing production individual/ group output
and Grading software tool that would most PDF Book pp 160-161; 154-
effectively support a given teaching and/or continue building e-portfolio 155
learning task. Roblyer, M.D. 2016;
Integrating educational
technology into teaching –
Seventh edition
Discuss and Simulate Research and Reference Assigned Study group lead exploration, Recitation Google Classroom/ Chat
Tools, and Tools to Support Specific Content simulation, and appreciation/ critiquing Group / Individual Outputs group
Areas for IMs of topic/s Learning plan and IMs Slide Presentation
Submit PPT pres. slides and script/ PC
Select a Planning and Organizing; and Testing Learning plan and IMs development and print screen specimen of your PDF Book pp 162-163
and Grading software tool that would most production individual/ group output Roblyer, M.D. 2016;
effectively support a given teaching and/or Integrating educational
learning task. continue building e-portfolio technology into teaching –
Seventh edition
Develop graphics products and instructional
activities that integrate graphics functions and
capabilities
Discuss and Simulate graphics tools for IMs Assigned Study group lead exploration, Recitation Google Classroom/ Chat
simulation, and appreciation/ critiquing Group / Individual Outputs group
Select a Planning and Organizing; and Testing of topic/s Learning plan and IMs Slide Presentation
and Grading software tool that would most Submit PPT pres. slides and script/ PC
effectively support a given teaching and/or Learning plan and IMs development and
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QF-ACD-008 (01.23.2020) Rev.2
 Animation, Sound, Video, and Font learning task. production print screen specimen of your PDF Book pp 156-160
Collections individual/ group output Roblyer, M.D. 2016;
Develop graphics products and instructional Integrating educational
activities that integrate graphics functions and continue building e-portfolio technology into teaching –
capabilities Seventh edition

15-16-17 Hypermedia Tools for 21st century Define hypermedia and its impact in education Interactive-lecture Hypermedia presentation/ Google Classroom/ Chat
learning/ Applications/ varieties/ Teacher-facilitator lead Lecture- Recitation group
characteristics Discuss integration strategies for hypermedia discussion on the main concepts Group / Individual Outputs
Using AV - Audio/Video Editing Appraise hardware and software requirements Learning plan and IMs Hypermedia/Slide
Tools for hypermedia design and development Submit print screen specimen of Presentation
Music Editors, Sequencers, and ALL / Each class member with assigned your individual/ group output/ PC
MIDI Tools Analyze basic criteria for assessing student Study topics/ interests lead exploration,
hypermedia products simulation, and appreciation/ critiquing Reflection 6 (1000 words): My PDF Book pp 170-195
of topic/s showcasing Hypermedia tools hypermedia tools readiness Roblyer, M.D.; Doering, A
Demonstrate/ Simulate audio/video integration Teaching Strategies and Goals 2013; Integrating
integration and editing tools for IMs educational technology
Learning plan and IMs development and continue building e-portfolio into teaching – Sixth
Develop audio/video products and production with Rubrics edition
instructional activities that integrate
audio/video editing functions and capabilities
18 Final Examination submit e-portfolio

Course Code & Course Plan Committee: Reviewed by: Approved by: Noted:
Course Title:
EPB3 22-TECHNOLOGY JUANITO L. PERANDO, MASST
Faculty MARILEN B. ANGELES, MAEd LS ETHEL R. CHUA Ed. D. REBECCA D. MIRANDA, DBA
FOR TEACHING AND
OIC-Chief Librarian Dean, School of Education Vice President of Academic Affairs
LEARNING 2
BELLA D. DEL MONTE
Program Coordinator

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QF-ACD-008 (01.23.2020) Rev.2