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    Course Guide - TTL2

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    RICHARD ALFEO ORIGINAL
    This document provides the course guide for the Technology for Teaching and Learning in the Elementary Grades (TTL 2) course. The course aims to help prospective teachers develop and use digital and non-digital teaching resources using appropriate technology tools for various elementary subjects. Over eight weeks, topics will include digital citizenship, emergent technologies, online learning challenges, and developing problem-based and project-based instructional plans and materials. Assessment will include flexible learning tasks, quizzes, class participation, exams, and a final demonstration teaching.

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    Course Guide - TTL2

    Uploaded by

    RICHARD ALFEO ORIGINAL
    24 views3 pages
    This document provides the course guide for the Technology for Teaching and Learning in the Elementary Grades (TTL 2) course. The course aims to help prospective teachers develop and use digital and non-digital teaching resources using appropriate technology tools for various elementary subjects. Over eight weeks, topics will include digital citizenship, emergent technologies, online learning challenges, and developing problem-based and project-based instructional plans and materials. Assessment will include flexible learning tasks, quizzes, class participation, exams, and a final demonstration teaching.

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    Course Guide_TTL2

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    Course Guide_TTL2

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    This document provides the course guide for the Technology for Teaching and Learning in the Elementary Grades (TTL 2) course. The course aims to help prospective teachers develop and use digital and non-digital teaching resources using appropriate technology tools for various elementary subjects. Over eight weeks, topics will include digital citizenship, emergent technologies, online learning challenges, and developing problem-based and project-based instructional plans and materials. Assessment will include flexible learning tasks, quizzes, class participation, exams, and a final demonstration teaching.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    24 views3 pages

    Course Guide - TTL2

    Uploaded by

    RICHARD ALFEO ORIGINAL
    This document provides the course guide for the Technology for Teaching and Learning in the Elementary Grades (TTL 2) course. The course aims to help prospective teachers develop and use digital and non-digital teaching resources using appropriate technology tools for various elementary subjects. Over eight weeks, topics will include digital citizenship, emergent technologies, online learning challenges, and developing problem-based and project-based instructional plans and materials. Assessment will include flexible learning tasks, quizzes, class participation, exams, and a final demonstration teaching.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    AGUSAN DEL SUR COLLEGE, INC.

    Bayugan City, 8502 CARAGA Philippines


    COLLEGE OF TEACHER EDUCATION
    First Term, Second Semester, A.Y. 2021-2022

    COURSE GUIDE

    Course Title: Technology for Teaching and Learning in the Elementary


    Grades (TTL 2)
    Instructor: Richard Alfeo Bacleon Original
    Email Address: richardalfeo.original@carsu.edu.ph

    Course Description: This course is developed for prospective teachers to develop


    and use digital and non-digital teaching and learning
    resources using technology tools appropriate in various
    subject areas in the Elementary level. Further, the course will
    provide opportunities for students to use technology tools to
    develop project-based collaborative activities and share
    resources among communities of practice.
    Delivery Mode: Blended Context-Based Learning, Theory-Practice Praxis,
    Reflective Interaction, Performance-Based Online Course
    Course Outcomes:
    1. Use technology to facilitate the teaching and learning process.
    2. Design and develop digital-age learning experiences and assessment.
    3. Model digital-age work and learning.
    4. Promote digital citizenship and responsibility.
    5. Design developmentally appropriate, standards-driven lessons that reflect
    evidence-based best practices.

    Requirements: Flexible Learning Tasks/Reflections


    Weekly Short Quiz (found in the LMS)
    Well-developed Technology-based Learning Plan and IMs
    Demonstration Teaching

    Course Content:
    Mid-term
    Week One:
    1. Technology in Pedagogy: Teachers’ Perception Towards the Effectiveness of
    ICT Integration in Language Teaching
    2. Determinant Factors in the Integration of Information and Communication
    Technologies in Teaching
    3. Teaching and Learning with Technology: Effectiveness of ICT Integration in
    Schools
    Flexible Learning Task No. 1: Write an 800-word reflective essay on your insights
    on the vital role of ICT integration in the language
    learning of pupils.
    Week Two:
    4. Digital Citizenship
    Flexible Learning Task No. 2: Write an essay discussing the Model for Digital
    Competence Development. Expound your thoughts
    in 800 words.
    Week Three:
    5. The Emergent Technologies in the Classroom: A Closer Look
    6. Broadcast Media-Inspired (Radio & Television) Teaching Strategies
    7. Digital Camera (Photos & Videos) Inspired Activities
    8. Social Media and Other Online Media-inspired Teaching Strategies
     Use of Facebook, Twitter, and TikTok in teaching
    Flexible Learning Task No. 3: Make a short lecture on a specific topic/subject
    matter in any of the content areas suitable for
    elementary pupils using any of the emergent
    technologies discussed in class. Incorporate your
    insights on the effective use of these
    technologies/media in teaching.
    Week Four:
    9. The Challenges of Online Learning Supporting and Engaging the Isolated
    Learner
    10. Effect induced by the Covid-19 pandemic on students’ perception about
    technologies and distance learning
    11. Handbook on Facilitating Flexible Learning During Educational Disruption:
    The Chinese Experience in Maintaining Undisrupted Learning in COVID-19
    Outbreak
    Flexible Learning Task No. 4: Make a comprehensive comparison and contrast on
    the different learning modalities implemented in the
    Philippine schools at present. Then, answer this
    question: Which among these modalities you think
    is best in our local setting? Why?
    Finals
    Week Five:
    12. Developing Problem-based and Project-based Instructional Plans
     Nature of Problem-based and Project-based Approaches
     Teaching with Projects
     Project-based Multimedia Learning
     Using Technology in Enhancing Pupils’ Inquiry
    Flexible Learning Task No. 5: Plan a problem-based/project-based classroom
    assessment task focusing on developing pupils’
    grammar awareness. You can also maximize the
    use of emerging technologies in your activity. Start
    by crafting your specific lesson objectives. Then,
    utilize the GRASPS model in defining the scope and
    context of your activity/task.
    Week Six:
    13. Development of Technology-Based Instructional Materials
     Developing learning outcomes from the identified competencies in
    the chosen unit that best require ICT integration.
     Review of the revised Bloom’s taxonomy of objectives.
     Alignment of competencies, outcomes, and assessment with
    teaching and learning activities.
    Flexible Learning Task No. 6: In the problem-based/project-based activity/task
    you have devised in your FLT No. 5, develop
    technology-based instructional materials that will
    aide your pupils to meet the lesson objectives.
    Week Seven and Week Eight:
    14. Demonstration Teaching

    Grading Criteria:
    Flexible Learning Tasks/Reflections 20%
    Quizzes (LMS) 20%
    Attendance and Participation 10%
    Major Examinations 25%
    Demonstration Teaching 25%
    Total 100%

    References:
    Gillett-Swan, Q. (2017). The challenges of online learning: Supporting and
    engaging the isolated learner. Journal of Learning Design.
    https://jld.edu.au/article/view/293
    Lapada, A. A., Miguel, F. F., Robledo, D. A. R., and Alam, Z. F. (2020). Teachers’
    Covid-19 awareness, distance learning education experiences and
    perceptions towards institutional readiness and challenges. International
    Journal of Learning, Teaching and Educational Research, 19(6).
    https://doi.org/10.26803/ijlter.19.6.8
    Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., et al. (2020). Handbook
    on Facilitating Flexible Learning during Educational Disruption: The
    Chinese Experience in Maintaining Undisrupted Learning in COVID-19
    Outbreak. Beijing: Smart Learning Institute of Beijing Normal University.

    Prepared by:

    RICHARD ALFEO BACLEON ORIGINAL, MAEd-ELT (CAR)


    Part-time Instructor, College of Teacher Education/
    Teacher I, Mt. Carmel National High School

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