Republic of the Philippines

GABRIEL TABORIN COLLEGE OF DAVAOFOUNDATION, INC.

Lasang, Davao City

Technology for Teaching and Learning 1

(Second Semester)

REINA LYN E. ELEGIO

Instructor

GABRIEL TABORIN COLLEGE OF DAVAO FOUNDATION, INC.

Lasang, Davao City

OBE SYLLABUS
 S.Y. 2023-2024

Course Title Technology for Teaching and Learning 1

Course Code EDMS 4
Credit Units 3 units
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 utilize appropriate traditional and innovative technologies considering social,
ethical and legal responsibilty.
Pre-Requisite

Vision: Gabriel Taborin College of Davao Foundation, Inc., a Catholic Educational Institution, anchored on the Spirituality of the Holy Family, envisions a society
that promotes the evangelical values of peace, solidarity, fraternal relationships, and respect of the environment.

Mission: Gabriel Taborin College of Davao Foundation, Inc. commits to form graduates who are academically competent, technologically skillful, socially
committed and spiritually mature.

Institutional Graduate Attributes (IGA):

1.) Innovative
2.) Effective Communicator
3.) IT Proficient
4.) Committed
5.) God-centered
Institutional Graduate Outcomes (IGO):

1.) Utilizes critical thinking and creative skills by providing solutions in consideration of ethical, socio-cultural, and environmental concerns;
2.) Uses English language effectively in both oral and writing in the workplace and the community;
3.) Incorporates advancement of information technology to perform tasks effectively and efficiently;
4.) Performs work beyond the demands of duties and responsibilities with passion and commitment; and
5.) Lives-out the spirituality of the Holy Family in the family, the workplace, and the community.

Program Educational Objectives (PEO):

Three years after graduation, GTCD Education alumni shall:

1.) have advanced their practice or achievement in the field of Elementary/Secondary Education and/or other endeavors supported by their acquired
education;
2.) strive to be globally competitive through:

a.) living by the GTCD mission values, pursuing continuing education, and practicing continuous quality improvement in their personal lives;
and
b.) continuously scanning, adopting, and building on the best practices in their fields

3.) uphold dignified personality and manifest genuine enthusiasm and pride in teaching as a noble calling.

Program Outcomes (POs):

By the time of graduation, the Elementary and Secondary Education students must have:

1.) Articulated and discussed the latest developments in the specific field of practice;
2.) Effectively communicated orally and in writing using both English and Filipino;
3.) Worked effectively and independently in multi-disciplinary and multi-cultural teams;
4.) Acted in recognition of professional, social, and ethical responsibility;
5.) Preserved and promoted “Filipino historical and cultural heritage”;
6.) Articulated the relationship of education to larger historical, social, cultural and political processes;
7.) Facilitated learning using a wide range of teaching methodologies in various types of environments;
8.) Developed alternative teaching approaches for diverse learners;
 9.) Applied skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment;
10.) Demonstrated basic and higher levels of thinking skills in planning, assessing and reporting;
11.) Practiced professional and ethical teaching standards to respond to the demands of the community;
12.) Pursued lifelong learning for personal and professional growth;
13.) Demonstrated in-depth understanding of the development of elementary/adolescent learners;
14.) Exhibited comprehensive knowledge of various learning areas in the elementary/secondary curriculum;
15.) Created and utilized materials appropriate to the elementary/secondary level to enhance teaching and learning;
16.) Designed and implemented assessment tools and procedures to measure elementary/secondary learning outcomes; and
17.) Demonstrated a service orientation in one’s profession.

Course Intended Learning Outcomes (CILOs):

At the end of the course, the pre-service teachers should be able to:

1. Explained the ICT Competency Standards for Teachers and Roles of Technology for Teaching and Learning
2. Explained ICT policies and safety issues as they impact on the teaching-learning process
3. Described a flexible learning environment and the different platforms used for flexible learning
4. Developed and used the non-digital and digital tools in delivering technology-enhanced lessons
5. Identified learning theories and principles related to media and technologies as these apply to the design and development of lessons.
6. Formulated teaching-learning experiences and assessment tasks using appropriate and innovative technologies
7. Demonstrated socio-civic , ethical, and legal responsibilities in the use of technology tools and resources

INSTRUCTIONAL MATRIX:

I. Instructional Matrix:

Teaching and
Course Content/ Subject
WEEK Student Learning Outcomes Learning Activities Assessment Tasks (ATs) Resources
Matter
(TLAs)

At the end of the unit, the Unit 0: Course Overview Lecturrette Essay Institutional Video ID
students must have:
Week 1 1. Institutional Visions, Teacher led-class Pencil and Prayer Test Handouts
1. identified, explained, and Missions and goals. discussion Overview of

internalized and vision, mission,
core values of the institutions.
2. discussed the teacher
education programoutcomes , the
degree outcomes and course
outcomes.
At the end of the unit, the
students must have:
1. identified the
competency standards of
Week 2 ICT for teachunf 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
processes
2. Teacher Education
Program Outcomes, Degree the program References Materials
Outcomes (I.e. BEED, BSED) (CMOs)
and Course Outcomes (TTL Small group discussion
1)
UNIT 1- Introduction to Lecture-Discussion on Pen and paper test LCD projector
Technology for Teaching ICT competency
and Learning standards for pre- Use a rating scale for the CMOs for 74,75,76,
1. ICT Competency service teachers and concept map developed etc.
Standards for ISTE standards
Philippine Pre-service Use a rating scale to rate Computer/laptop
Teacher Education Making of the glossary the paragraph
2. Understanding the of Graphic organizers
Basic Concepts of ICT terms
3. Roles of ICT in
teaching for Learning Creating a wordle
Small group
discussion:
Give graphic
organizers of the
Different concepts to
be
Defined through the
use of
Concept mapping
Whole group
discussion:
Present to the whole
class
the group’s concept
maps
Paragraph writing on

At the end of the unit, the
students must have:
1. discussed some ICT policies
Week 3 and explained their implications to
teachng and learning
2. explained some isssues that
relate to ICT policies
3. identified safety concerns on
the internet including digital
safety rules
2nd Trinal
At the end of the unit, the
students must have:
Unit 2. ICT Policies and
Safety Issues:
Implications to Teachingand
Learning
1. Policies and Issues on the
Internet and Implications to
Teaching and Learning
2. Safety Issues Including
Digital Safety Rules
Unit 3: Non-degital and
Digital Skills and Tools in
Delivering Technology-
how
technology has
influenced
one’s life as a learner
and
Howone is going to
use
technology as a techer
Group research on Group report on articles and LCD projector
articles /cases regarding cases regarding freedom of
freedom of expression, expression, privacy, data Computer/Laptop
privacy, data retention retention and e-pollutants
and e-pollutants Reflection template
Reflections on the issues
Panel discussion on the discussed in the panel
topics researched and discussion
analyzed
Survey report on e-safety
School visit and interview rules in schools
with ICt
manager,students and Paper and Pencil test
teacher on their school
e-safety rules
Sharing of interview
findings through
powerpoint presentation
Watching a video clip on Video produced on the Video clip
low-cost and low-tech processes of constructing a
resources for the diorama Samples of non-
 Enhanced Lessons
Week 7-8 1. integrated media and
technology in various content 1. Non-digital or
areas Conventional technology
2. described technology tools that Tools for teaching and
are used in group activities learning
3. used technology tools to
collaborate and share resources Examples:
among communities of practice
4. reflected on the use of a. Writing Board
technology its relevance and b. Diorama
appropriateness c. Nature table
5. selected conventional materials d. Flip chart
designed to enhance teaching- e. Zigzag board
learning f. Board display/wall display
6. Intriduced sample technology- g. Rope and Pole Display
enhanced lessons to supporting Board
learning
Guidelines in the
Construction and
Development of
Conventional Instructions
Support Materials
2. Digital tools or non-
conventional instructional
support for teaching and
learning.
Example:
a. Mobile phones and QR
codes
b. Infographics
c. e Portfolio as a tool
d. Others
classroom
Classroom observation digital instructional
Group discussion on the report materials
importance of non-digital
materials in the Paper and pencil test Video camera or any
teaching-learning video recording
process gadget
Group research on other Computer/laptop
non-digital instructions
Development of an
instructional material
Video production on the
process of constructing a
diorama
Debate on whether non-
digital instructional
materials are still
relevant in the 21st
century
Class observation
identifying the non-
digital instructional
materials used
Group discussion on the
importance of the non-
conventional or digital
materials on the
teaching-learning
process
Group research on the
 Guidelines in the
Development and Use of the
Non-conventional/Digital
Tools for Teaching and
Learning
other digital instructional
materials
Development of the non-
conventional digital
instructional material

2: Selection and the Use of Dyadic work Outputs on selected apps Mobile phone
Tools and Apps in Teaching such as QR codes and
and Learning Think-Pair-Share infographics Laptop

Week 9 Creating digital materials Paper and pencil test

using selected apps for
teaching and learning
such as QR codes and
infographics

Discussion on how these

tools can be used in the
lesson

3. Creating ePortfolio as a Guidelines in the ePortfolio Laptop/personal

Technology Tool constructions of computer/tablet
ePortfolio Survey result
Internet connection
Constructing an Visual presentation of the
4. Collaborative Environment ePortfolio date gathered in the survey Video clip
in the Digital World
Viewing a video on 21st Paper and pencil tes Survey instrument
century learner
Laptop/smartphone/
5. Digital Literacy Skills in Think-Pair-Share about tablet
the 21st Century the video

At the end of the unit, the
students must have:
Week 10-
12 1. described a flexible learning
environment and the different
platforms used for flexible
learning
2. Recognized how innovative
teachers use of online resources
and educational sites and portals
for online distance learning
3. Reflected on the use of
technology on its relevance and
appropriateness
Individual research on
other collaborative tools
Survey on how millenials
lean
Unit 4: Flexible Learning Forum-Discussion: KWL Teacher-made class
Environment Conduct a forum on Site (e. g. google site,
Distance Learning  What I Know weebly, etc.)
1. Online Distance Education  What I Want to know
and Communities of Learning Discussion on how the  What I Learned Skype
social networking site
a. Different Platforms networking site can be Checklist KWL chart template
used as a tool for
1) Moodle instruction Paper and Pencil Test Computer/ laptop/
2) Google Classroom smartphones
3) Schoology Appraising one’s views
4) MOOCs on the characteristics,
behaviors or practices of
b. Types of Blended Learning a modern teacher Internet connection
1) Synchronous Research on sites and
2) Asynchronous portals which can be
used for online distance
2. Types of blended learning education
3. Online Communities of
Learning/Social Networking Demonstartions and
hands-on exploration on
Examples of Platforms for the synchronous online
Social Networking distance learning using
the Class Site
a. Facebook
b. Twitter Brief Lecture on the
c. LinkIN different technology
d. Google+ tools in a collaborative
e. YouTube classroom environment

3rd Trinal
At the end of the unit, the
students must have:
1. Identified learning principles
Week 13 and theories that are applied in
technology driven teaching-
learning models
2. Used the learning principles
and theories are the basis in the
development of the teaching plans
selection of instructional and
materials
f. Pinterest
g. Instagram
h. Tumblr
i. MySpace
j. Flickr
k. Bebo
4. Benefits and Dangers in
Using Social
Networking Sites
5. Safeguarding oneself in
the use of Social Networking
Sites
Unit 5: Theories and
Principles in the Use and
Design of Technology-
Driven Lessons
A. Learning Theories and
Principles in:
1. Dale’s Cone of Experience
(with equal attention given
to the both the Conventional
Technology and the
Innovative and Emerging
Technology for Teaching)
B. TPACK and other
Frameworks for Technology-
Small Group Discussion-
Student Led
Active Learning with Reflection Posted on the Online Class Blog or
Teacher-Led Discussion online Blog/’Classroom- Site /’Classroom-
on Dale’s Cone of made Twitter Wall’ made Twitter Wall’
Experience and how its
principles and utilized in Illustration of one’s TPACK VIdeo clip
the technology-driven state
teaching and learning Multimedia Projector
Essay
Computer
Paper and pencil test
Relate Dale’s Cone of TPACK frameworks
Experience with Bruner’s Checklist on the elements
Three-tiered Model of included in a lesson using Ipadagogy wheel
Learning the ASSURE Model and the
rating scale Matecards
Image analysis: Students
analyze and explain the Lesson integrating the Fish Bowl Container
Driven teaching and Learning image/diagram. The ASSURE model Video recording
teacher synthesizes gadgets
1. TPACK (Technology, Rubrics in making a digital
pedalogy and content A brief lecture on TPACK’ story Ipadagogy wheel
Knowledge) Illustrating one’s TPACK
2. SAMR state Group sharing of Digital story posted in the
(Substitution, one’s TPACK state ePortfolio Reflection paper
Augmentation,
Modefication, Redefinition) Analysis of a research
3. Bloom’s article Designing a task
Digital Taxonomy that can have a positive
4. ASSURE model (Analyze effect on learning
Learners, State Objectives, outcomes
Select Methods, Media &
Materials, Require Learner Analyzing the retention
Prticipation, Evaluate and of SAMR with Blooom’s
Revise) Revised Taxonomy

Discussion and selection

of technology that can
be integrated in a lesson

(Active Learning in a
Brief Lecture given by
the teacher) The
FishBowl Activity:
Learners are given
matecards and asked to
write a question of
clarification about the
topic (i.e. questions
concerning the
application of the topic
to practical concepts).
Teacher draws these
questions from the bowl

At the end of the unit, the
students must have:
Applied the learned theories and
Week 14 principles in the lesson exemplars.
At the end of the unit, the
and answers the
questions or asks the
class to answer them.
(This could be done
during or after the point)
Think-Pair and Share: In
pairs, students will
discuss about the
ASSURE lesson
Production of a two-
minute digital story on
one’s understanding of
ASSURE model
Writing a reflection
paper
5. Model of Technology- Creating an infographic Infographic produced Skype
Enhanced Instructional
Lessons Web conference Lesson plan integrating the Computer/ laptop
use of a mobile phone
Giving ways on how to Internet connection
use padlet in the lesson Personal philosophy on
technology use
Writing a lesson plan
integrating technology
Sharing of one’s
thoughts on the
significance of
technology integration in
the lesson
Writing one’s technology
philosophy
Unit 6. Innovative Viewing a video on Blog post Video clip
 students must have:
Week 15-
16 1. Explained the use of ICT in
assessment in learnig
2. Explored various digital online
and offline assessment
alternatives available
3. Described the current trends in
technology-based assessment
practices in schools
4. Selected appropriate
assessment tools
Technologies for
Assessment Tasks in
Teaching and Learning
1. ICT and Assessment in
Learning
a. Type of Assessment
b. Role of ICT in Assessment
of Learning
c. Current Trends in
Assessment of Learning
c.1 Use of ePortfolio
2. Criteria in Choosing
Appropriate Assessment
Tools
Use of Rubrics, checklist,
rating scale
formative and Video clip produced
summative assessment Reporting and Feedbacking Laptop
Reflactions, sample
Interviewing teacchers alternative assessment and LCD projector
on the use of ICT in sample rubrics posted in the Assessment tools
assessment in the eportfolio
student learning Video cording
Results of interview with the gadgets
Creating a video clip on teachers on their practices
the role of assessment in on assessment Interview guide
the student learning
Paper and pencil test Recorded live lecture
Writing reflections on
current trends in
assessment, sample
alternative assessment
and sample rubrics and
posting them in the
ePortfolio
Recording a live lecture
Interviewing teachers on
their practices on
assessment
Tools utilized by Reflection paper LCD projector
teacchers and the
advantages and Rubric formulated Laptop
disadvantages of these
Group discussion on role Pots in the ePortfolio
of ICT in assessing
student learning Paper and pencil test
Students’ research on
examples of technology-
assissted tools in
assessment in learning

At the end of the unit, the
students must have:
Week 17-
18 1. Described the community of
learners as critizens who share
and utilize digital materials
2. Practiced stadard netiquette in
sharing and itilizing shared
materials among learning
communities
3. Identified examples of
intellectual Property Right in
educational setting
4. Showed, given examples, and
observed social, ethical, and legal
responsibility in the use of
technology tools and resources
Unit 7. Social, Ethical and
Legal Responsibilities in
the Use of Technology
Tools and Resources
1. Digital Citizenship vs.
Global Citizenship
a. Nine Elements of digital
citizenship
b. Five tenets global digital
citizenship
2. Netizens and Netiquette
for Online Communities
Netizenship vs. Netiquette
Netiquette Guidelines
3. Intelelctual Property Rights Formulating the internet
on the Development and Use etiquette Creating an
of Digital Materials
Commenting on the
different methods of
assessment and writing a
reflection about them
Discussion on the use of
HOTS in paper and
pencil test
Making a rubric on the
different asssessment
tools
Viewing of video clips Blog posts Video clip
Dyadic discussion on Illustration of one’s digital Laptop
what digital citizenship tattoo
means Projector
Paper and pencil test
Creating blog entry Video production
about digial citizenship 2-minute video on gadgets
netiquette
Illustrating one’s digital Video app such as
tattoo powtoon
(https://www.powtoo
Case analysis Research outputs n.com)
Simulation of a vourt Plagiarism checked output Plagiarism checker
hearning involving a case app such as
on privacy issues Paper and pencil test https://www.plagiaris
msoftware.net/
Debate
advocacy
 Copyright Video on Netiquette

Plagiarism Analysis of the different

cases involving social,
ethical and legal issues
on technology use

Research on copyright
infringement cases

Checking a classmate’s
output for plagiarism

II. POLICIES:

Good manners and right conduct in the classroom.

1. Prayer. Each class begins and ends with a prayer.

2. Greeting. Students greet the teacher.
3. Attendance. Only for valid reasons can students be excused from class.
4. Promptness. Students are expected to come to class on time. More than 15 minutes is considered absent.
5. Participation. As much as possible, students are to participate in class discussions and activities.
6. Intellectual Integrity. Honesty is the best policy.
7. Use of cellphones. All cellphones are put in silent mode inside the classroom. Texting and answering calls are to be done at designated areas in
the campus.
8. Energy conservation. Lights and fans are put off by the one nearest the switch after every class.
9. Submission of requirements. Haste makes waste. Class requirements are to be submitted on time.
10. Courtesy. Respect for others is practiced at all times and in all places.

III. COURSE REQUIREMENTS:

 Projects to be submitted on the following dates:

 IV. CONSULTATION PERIOD:

 Monday to Saturday
o 3:00 pm to 4:30 pm

V. GRADING SYSTEM:

Learning in this course will be evaluated with the use of the following measures:

Written Tasks - 20%

Performance Tasks - 40%

Examination - 40%

Total - 100%

VI. REFERENCES:

Book: Bilbao, P., Dequilla, M.A., Rosano, D., Boholano, H. (2019). Technology for Teaching and Learning 1. LORIMAR PUBLISHING, INC.

Prepared by: Checked and Approved by:

REINA LYN E. ELEGIO DONNABEL T. LIBADISOS, Ed. D

Instructor Program Head