CSTC COLLEGE OF SCIENCES, TECHNOLOGY AND COMMUNICATIONS, INC.

General Luna Street, Maharlika Hi-way, Poblacion 3 Arellano Subdivision, Sariaya, Quezon
Registrar’s Office: (042) 329-0850 / (042) 719-2818
Atimonan Contact Number: (042) 717-1420
CSTC IT Center: (042) 719-2805

SCHOOL OF TEACHER EDUCATION

FLEXIBLE LEARNING SYLLABUS

PEC204: Technology for Teaching and Learning 1

Effective Date: Prepared by: Reviewed: Approved:

Anabel S. Sollano, MAEd John Marc R. Mendoza, MAEd, MLIS Jess Jay M. Sajise, DBA
January 4, 2021 Professor Program Head, STE VPAA

1
 CSTC VISION, MISSION, & INSTITUTIONAL LEARNING OUTCOMES

I. CSTC Vision
CSTC College of Sciences, Technology and Communications, Inc. envisions to become a top transformational learning community and center of excellence for academic
proficiency, learning, technical competency and professional expertise.

II. CSTC Mission

CSTC College of Sciences, Technology and Communications Inc. seeks to deliver the BEST FORMS to the students through its able and dedicated faculty of instruction
and training and with the goal-oriented support of the administration.

III. Institutional Learning Outcomes

Sequence Outcomes Upon graduation, the students can…

1 Behavioral Example Foster a high standard of professionalism.

2 Educational Enrichment Offer opportunities for professional and career growth.

3 Service Excellence Respond to the call and challenge of global competitiveness.

Motivate teachers and students towards excellence, and Sustain an environment for innovation and
4 Technological Expertise
creativity.
 CSTC STE VISION, MISSION, & PROGRAM OUTCOMES
I. Vision of the School of Teacher Education
The CSTC College of Sciences, Technology and Communications, Inc. School of Teacher Education envisions to become a sustainable top transformational learning community and
center of excellence for undergraduate teacher education curriculum programs.

II. The Mission of the School of Teacher Education

The CSTC College of Sciences, Technology and Communications, Inc. School of Teacher Education seeks to deliver its BEST FORMS by equipping its primary stakeholders with
adequate and relevant competencies to teach with high regard for learning imbued with proper work attitude and values, produce outstanding research, and excel meaningfully in the
practice of their specialization at any level.

III. BSED Program Outcomes

A. Common to all programs in all types of school

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.
5. Preserve and promote “Filipino historical and cultural heritage”.

B. Common to the discipline (Teacher Education)

1. Articulate the rootedness of education in a philosophical, socio-cultural, historical, psychological, and political context.
2. Demonstrate mastery of the 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 a sub-discipline and major

1. Demonstrate broad and coherent knowledge and understanding in the core-areas of statistics, computing and mathematics.
2. Translate real-life problems into statistical problems.
 3. Generate information involving the conceptualization of a strategy for generating timely and accurate/reliable data, organizing a process for putting together or compiling the
needed data and transforming available data into relevant and useful forms.
4. Identify appropriate statistical test and methods and use these properly for the given problems, select optimal solutions to problems, and make decisions in the face of
uncertainty.
SCOPE AND SEQUENCE

Course Code Course Title Units Pre-requisite

PEC 204 TECHNOLOGY FOR TEACHING AND LEARNING 3 None

This course deals with exploration of the basic knowledge, skills, and values in the use of technology for teaching and learning. This
course includes ICT Policies and safety issues, media and technology in various content areas, learning theories and principles in the use and
Course Description
design of learning lessons, teaching-learning experiences and assessment tasks that utilize appropriate traditional and innovative
technologies considering social, ethical, and legal responsibilities.
At the end of the course, the students will be able to:
1. Explain the ICT Competency Standards for Teachers and the Roles of Technology for Teaching and Learning;
2. Explain ICT policies and safety issues as they impact on the teaching-learning process;
3. Identify learning theories and principles applied in the design and development of lessons through appropriate media and technologies
Learning Outcomes for teaching and learning;
4. Describe a flexible learning environment and the different platforms used for flexible learning;
5. Develop and use the non-digital and digital tools in delivering technology-enhanced lessons;
6. Integrate media and technology in various content areas;
7. Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies; and
8. Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources.
REFERENCES
Bilbao, P.B., Dequilla, M.A.C.V, Rosano, D.A., & Boholano, H.B. (2019). Technology for teaching and learning 1. Cubao Quezon City: Lorimar Publishing.
Espique, F.P. & Ayao-Ao, S.L. (2020). Technology for teaching and learning 2 for language education: English/Filipino. Cubao Quezon City: Lorimar Publishing.
Lucido, P. & Corpuz, B.B. (2012). Educational technology 1. Cubao Quezon City: Lorimar Publishing.
Roy, A. (2019). Technology in teaching and learning. Journal of Emerging Technologies and Innovative Research, 6 (4), pp. 356 – 362.
 COURSE CONTENT

Activities and
Timetable Topics Outcome Mode of Delivery Assessment
Resources
Week 1-2 Chapter 1: Introduction to At the end of the unit, the students must Self-Paced Learning Module The activities of the 1. Application A (Module
Technology for Teaching and have: and Synchronous Learning will students are already given 1, Lesson 1)
Learning 1. Identified the competency standards of be used to achieve the on their Self-Paced 2. Application B (Module
1. ICT Competency ICT for teaching and learning in pre- outcomes. Learning Module and the 1, Lesson 2)
Standards for Philippine service teacher education; following resources are 3. Assessment and
Pre-service Teacher 2. Unpacked the basic concepts of ICT needed: Reflection (Module
Education; to provide common understanding  LMS (to keep abreast 1)
2. Understanding the Basic for teachers and learners; on the activities, 4. Enrichment (Module 1)
Concepts in ICT; 3. Valued the use of ICT in the teaching modules,
3. Roles of ICT in and learning process. requirements,
Teaching and Learning information and
discussion about the
subject)
 Laptop/netbook/cellph
one (to open/view
modules and to create
individualized
activities)
 Social media
applications (another
resource for
immediate responses)
 Google Applications
and Other Online
Platforms (to perform
the assigned learning
tasks)
 Internet connection
(to access LMS and to
gather learning
resources and respond
on the requirements)
Week 3-4 Chapter 2: Social, Ethical and At the end of the unit, the students must Self-Paced Learning Module The activities of the 1. Application A (Module
Legal Responsibilities in the Use of have: and Synchronous Learning will students are already given 2, Lesson 1)
Technology Tools and Resources 1. Described the community of learners be used to achieve the on their Self-Paced 2. Application B (Module
1. Digital Citizenship vs. as citizens who share and utilize digital outcomes. Learning Module and the 2, Lesson 2)
Global Citizenship materials; following resources are 3. Application C (Module
2. Netizenship and 2. Practiced standard netiquette in needed: 2, Lesson 3)
Netiquette in Online sharing and utilizing shared materials  LMS (to keep abreast 4. Assessment and
Communities among learning communities; on the activities, Reflection (Module
3. Intellectual Property 3. Identified examples of Intellectual modules, 2)
Rights on the Property Right in educational setting; requirements, 4. Enrichment (Module 2)
Development and Use of and information and
Digital Materials Showed, given examples, and observed discussion about the
social, ethical, and legal responsibilities in subject)
the use of technology tools and resources.  Laptop/netbook/cellph
one (to open/view
modules and to create
individualized
activities)
 Social media
applications (another
resource for
immediate responses)
 Google Applications
and Other Online
Platforms (to perform
the assigned learning
tasks)
Internet connection (to
access LMS and to
gather learning
resources and respond
on the requirements)
Week 5-6 Chapter 3: ICT Policies and Safety At the end of the unit, the students must Self-Paced Learning Module The activities of the 1. Application A (Module
Issues in Teaching and Learning have: and Synchronous Learning will students are already given 3, Lesson 1)
1. Policies and Issues on the 1. Discussed some ICT policies and be used to achieve the on their Self-Paced 2. Application B (Module
Internet and Implications explained their implications to teaching outcomes. Learning Module and the 3, Lesson 1)
to Teaching and and learning; following resources are 3. Application C (Module
Learning; 2. Explained some issues that relate to needed: 3, Lesson 2)
2. Safety Issues including ICT policies;  LMS (to keep abreast 4. Assessment and
Digital Safety Rules 3. Identified safety concerns on on the activities, Reflection (Module
internet including digital safety rules modules, 3)
requirements, 5. Enrichment (Module 3)
information and
discussion about the
subject)
 Laptop/netbook/cellph
one (to open/view
modules and to create
individualized
activities)
 Social media
applications (another
resource for
immediate responses)
 Google Applications
and Other Online
Platforms (to perform
the assigned learning
tasks)
 Internet connection
(to access LMS and to
gather learning
resources and respond
on the requirements)

PRELIM EXAMINATION
Week 7-9 Chapter 4: Non-digital and Digital At the end of the unit, the students must Self-Paced Learning Module The activities of the 1. Application A (Module
Skills and Tools in Delivering have: and Synchronous Learning will students are already given 4, Lesson 1)
Technology-Enhanced Lessons 1. Integrated technology in various be used to achieve the on their Self-Paced 2. Application B (Module
1. Non-digital or content areas; outcomes. Learning Module and the 4, Lesson 2)
conventional technology 2. Described technology tools that are following resources are 3. Application C (Module
tools for teaching and used in group activities; needed: 4, Lesson 3)
learning; 3. Used technology tools to collaborate  LMS (to keep abreast 4. Application D (Module
2. Guidelines in and share resources among on the activities, 4, Lesson 4)
construction and communities of practice; modules, 5. Application E (Module
development of 4. Reflected on the use of technology on requirements, 4, Lesson 5)
conventional its relevance and appropriateness; information and 6. Assessment and
instructional 5. Selected conventional materials discussion about the Reflection (Module
support materials; designed to enhance teaching-learning; subject) 4)
3. Digital tools or non- 6. Introduced sample technology-  Laptop/netbook/cellph 7. Enrichment (Module 4)
conventional enhanced lessons to support learning one (to open/view
instructional support for modules and to create
teaching and learning; individualized
4. Guidelines in the activities)
development and use of  Social media
the non- applications (another
conventional/digital tools resource for
for teaching and learning immediate responses)
5. Selection and use of tools  Google Applications
and apps in teaching and and Other Online
learning; Platforms (to perform
6. Creating e-Portfolio as a the assigned learning
Technology Tool; tasks)
7. Collaborative  Internet connection
environment in the (to access LMS and to
digital world; gather learning
8. Digital literacy skills in resources and respond
the 21st century. on the requirements)
Week 10-12 Chapter 5: Flexible Learning At the end of the unit, the students must Self-Paced Learning Module The activities of the 1. Application A (Module
Environment have: and Synchronous Learning will students are already given 5, Lesson 1)
1. Online Distance 1. Described a flexible learning be used to achieve the on their Self-Paced 2. Application B (Module
Education and environment and the different outcomes. Learning Module and the 5, Lesson 2)
Communities of Learning; platforms used for flexible learning; following resources are 3. Application C (Module
a. Different Platforms 2. Recognized how innovative teachers needed: 5, Lesson 2)
b. Types of Online use online resources and educational  LMS (to keep abreast 4. Assessment and
Distance Learning sites and portals for online distance on the activities, Reflection (Module
2. Types of Blended learning; modules, 5)
Learning; 3. Reflected on the use of technology on requirements, 5. Enrichment (Module 5)
3. Online Communities of its relevance and appropriateness information and
Learning/Social discussion about the
Networking; subject)
4. Benefits and Dangers in  Laptop/netbook/cellph
Using Social Networking one (to open/view
Sites; modules and to create
5. Safeguarding oneself in individualized
the use of social activities)
networking sites;  Social media
6. Online resources, applications (another
educational sites and resource for
portals immediate responses)
 Google Applications
and Other Online
Platforms (to perform
the assigned learning
tasks)
 Internet connection
(to access LMS and to
gather learning
resources and respond
on the requirements)

MIDTERM EXAMINATION
Week 13-16 Chapter 6: Theories and Principles At the end of the unit, the students must The activities of the 1. Application A (Module
in the Use and Design of have: students are already given 6, Lesson 1)
Technology-Driven Lessons 1. Identified learning principles and Self-Paced Learning Module on their Self-Paced 2. Application B (Module
1. Edgar Dale’s Cone of theories that are applied in and Synchronous Learning will Learning Module and the 6, Lesson 2)
Experience; technology driven teaching-learning be used to achieve the following resources are 3. Application C (Module
2. TPACK as a models; outcomes. needed: 6, Lesson 3)
Framework for 2. Used learning principles and theories  LMS (to keep abreast 4. Application D (Module
Technology-Driven as basis in the development of the on the activities, 6, Lesson 4)
teaching and Learning; teaching plans and selection of modules, 5. Assessment and
3. The ASSURE Model; instructional materials. requirements, Reflection (Module
4. Models of Technology- information and 6)
Enhanced Instructional discussion about the 6. Enrichment (Module 6)
Lessons subject)
 Laptop/netbook/cellph
one (to open/view
modules and to create
individualized
activities)
 Social media
applications (another
resource for
immediate responses)
 Google Applications
and Other Online
Platforms (to perform
the assigned learning
tasks)
 Internet connection
(to access LMS and to
gather learning
resources and respond
on the requirements)
Week 17-18 Chapter 7: Innovative At the end of the unit, the students must Self-Paced Learning Module The activities of the 1. Application A (Module 7,
Technologies for Assessment have: and Synchronous Learning will students are already given Lesson 1)
Tasks in Teaching and Learning 1. Explained the role of ICT in assessment be used to achieve the on their Self-Paced 2. Application B (Module 7,
1. ICT and Assessment of of learning; outcomes. Learning Module and the Lesson 2)
Learning 2. Designed and created electronic following resources are 3. Assessment and
2. Criteria in Choosing assessment portfolio; needed: Reflection (Module 7)
Appropriate Assessment 3. Explored various digital online and  LMS (to keep abreast 4. Enrichment (Module 7)
Tools offline assessment alternatives on the activities,
available; modules,
4. Described the current trends in requirements,
technology-based assessment information and
practices in schools; and discussion about the
5. Selected appropriate assessment subject)
tools.  Laptop/netbook/cellph
one (to open/view
modules and to create
individualized
activities)
 Social media
applications (another
resource for
immediate responses)
 Google Applications
and Other Online
Platforms (to perform
the assigned learning
tasks)
 Internet connection
(to access LMS and
to gather learning
resources and
respond on the
requirements)
PRE-FINAL EXAMINATION
Remediation Period (If necessary)
FINAL EXAMINATION (If Necessary)
Note: Regular submission of module tasks is expected. It is the responsibility of the student to initiate arrangements for all missed activities. Excessive works not made up shall adversely
affect the grade for the course. An exam will be given upon completion of each term unless otherwise stated. It is expected that each student shall do his/her own work.
 METHOD OF ASSESSMENT

Criteria for Evaluating Student Performance/Assessing the Students

General Education Professional
Major Courses
Courses Education Courses
 Written Works 30% 30% 20%
 Performance Task 40% 40% 60%
 Major Exam 30% 30% 20%
TOTAL RATING 100% 100% 100%

GRADING SYSTEM

Percent Number Equivalent Letter Equivalent Percent Number Equivalent Letter Equivalent

97-100 1.00 A+ 83-84 2.25 B-

94-96 1.25 A 80-82 2.50 C+

91-93 1.50 A- 78-79 2.75 C

88-90 1.75 B+ 75-77 3.00 C-

85-87 2.00 B Below 75 5.00 D