Republic of the Philippines

North Eastern Mindanao State University

San Miguel Campus
Carromata, San Miguel, Surigao del Sur
www.nemsu.edu.ph
OUTCOMES-BASED COURSE SYLLABUS IN
Educ 8: Technology for Teaching & Learning 1
2ND Semester, A.Y. 2022 – 2023
PHILOSOPHY

NEMSU believes that higher education is an instrument for the improvement of life through democratized access to quality education in the
development of a well-rounded person.
VISION
A transformative leading University in Asia and the Pacific.
MISSION
NEMSU shall provide competency-based higher education training through transformative instruction, relevant research, sustainable extension and
production responsive to local, regional and global trends.
1. Produce competent and skilled graduates prepared for gainful employment;
2. Develop graduates who shall not only foster economic progress but also care for the environment, adhere to positive value system, and
preserve cultural heritage;
3. Engage in high-impact research for instruction and develop technology for food security and renewable energy;
4. Collaborate with government and non-government agencies to help improve the lives of the marginalized groups; and
5. Promote cooperation/partnership among regional, national, and ASEAN institutions in Higher Education.

CORE VALUES
Competence
A combination of observable and measurable knowledge, skills, abilities, and personal attributes that contribute to enhance SDSSU
employee and student performance and ultimately result in organizational success.
 Accountability
Responsibility for own actions, decisions and commitment to accomplish work in an ethical, efficient, cost-effective and transparent
manner manifesting the value of sound stewardship in the wise use of resources for common good.
Responsiveness
A prompt action, consistent communication, quality information, and a focus on providing a superior experience to stakeholders.
Excellence
The quality spectrum at exceptional levels demonstrated by learning outcomes and the development of shared culture of quality
consistent with the vision, mission and goals of University.
Service
Dedication for a continuous improvement of services, stakeholder’s relationships and partnership which stresses interdependence and
collaboration for a sustainable success of clients and their communities in helping build a just, peaceful, stable and progressive Filipino
nation.
NEMSU CARES…
These core values are not descriptions of the work we do, nor the strategies we employ to accomplish our University vision. They
are the core values that underlie our works and interactions as we internalize responsibilities to fulfil our mission. They are the basic
elements of how we go about our work and how we deal with stakeholders, molds students to become competent, innovative, globally
competitive and service-oriented.

GOALS
These are the specific goals in the four (4)-fold functions of the University:
KRA 1. Instruction Develop highly competent, globally-competitive and morally upright graduates.
KRA 2. Research Produce research for the advancement of knowledge, new technology and innovative approaches for competitive endeavors.
KRA 3. Extension Empower the rural poor to improve their lives through transfer of technologies and knowledge.
KRA 4. Production Sustain University operations through viable and profitable income generating projects.

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PROGRAM GOALS:
The College of Teacher Education will produce competent teachers imbued with values and ideals in a humane environment supportive to
national thrust for social transformation.
It is committed to provide students with:
1. Quality training in their respective of specialization.
2. Knowledge, skills and values system responsive to the needs of the communities.
3. Quality education through relevant pedagogy, research, and use of Information and Communication Technology for teaching and life - long
learning.
4. Productive activities relevant to their field of specialization.
5. Ethical values to maintain the moral of our society.
PROGRAM INTENDED LEARNING OUTCOMES:
The minimum standards for the BTLEd program are expressed in the following minimum set of learning outcomes:
1. Common to all programs in all types of schools:
The BTLEd graduates have the ability to:
a. Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor).
b. Effectively communicate orally and in writing using both English and Filipino.
c. Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor).
d. Act in recognition of professional, social and ethical responsibility.
e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).

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2. Common to the discipline (Teacher Education)
a. Articulate the rootedness of education in philosophical, sociocultural, historical, psychological, and political context.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the local, national and global realities.
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
3. Specific to a sub-discipline and a major (Technology and Livelihood Education)
a. Demonstrate the competencies required of the Philippine TVET Trainers - Assessors Qualifications Framework (PTTQF);
b. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education.
c. Apply with minimal supervision specialized knowledge and skills in technology and livelihood education;
d. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning learning;
e. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their
students;
f. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes;
g. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational
assessment, and teaching approaches); and

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h. Reflect on the relationships among the teaching process skills,l 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.
4. Common to a horizontal type as defined in CMO 46, 2012
a. BTLED graduates of professional institutions demonstrate a service orientation in one’s profession.
b. BTLED graduates of colleges participate in various types of employment, development activities, and public discourses, particularly in response
to the needs of the communities one serves.
c. BTLED graduates of universities participate in the generation of new knowledge or in research and development projects in technical education.
COURSE CODE : Educ 8
COURSE DESCRIPTIVE TITLE : Technology for Teaching & Learning 1
COURSE PRE-REQUISITE : None
CREDIT UNITS : 3 (Lec)
NO. OF HOURS :
COURSE DESCRIPTION : This course is designed to engaged students to utilize the theories and principles in designing, developing,
utilizing and evaluating teaching and learning resources. It covers the knowledge and skills in developing training materials such as print,
mock-up/simulator and models. It will also provide the student experiences in utilizing electronic media in facilitating training and in developing
learning materials for e-learning. Also part of this course is the competency in maintaining training facilities which includes developing and
implementing a housekeeping program and maintaining training systems, equipment, tools, materials and documents. The prospective
teacher/trainer will be exposed to other methods and strategies related to different modes of training delivery such as institution-based, community-
based training specially for livelihood, as well as, enterprise-based learning.

COURSE LEARNING OUTCOMES:

At the end of the course, the students should be able to:

1. Knowledge

1.1 discuss some ICT policies and explained their implications to teaching and learning

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1.2 identify the competency standards of ICT for teaching and learning in pre-service teacher education
1.3 identify safety concerns on internet including digital safety rules
1.4 identify examples of Intellectual Property Rights in educational setting
1.5 explain some issues that relate to ICT policies
1.6 explain the use of ICT in assessment in learning
1.7 describe technology tools suitable for group activities
1.8 describe a flexible learning environment and the the different platforms used for flexible learning
1.9 describe the community of learners as citizens who share and utilize digital materials
2. Skills

2.1 unpack the basic concepts of ICT to provide common understanding for teachers and learners
2.2 integrate media an technology in various content areas
2.3 select conventional materials designed to enhance teaching-learning
2.4 introduce sample technology-enhanced lessons to support learning.
2.5 use the learning principles and theories as basis in the development of the teaching plans and selection of instructional materials
2.6 explore various digital online and offline assessment alternatives available
2.7 select appropriate assessment tools
3. Values

3.1 value the use of ICT in the teaching and learning process.
3.2 reflect on the use of technology on its relevance

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Detailed Course Syllabus Matrix

Time Frame Course Learning Topics/Content Instructional Assessment Remarks

Outcomes Methodology

Week 1 a. Re-orient the university Course - Topic discussion - Oral Recitation

VMGO by discussing its Orientation
importance; - Oral Presentation
b. Adapt the policies, course -VMGO
requirements and grading -Course Requirements
system implemented by the -Course Grading System
program - Classroom policies
c. Determine Students’ - Grading System
expectations of the Course

Week 2 a) Identify the competency - Flip Classroom -Pre test

standards of ICT for
teaching and learning in pre- -Concept Mapping - Post Test
service teacher education
b) unpack the basic concepts -Metacognition Processes
of ICT to provide common
understanding for teachers Introduction to Technology
and learners for Teaching and Learning
c) value the use of ICT in the
teaching and learning process.

Week 3 a. discuss some ICT policies - Topic Discussion - Interview about ICT
and explained their Policies in ICT

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 implications to teaching and - Group Brainstorming Laboratory
learning ICT Policies and Safety Issues
b. explained some issues that in Teaching and Learning -Group Reporting
relate to ICT policies
c. identified safety concerns on - Concept Mapping
internet including digital
safety rules.
Week 4-7 a) integrate media an - Topic Discussion - Moving Quiz
technology in various
content areas - Demonstration on how to
b) describe technology tools operate ICT Tools found in
suitable for group activities ICT Laboratory
c) give the importance of of
technology use on its Non-digital and Digital Skills
relevance and and Tools in Delivering
appropriateness Technology-Enhanced
d) select conventional materials Lessons
designed to enhance
teaching-learning
e) introduce sample technology-
enhanced lessons to support
learning.

Week 8 MIDTERM EXAM

Week 9 a. describe a flexible learning -Topic Discussion - Oral Recitation
environment and the the
different platforms used for - Demonstration exploration on - Reflective essay
flexible learning the synchronous and
b. recognize how innovative asynchronous online distance -KWL Chart
teachers use online learning

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 resources and educational Flexible Learning Environment
sites and portals for online
distance learning
c. reflect on the use of
technology on its relevance
Week 10-13 a) identify learning principles - Topic Discussion - Long quiz
and theories that may apply
in technology driven - Image Analysis - Lesson Plan Making
teaching-learning models using the Principles and
b) use the learning principles - Group sharing of ideas Theories as basis
and theories as basis in the Use and Design of
development of the teaching Technology-Driven Teaching
plans and selection of and Learning Anchored on
instructional materials Theories and Principles
c) apply the theories and
principles in the lesson
exemplar

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Week 14-15 a. explain the use of ICT in - Video viewing on formative and - Creating a video clip on
assessment in learning summative assessment the role of assessment in
b. explore various digital online student learning
and offline assessment - Interviewing teachers on the
alternatives available use of ICT in assessing student - Post test
c. describe the current trends Innovative Technologies for learning
in technology-based Assessment Task in Teaching
assessment practices in and Learning
schools
d. select appropriate
assessment tools

Week 16-17 a) describe the community of - Flipped learning approach - video creations about
learners as citizens who Netiquette
share and utilize digital - checking classmate’s output
materials for plagiarism - Paper and Pencil
b) practice standard netiquette Test
in sharing and utilizing Social, Ethical and Legal
shared materials among Responsibilities in the Use of
learning communities Technology Tools and
c) identify examples of Resources
Intellectual Property Rights
in educational setting
d) show,give example and
observe social,ethical, and
legal responsibilities in the
use of technology tools and

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 resources
Weeks 18 FINAL EXAM AND SUBMISSION OF REQUIREMENTS

REFERENCES

Printed:
Textbooks/Ebooks

1.Student Manual 2012 (Hardcopy)

2.Bilbao,et al. (2019), Technology for teaching and learning 1. Quezon City, PH: Lorimar Publishing Inc.
3. Anderson, J (2010) ICT Transforming Education A Regional Guide UNESCO, Bangkok Asia and the Pacific Regional Bureau of Education
4.Ballado, R. (2012) Basic concepts for educational teachnology 1, Manila, Philippines
5.Lucido, P and Corpuz B. (2012) Educational technology 2, Quezon City, Lorimar Publishing
6.Egbert,J. (2009). Supporting learning with technology essentials of classroom practice. Pearson.

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GRADING SYSTEM
Breakdown for CLASS STANDING:
Major Exams - 40%
Requirements – 20% Quiz - 15%
Class Standing - 40% Oral Participation - 15%
_______
Total 100% Attendance - 5%
Assignment - 5%

Date Revised/Prepared : January 16, 2023

Effective : January 30, 2023

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Prepared by: Content Noted:
RACHLENNE EVE G. MENDAÑA,LPT RUDY F. DALING, EdD
Instructor BTLED, Program Coordinator
Date: ______________________ Date: _________________
Reviewed by:

RUDY F. DALING, EdD

DGGT, Department Chair
Date: ________________

Recommending Approval:

ANNIE Y. SAMARCA, PhD

Dean, College of Teacher Education
Date:____________

Approved:

MARIA LADY SOL A. SUAZO, PHD

Vice President for Academic affairs
Date: ______________

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