Silay Institute, Incorporated

Rizal Street, Silay City, Negros Occidental

COURSE SYLLABUS IN TECHNOLOGY FOR TEACHING AND LEARNING IN THE ELEMENTARY GRADES

COLLEGE: COLLEGE OF EDUCATION, ARTS, AND SCIENCES PROGRAM: BACHELOR OF ELEMENTARY EDUCATION
Prepared by: Reviewed by: Approved by:

JOSEPH GABRIEL J. EDUCADO, MEd MARYNOM E. SOLINA, PhD-CAR WILFREDO O. HERMOSURA, EdD
Instructor Program Head, College of Education, Arts, and Sciences Dean, College of education, Arts, and Sciences

Course Code: EEM 12 Descriptive Title: Technology for Teaching and Learning in the Elementary Grades
Course Credit: 3 units Lecture Hours/Week(s): 3 hours
Academic Year: 2022-2023 Semester: 1st SEMESTER
Pre-requisites: NONE
COURSE DESCRIPTION:
An introductory course that explores basic knowledge and skills and values in the use of technology for teaching and learning. This course include ICT Policies and safety
issues, media and technology in various content areas, learning theories and principles in the use and design of learning lessons, teaching-learning experiences and assessment
tasks that utilize appropriate traditional and innovative technologies considering social, ethical, and legal responsibility.
COURSE OUTCOMES:
1. Explained the ICT Competency Standards for Teachers and the 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 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.
 Silay Institute, Incorporated
Rizal Street, Silay City, Negros Occidental

OUTCOMES-Based Education (OBE) Course Syllabus in Technology for Teaching and Learning in the Elementary Grades

I. SILAY INSTITUTE, INCORPORATED

Vision: Silay Institute is a lead learning institution providing high quality standards of education that prepares students to be morally upright, socially sensitive and
globally competitive.

Mission: Silay Institute is an institution committed to provide quality Christian education that is relevant and accessible to all.

Core Values: Customer Focus, Excellence, Respect, Teamwork, Integrity, Commitment

Institutional Outcomes:
Silay Institute is committed to provide quality Christian education aimed at developing Christian men and women who are competent in their chosen profession
and dedicated to the social transformation of their community and country.

The academic programs are designed to facilitate the holistic formation and development of students and enable them to develop:
1. a deeper understanding of the Christian faith;
2. professional competence in their chosen fields of endeavor;
3. the ability to think critically and communicate effectively;
4. a sense of social responsibility and contribute towards the transformation of society; and
5. their commitment to the continuing pursuit of truth and knowledge and the exercise of moral and ethical values in their personal and professional lives.

II. PROGRAM/DEGREE OUTCOMES BASED ON CMO NUMBER 74 SERIES OF 2017

The minimum standards for the Bachelor of Elementary Education degree program are expressed in the following outcomes:

A. COMMON TO AL PROGRAMS IN ALL TYPES OF SCHOOLS

The graduates have the ability 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 a substantial degree of independence in multi-disciplinary and multi-cultural teams;
4. act in recognition of professional, social, and ethical responsibility; and
5. preserve and promote “Filipino historical and cultural heritage”.

B. COMMON TO THE DISCLIPINE (TEACHER EDUCATION)

1. articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
2. demonstrate mastery of subject matter/discipline
3. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
4. develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
5. apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices
6. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
7. practice professional and ethical teaching standards sensitive to the local, national and global realities
8. pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities

C. SPECIFIC TO THE BACHELOR OF ELEMENTARY EDUCATION PROGRAM

1. demonstrate in-depth understanding of the diversity of learners in various learning areas

2. manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
3. utilize appropriate assessment and evaluation tools to measure learning outcomes
4. manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
5. demonstrate positive attributes of a model teacher, both as an individual and as a professional
6. manifest a desire to continuously pursue personal and professional development.

D. COMMON TO GRADUATES OF A HORIZONTAL TYPE OF INSTITUTION AS DEFINED IN CMO 46, 2012

1. Graduates of professional institutions demonstrate service orientation in their respective professions

2. Graduates of colleges are qualified for various types of employment and participate in development activities and public discourses, particularly
in response to the needs of the communities they serve
3. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects
 III. LEARNING PLAN

Desired Learning Course Content/ Subject Methodology Values Resource Assessment Tasks Number of Meetings
Outcomes (DLOs) Matter Synchronous Asynchronous Integration Materials/References
At the end of the Class Orientation on: Teacher- Further Pride of School Student Handbook Essay 2 meetings
lesson, the students centered familiarization A.Y. 2021-2025 (3 hours)
will be able to: instruction on of the VMPO, Pencil and Paper
Vision, Mission, virtual class guidelines and PowerPoint Test
 explain the Philosophy and orientation policies through Presentation
Vision, Mission, Objectives (VMPO) of independent
Philosophy and Silay Institute, learning ACCESS LMS
Objectives Incorporated Platform
meaningfully;
Guidelines on
 internalize the Synchronous and
relevance of the Asynchronous classes
VMPO in their
lives as students; Virtual Classroom
Policies
 apply the VMPO
in real-life Grading System
situations; and

 demonstrate in-
depth
understanding of
synchronous and
asynchronous
class.
At the end of the UNIT 1. Introduction to Lecture- Making of Pride of Work Google Slide Deck Pen and Paper Test 2 meetings (3 hours)
lesson, the students Technology for Teaching Discussion on Glossary of
will be able to: and Learning ICT Terms ACCESS LMS Rating Scale for
1. identified the 1. ICT Competency competency Platform Concept Map
competency Standards for standards for Creating a Developed
standards of ICT Philippine Pre-Service pre-service Wordle Computer/laptop
for teaching and Teacher Education teachers and Rating Scale to
learning in pre- 2. Understanding the ISTE Standards Paragraph Bilbao, et. al. (2019). rate the paragraph
service teacher Basic Concepts in ICT writing on how Technology for
education 3. Roles of ICT in Whole Group technology has Teaching and
2. unpacked the Teaching and Discussion: influenced one’s Learning 1. Quezon
basic concepts Learning Present to the life as a learner City, PH: Lorimar
of ICT to whole class and how one is Publishing, Inc.
provide group’s concept going to use
common maps technology as a Anderson, K. (2010)
understanding teacher ICT Transforming
for teachers and Small Group Education A Regional
learners Discussion: Guide. UNESCO,
3. valued the use Give graphic Bangkok Asia and the
of ICT in the organizers of Pacific Regional
teaching and the different Bureau of Education.
learning process concepts to be
defined through Ballado, R. (2012)
the use of Basic concepts for
concept traditional technology
mapping 1. Manila, Philippines.

Lucido, P. & Corpuz,

B. (2012) Educational
technology 2, Quezon
City, Lorimar
Publishing

Egbert, J. (2009).
Supporting learning
with technology
essentials of
classroom practice.
Pearson
At the end of the Unit 2. ICT Policies and Panel Group research Digital Google Slide Deck Group Report on 2 meetings (3 hours)
lesson, the students Safety Issues: Discussion on on articles/cases Citizenship Articles and Cases
will be able to: Implications to Teaching the topics regarding ACCESS LMS
1. Discussed some and Learning researched and freedom of Platform Reflection Writing
ICT policies and 1. Policies and Issues on analyzed expression,
explained their the Internet and privacy, data Computer/laptop Paper and Pencil
implications to Implications to retention and e- Test
teaching and Teaching and pollutants Bilbao, et. al. (2019).
learning Learning Technology for
2. Explained some 2. Safety Issues Teaching and
issues that relate including Digital Learning 1. Quezon
 to ICT policies Safety Rules City, PH: Lorimar
3. Identified safety Publishing, Inc.
concerns on
internet Anderson, K. (2010)
including digital ICT Transforming
safety rules Education A Regional
Guide. UNESCO,
Bangkok Asia and the
Pacific Regional
Bureau of Education.

Lucido, P. & Corpuz,

B. (2012) Educational
technology 2, Quezon
City, Lorimar
Publishing
At the end of the Unit 3. Non-Digital and Group Watching a Creativity Google Slide Deck Paper and Pen Test 2 meetings (3 hours)
unit, the students Digital Skills and Tools Discussion on video clip on
will be able to: in Delivering the importance low-cost and Industry ACCESS LMS
1. Integrated Technology-Enhanced of the non- low-tech Platform
media and Lessons digital resources for the Patience
technology in 1. Non-Digital or materials in the classroom Computer/laptop
various content Conventional teaching-
areas Technology Tools for learning Group research Bilbao, et. al. (2019).
2. Described Teaching and process on other non- Technology for
technology tools Learning: digital Teaching and
that are used in - Writing Board Debate on instructional Learning 1. Quezon
group activities - Diorama whether non- materials City, PH: Lorimar
3. Used - Nature Table digital Publishing, Inc.
technology tools - Flip Chart instructional Development on
to collaborate - Zigzag Board materials are an instructional Low-Cost and Low-
and share - Board/Wall still relevant in material Tech Resources for
resources Display the 21st century the Classroom
among - Rope and Pole teaching Group research 2 meetings (3 hours)
communities of Display Board on other digital https://
practice *Guidelines in the Group instructional www.youtube.com/
4. Reflected on the Construction and Discussion on materials watch?
use of Development of the importance v=XCKQP7zzYjU
technology on Conventional of the non- Development of
its relevance and Instructional Support conventional or the non-
 appropriateness Materials digital conventional/dig
5. Selected materials in the ital instructional
conventional 2. Digital Tools or Non- teaching- material
materials Conventional learning
designed to Instructional Support process
enhance for Teaching and
Learning 1 meeting
teaching and
- Mobile Phones & (1.5 hours)
learning
6. Introduced QR Codes
sample - Infographics
technology- - E-Portfolio
enhanced *Guidelines in the
lessons to Development and Use of
support learning the Non-Conventional
/Digital Tools for
Teaching and Learning
PRELIM EXAMINATION
At the end of the Unit 4. The Flexible Forum Online research Flexibility Google Slide Deck KWL Chart 2 meetings (3 hours)
unit, the students Learning Environment Discussion on on sites and What I know?
will be able to: 1. Online Distance Distance portals which ACCESS LMS What I want to
1. Described a Education and Learning can be used for Platform know?
flexible learning Communities of online distance What I learned?
environment and Learning Discussion on education Computer/laptop
the different a) Different how the social Checklists
platforms used Platforms networking Teacher-made class
for flexible (Moodle, Google sites can be site Paper and Pencil
learning Classroom, used as a tool Test
2. Recognized how Schoology, for instruction KWL Chart Template
innovative MOOCs)
teachers use b) Types of Online Demonstration Bilbao, et. al. (2019).
online resources Distance and hands-on Technology for
and educational Education exploration on Teaching and 2 meetings (3 hours)
sites and portals (Synchronous, the Learning 1. Quezon
for online Asynchronous) synchronous City, PH: Lorimar
distance learning 2. Types of Blended and Publishing, Inc.
3. Reflected on the Learning asynchronous
online distance unesdoc.unesco.org/
use of 3. Online Communities
learning using images/
technology on its of Learning/Social
the class site 0012/001284/128463e
relevance and Networking
.pdf
appropriateness (Facebook, Twitter,
 LinkedIn, Google+, Lecturette on
YouTube, Pinterest, the different TED Ideas Worth
Instagram, Tumblr, technology Spreading
MySpace, Flickr, tools in a http://www.ted.com
Bebo) collaborative
4. Benefits and Dangers classroom
in using Social environment
Networking Sites 2 meetings (3 hours)
5. Safeguarding one’s Small Group
self in the use of Discussion
Social Networking (Student-led)
Sites
6. Online Resources,
Educational Sites and
Portals (Educational
Technology and
Mobile Learning,
GDCF Ninjas 24
Great Education
Tools, Funbrain, K to
12 Resoures, National
Geographic)
At the end of the Unit 5. Theories and Active Illustrating one’s Innovativeness Google Slide Deck Reflection
unit, the students Principles in the Use Learning with TPACK State Submission via
will be able to: and Design of Teacher-led via Canva ACCESS LMS LMS
1. Identified Technology-Driven Discussion on Platform
learning Lessons Dale’s Cone of Virtual Essay Submission
principles and A. Dale’s Cone of Experience and (Augmented Computer/laptop – “Which among 2 meetings (3 hours)
theories that are Experience 9with how its Reality) Dale’s the theory and
applied in equal attention given principles and Cone of Bilbao, et.al. (2018). principles
technology- to both the theories are Experience Technology for presented can help
driven teaching- Conventional utilized in the Teaching and you become an
learning models technology and the technology- Creation of Learning 1. Quezon excellent edtech-
2. Used the Innovative and driven teaching Infographic via City, PH: Lorimar driven teacher?
learning Emerging Technology and learning. Collab File in Publishing, Inc. 2 meetings (3 hours)
principles and for Teaching) Canva Digital Story
theories as basis B. TPACK and other Relate Dale’s Lucido, P. & Corpuz, Rubrics
in the Frameworks for Cone of B. (2012) Educational
development of Technology-Driven Experience technology 2, Quezon Checklists
the teaching Teaching and with Bruner’s City, Lorimar
plans and Learning Three-tiered Publishing Paper and Pencil
selection of - TPACK Model of Test
instructional (Technology, Learning https://
materials Pedagogy, and www.youtube.com/
Content Image Analysis watch?=vp-eSxgRetvk
Knowledge)
- SAMR Lecture and TPACK in 2 Minutes
(Substitution, Group Sharing https://www.youtube.c
Augmentation, on TPACK om/watch? 1 meeting (1.5 hours)
Modification, v=FagVSQ1ZELY
Redefinition) Analysis on the
- Bloom’s digital relation of Introduction to the
Taxonomy SAMR with TPACK Model
- ASSURE Model Bloom’s https://www.youtube.c
(Analyze Revised om/watch?
Learners, State Taxonomy v=glkn9Veggxo
Objectives, Select
Methods, Media Discussion and Shulman, L. (1986).
and Materials, selection of Those who
Utilize Media and technology that understand:
Materials, Require can be Knowledge growth in
Learner integrated in a teaching. Retrieved
Participation, lesson from
Evaluate and http://www.jstor.org/st
Revise) able/1175860

How to apply the

SAMR model with
Ruben Puentedura
[video file]. Retrieved
from
https://www.youtube.c
om/watch?
v=ZQTx2UQQv-bU

Smaldino, S. et. al.

(2005). Instructional
technology and media
for learning, 8th ed.
New Jersey: Pearson
 Prentice Hall.
MIDTERM EXAMINATION
At the end of the Unit 6. Innovative Interviewing Viewing a video Innovativeness Google Slide Deck Blog Posts 4 meetings (6 hours)
unit, the students Technologies for teachers on the on formative and
will be able to: Assessment Tasks in use of ICT in summative Creativity ACCESS LMS Reporting and
1. Explained the Teaching and Learning assessing assessment Platform Feedbacking
use of ICT in 1. ICT and Assessment student-
assessment of in Learning learning and Creating a video Computer/laptop Reflections,
learning - Types of their practices clip on the role sample alternative
2. Explored various Assessment in assessment of assessment in Bilbao, et. al. (2019). assessment and
digital online - Role of ICT in student learning Technology for sample rubrics
and offline Assessment of Group Teaching and posted in the
assessment Learning discussion on Writing Learning 1. Quezon ePortofolio
alternatives - Current Trends in the role of ICT reflections on City, PH: Lorimar
available Assessment of in assessing current trends in Publishing, Inc. Interview Results
3. Described the Learning student learning assessment,
current trends in * Use of e- sample Keser, H. & Ozcan, D. Pen and Paper Test
technology- Portfolio Teacher-led alternative (2011). Current trends
based Discussion on assessment and in educational Reflection Paper 2 meetings (3 hours)
assessment 2. Criteria in Choosing the use of sample rubrics technological studies
Appropriate HOTS in paper and posting them presented in World Formulated
practices in
Assessment Tools, use and pencil test in the e-Portfolio Conferences on Rubrics
schools
4. Selected of Rubrics, Checklists Educational Sciences.
appropriate Making a Research on Retrieved from https://
assessment tools rubric on the examples of www.sciencedirect.co
different tech-assisted m/science/article/pii/S
assessment tools in 1877042811009499
tools assessment of
learning Formative and
Summative
Assessment from
https://www.youtube.c
om/watch?
v=u0nSW3W4MW0

UNESCO (2013).
Training Guide on
ICT Multimedia
Integration for
Teaching and
 Learning. Pp. 60-63

Angelo, T. & Cross,

K.P. (1993).
Classroom assessment
techniques 2nd Ed. A
Handbook for College
Teachers

Paper and Pencil Test

in
https://www.youtube.c
om/watch?
v=e60DLLkm_Q0

ePortfolio in
https://www.youtube.c
om/watch?
v=xvqBORISA5k
At the end of the Unit 7. Social, Ethical, Dyadic Viewing of Internet Google Slide Deck Blog posts 4 meetings (6 hours)
unit, the students and Legal Discussion on video clips via Citizenship
will be able to: Responsibilities in the what Digital LMS ACCESS LMS Illustrating one’s
1. Described the Use of Technology Tools Citizenship Respect for Platform own tattoo
community of and Resources means Creating a blog Law
learners as 1. Digital Citizenship vs entry about Computer/laptop Paper and Pencil
citizens who Global Citizenship Formulating the digital Test
share and utilize - 9 Elements of internet citizenship Plagiarism Checker
digital materials Digital etiquette 2-minute Video on
2. Practiced Citizenship Illustrating one’s Powtoon Netiquette
standard - 5 Tenets of Global Analysis of the digital tattoo via
netiquette in Digital different cases Canva Bilbao, et. al. (2019). Plagiarism Check
sharing and Citizenship involving Technology for Output
utilizing shared 2. Netizenship and social, ethical, Case Analysis Teaching and
materials among Netiquette for Online and legal issues Learning 1. Quezon Research Outputs
learning Communities on technology Research on City, PH: Lorimar
communities - Netizenship vs use copyright Publishing, Inc.
3. Identified Netiquette infringement
Check a cases Smaldino, S. et. al.
examples of - Netiquette 1 meeting (1.5 hours)
classmate’s (2005). Instructional
Intellectual Guidelines
work for technology and media
Property Rights 3. Intellectual Property
 in educational Rights on the plagiarism for learning, 8th ed.
setting Development and Use New Jersey: Pearson
4. Showed, given of Digital Materials Prentice Hall.
examples, and - Copyright
observed social, - Plagiarism Nine Elements of
ethical, and legal digital citizenship in
responsibility in https://www.youtube.c
the use of om/watch?
technology tools v=gYe11RNG-tZU
and resources
10 Ways to be abetter
cyber citizen
https://justaskgemalto.
com/us/top-10-ways-
be-better-cyber-
citizen/

Digital Etiquette in
https://www.brainpop.
com/

Note: This syllabus is flexible and may include additional topics and activities deemed necessary by the teacher and the students.

IV. COURSE REQUIREMENT

Flexible Learning Activities
OBE Outputs
Exams

**Suggested**
 1. Lesson Plan Exemplar with an appropriate integration of technology
2. Demo on how to use non-digital and digital tools for teaching and learning
3. Examinations
4. ePortfolio created through Google Sites showcasing one’s work and submitted outputs
5. Completed posted reflections via the LMs
6. Class Active Participation during in-person sessions (group work, mini-outputs/tasks, etc.)

V. GRADING SYSTEM
Performance Tasks 60% Preliminary-30%
Flexible Learning Activities
OBE Outputs Midterm-30%

Endterm-40%
Examination 40%
TOTAL- 100%
TOTAL 100%

VI. REFERENCES

A. TEXTBOOK
TB 1 Bilbao, et. al. (2019). Technology for Teaching and Learning 1. Quezon City, PH: Lorimar Publishing, Inc.
TB 2 Smaldino, S. et. al. (2005). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall.
TB 3 Angelo, T. & Cross, K.P. (1993). Classroom assessment techniques 2nd Ed. A Handbook for College Teachers
TB 4 Lucido, P. & Corpuz, B. (2012) Educational technology 2, Quezon City, Lorimar Publishing

B. ONLINE RESOURCES
OR 1 OR 1 - 3 Low-Cost & Low-Tech Resources for the Classroom. (2017, September 5). YouTube. Retrieved October 27, 2022, from
https://www.youtube.com/watch?v=XCKQP7zzYjU
OR 2 OR 2 - (n.d.). TED: Ideas Worth Spreading. Retrieved October 27, 2022, from http://www.ted.com

C. SUGGESTED READING MATERIALS

SRM 1 Anderson, K. (2010) ICT Transforming Education A Regional Guide. UNESCO, Bangkok Asia and the Pacific Regional Bureau of
Education.
SRM 2 Ballado, R. (2012) Basic concepts for traditional technology 1. Manila, Philippines.
SRM 3 Egbert, J. (2009). Supporting learning with technology essentials of classroom practice. Pearson
SRM 4 UNESCO (2013). Training Guide on ICT Multimedia Integration for Teaching and Learning. Pp. 60-63
SRM 5 Angelo, T. & Cross, K.P. (1993). Classroom assessment techniques 2nd Ed. A Handbook for College Teachers