Syllabus Intro ICT PDF

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It is the course syllabus for Teaching ICT as an Exploratory Course for the Bachelor of Technical Vocational Teacher Education....

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COURSE SYLLABUS TEACHING ICT AS AN EXPLORATORY COURSE 1st Semester, AY 2020 – 2021 COLLEGE: DEPARTMENT: COURSE CODE: COURSE TITLE: CREDIT UNITS: PREREQUISITE: FACULTY:

Education - Main, Pulilan Extension & Bustos Bachelor of Technical Vocational Teacher Education (BTVTEd) Intro ICT Teaching ICT as an Exploratory Course 3 units None Vince R. del Rosario, Daniel DJ. Bantog, Jr. and Malu L. Mamucud CONSULTATION HOURS: 2 hours COURSE DESCRIPTION: This course deals with the exploratory approach in Information and Communications Technology. This course is applied to the teaching and learning process in the subject Technology and Livelihood Education by adapting to the current situation for online education amidst the pandemic. Integration of the latest trends in the G Suite Environment covering varied applications (such as Google Docs, Slides, and Sheets), various teaching strategies, and assessment procedures using ICT appropriate for each area shall be emphasized in the course.

University Vision Bulacan State University is a progressive knowledge-generating institution, globally-recognized for excellent instruction, pioneering research, and responsive community engagements. University Mission Bulacan State University exists to produce highly competent, ethical and service-oriented professionals that contribute to the sustainable socio-economic growth and development of the nation Core Values: SOAR BulSU!

Service to God and Community Order and Peace Assurance of Quality and Accountability Respect and Responsibility The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity as:

a. highly and globally competent; b. ethical and service-oriented citizen; c. analytical and critical thinker; and d. reflective life-long learner. Program Educational Objectives (PEO) Program Educational Objectives (PEO)

University Mission AIG-a AIG-b AIG-c AIG-d

1. To provide relevant specialized education and training to develop competencies in the chosen field of concentration in the academic, work-oriented, or industrial-vocational course. 2. To offer broad general education that would enable students to develop critical thinking, research capability, creativity, and desirable work habits. 3. To equip students with the knowledge and skills necessary for successful entrepreneurial activities. 4. To promote co-curricular activities that will enhance personal and family life and responsible citizenship. 5. To develop a new breed of educators sensitive to technological changes and affect global competitiveness.

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Program Outcomes (PO) On completion of the course, the student is expected to be able to do the following: PROGRAM OUTCOMES (PO can be found at your respective course/program CMO or PSG) a. Demonstrate mastery of subject matter/ discipline. b. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices. c. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.

Program Educational Objectives PEO1 PEO2 PEO3 PEO4 PEO5

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Course Outcomes and Relationship to Program Outcomes Course Outcomes After completing this course, the student must be able to: CO1. Apply the different teaching strategies that could be used in teaching ICT.

Program Outcomes a b c E

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CO2. Define and use different terminologies related to ICT. CO3. Prepare lessons and activities that will develop the comprehension of ICT. CO4. Apply the different theories and principles in teaching ICT. CO5. Produce different G Suite activities. CO6. Use the different G Suite applications in the teaching and learning process. CO7. Demonstrate an ICT topic. CO8. Create rubrics for assessing the outputs in teaching ICT.

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Note: (I) Introductory Course to an Outcome (E) Enabling Course to an Outcome (D) Demonstrative Course to an Outcome

LEARNING EPISODES: Intended Learning TOPIC Outcomes Orientation Course Syllabus Discussion Unit 1: Introduction to Information and Communications Technology L1.1. Computer System L1.1. Parts of LO2, LO4 Computer L1.1.1. Hardware L1.1.2. Software L1.3. Internet and Its Environment Unit 2: G Suite for Education L2.1. Docs L2.2. Sheets LO1, LO2, L2.3. Slides LO3, LO4, L2.4. Forms LO5, LO6 L2.5. Meet, Gmail & Calendar L2.6. Sites L2.7. Classroom Unit 3: Lesson LO1, LO2, Planning LO3, LO4, L3.1. Lesson Plan LO6, LO8 Preparation

Week

Learning Activities

Suggested Assessment

*Orientation Week 1 *Interactive discussion of the topic

*Quiz

Week 2

Weeks 3 to 6

*Demonstration of the G Suite Applications to students

Week 7 to 8

*Interactive learning about Lesson Planning

*Hands on Activities: Docs, Slides, Sheets, Meet, Calendar, Forms, Classroom & Sites

*Creating Lesson Plan

L3.2. Definition of Lesson Plan L3.3. Parts of the Lesson Plan

LO1, LO2, LO3, LO4, LO5, LO6, LO7, LO8

Midterm Examination Unit 4: Microteaching (Topics from the Syllabus and/or Other Areas Connected to ICT) Completion of the Needed Requirements

Week 9

Week 10 to 18

*The students will demonstrate a topic in ICT as their final output

*Demonstration Teaching of students via Google Meet

Week 18

FINAL COURSE OUTPUT: Detailed Lesson Plans: Students will submit sample lesson plans for the ICT lessons that could be demonstrated at the end of the term. Microteaching: Students will perform microteaching or demonstration of ICT lessons, which will be considered as one of the final course requirements.

RUBRIC FOR ASSESSMENT: Rubric for G Suite Activities Criteria

Excellent (5 points)

Very Good (3 to 4 points)

Good (2 points)

Poor (1 point)

1. Content Development

Appropriate content was selected and creatively modified in ways that made them even better.

Appropriate content was selected and there was an attempt at a creative modification to make them even better.

Appropriate content was selected.

Inappropriate content was selected and contributed to a product that performed poorly.

2. Design/ Appearance

Excellent construction and design.

Good construction and design.

Basic construction and design.

Poor construction and design

3. Speed

Pass the activity on or before the due date

Pass the activity, 1 day after the due date.

Pass the activity, 2 to 5 days after the due date.

Pass the activity, beyond 5 days and before the semester ends.

Score

4. Uniqueness

Activity is unique, does not look like the others. Shows creativity that works and offers fresh or new ideas.

Activity is friendly and works, but not unique. It has similar components to other presentations.

The activity appears forced, hard to follow. Has too many parts that are strange and do not serve any purpose. Tried to be creative but did not work.

Activity is very common. The same material is seen on the market. The effort for planning and construction is not seen.

Total:

Rubric for Lesson Plan Criteria

Beginning 1

Developing 2

Accomplished 3

Exemplary 4

Objectives

Objectives lack clarity & /or measurability, correction to a standard not apparent

Objectives somewhat clear & measurable, partial connection to the standard

Objectives are clear, measurable, and specific to the standard

Objectives are clear & measurable; learning progression is evidenced

Materials & Use of Technology

List of materials and use of technology given limited attention in the lesson plan.

The list of materials and use of technology is incomplete or inaccurate. Teachers created handouts and reproduced handouts that are not attached to the lesson plan.

A list of materials and use of technology is provided and accurate for both teachers and students. All handouts, both teacher created and those reproduced from other resources, are attached to the lesson plan.

A detailed list of materials/ technology is provided for both teachers and students. All handouts, both teacher created and those from other resources, are referenced in the procedures and attached to the lesson.

Introduction

Little or no attempt to gather students’ attention and set a purpose for the lesson.

Inadequate attempt to gather students’ attention and set a purpose for the lesson.

Introduces the lesson by sharing purpose, relevance, and eliciting schema in student-friendly language, fully states what the teacher will say.

Introduces the lesson by sharing purpose, relevance, and eliciting schema in student-friendly language, partially states what the teacher will say

Procedures

The lesson plan has no match between procedures and objectives; no

The lesson plan has a limited match between procedures and objectives; limited teacher

The lesson plan has a clear match between procedures and objectives; adequate teacher

The lesson plan has an explicit match between procedures and objectives; multiple teacher

Score

modeling, no evidence for guided or independent practice; plan missing necessary details for teacher’s actions

modeling or examples provided; few guided few opportunities for guided & independent practice, plan missing necessary details for teacher’s actions

modeling or examples provided; some opportunities for guided & independent practice; sufficiently details teacher’s actions step-by-step in the first person.

modeling or examples provided, with opportunities for guided & independent practice; thoroughly details the teacher’s step-by-step actions in the first person

Assessment

No assessment provided for the lesson or assessment does not measure objectives.

The assessment provided for the lesson but inaccurately measured the objectives.

The formative and summative assessment has a clear relationship to the lesson objectives

Formative and summative assessments are defined showing a clear relationship to all objectives address in the lesson

Professional Writing

Low quality of writing is evidenced by 8 or more errors in clarity of writing, spelling, usage &/or grammar

Fair quality of writing is evidenced by 5-7 errors in clarity of writing, spelling, usage &/or grammar

Professional writing is evidenced by 1-4 errors in clarity of writing, spelling, usage &/or grammar

Professional writing is evidenced by clarity in writing, as well as the absence of spelling, usage, and grammatical errors Total:

Rubric for Demonstration Teaching Adopted from AACUP OBSERVATION FORM Form 3e-Instruction (Online Lecture Classes) Teacher: _______________________________________ Date: ________________________ Subject: _______________________________________ Time: ________________________ RATING A. 1. 2. 3. 4. 5. 6. 7. 8. 9.

TEACHER Mastery of Subject matter Organization of lesson Class Management Methods and Techniques Personality/ Grooming Awareness of Current issues Promotion of Desirable values Communication Skills Use of instructional materials

5

4

3

2

1

NA

Total____________________________ Mean___________________________

B. STUDENTS 1. 2. 3. 4.

Student-teacher interaction Preparedness Communication Skills Awareness of current issues

5

4

3

2

1

NA

Total________________________ Mean________________________

C. LEARNING ENVIRONMENT 1. Availability of Resources a. The technology used (online applications) b. Instructional Materials (slides) 2. Free from distraction Total________________________

5

4

3

2

1

NA

Mean_______________________

Overall Rating: ______________________________ Descriptive Rating:_______________________ Remarks/Comments:________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ CRITERIA OF RATING Outstanding (5) Very Good (4)

Good (3) Fair (2) Poor (1)

Not Applicable - NA

OTHER REQUIREMENTS AND ASSESSMENTS: ● Midterm and Final Examinations ● Quizzes and Activities ● Oral Recitation ● Attendance ● Hands-on Activities GRADING SYSTEM: Term Examinations 30% Quizzes 20% Project/Activities 30% Participation/Recitation 10% Attendance/ Promptness 10% TOTAL 100% Final Grade = Midterm Grade + Tentative Final Grade Period 2 Range 97-100 94 – 96 91 – 93 88 – 90 85 – 87 82 – 84 79 – 81 76 – 78 75 74 and below

Grad e 1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 5.00

References: de Ocampo-Acero, V.C., Sanches-Javier, E.J., & Ocampo-Castro, H.C. (2016). Lesson Planning. Principles of Teaching I. REX Book Store.

Evans, C.L. (2018). Broad Band: The Untold Story of the Women Who Made the Internet. New York. The Computer System. Peda.net. (2020). https://peda.net/id/051dda04318 Fundamentals of computer studies. ResearchGate. (2020). https://www.researchgate.net/publication/258339295_FUNDAMENTALS_OF_CO MPUTER_STUDIES What is a Computer System?. Definition from Techopedia. (2020). https://www.techopedia.com/definition/593/computer-system Online Resources: https://computersciencewiki.org/index.php/Control_unit_(CU) https://www.tutorialspoint.com/computer_fundamentals/computer_fundamentals_tutorial.pdf https://www.includehelp.com/operating-systems/application-software-and-its-categories.aspx https://www.goodcore.co.uk/blog/types-of-software/

Required Readings: Lesson Planning. Algonquin College. (2020). https://www.algonquincollege.com/profres/lesson-planning/ Teaching Norwegian to Beginners: Six Principles to Guide. (2020). http://www.ncolctl.org/files/Teaching-Norwayan-to-Beginers.pdf Lesson Planning. Centre for Teaching Excellence. (2020). https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning Class Policies: Please refer to the guidelines of the implementation of Flexible Modes of Learning of the University. Bulletin | Bulacan State University. (2015). Bulsu.Edu.Ph. https://bulsu.edu.ph/announcements/214/guidelines-on-the-implementation-offlexible-modes-of-learning

Prepared by: VINCE R. DEL ROSARIO, LPT Instructor

DANIEL DJ. BANTOG, JR. Instructor MALU L. MAMUCUD Instructor

Evaluated by:

ALODIA DG. ZAPATA, PhD, LPT Program Chair, BTLEd/BTVTEd

ENRIQUE A. DE JESUS, MBS Program Chair, Bustos - CoEd

JOEL B. FAUSTINO, MAEd, LPT Head, Pulilan Extension

Approved: EMELITA G. LAGANAO, PhD, LPT Dean, CoEd Main

CIRIACO M. GARCIA, EdD Dean, Bustos

Declaration I have read and understood the above syllabus in full and in participating in this course I agree to the above rules. I have a clear understanding of the policies and my responsibilities, and I have discussed everything unclear to me with the instructor. I will adhere to the academic integrity and policy and I will treat my fellow students and my teacher with due respect. I understand that this syllabus can be modified or overruled by announcements of the instructor in class or on any social media site at any time ______________________________________ Student’s Printed name

____________________ Signature

_______________ Date

______________________________________ Parent’s Printed name

____________________ Signature

_______________ Date

Student’s Copy -------------------------------------------------------Cut here----------------------------------------------------------

Declaration I have read and understood the above syllabus in full and in participating in this course I agree to the above rules. I have a clear understanding of the policies and my responsibilities, and I have discussed everything unclear to me with the instructor. I will adhere to the academic integrity and policy and I will treat my fellow students and my teacher with due respect. I understand that this syllabus can be modified or overruled by announcements of the instructor in class or on any social media site at any time ______________________________________ Student’s Printed name

____________________ Signature

_______________ Date

______________________________________ Parent’s Printed name

____________________ Signature

_______________ Date

Instructor's Copy...