ALS 507 (Preparation of Instructional Materials in ALS/NFE (Media and Technology)) and Educational Technology 1 Course Outline

OUTCOMES-BASED EDUCATION (OBE)  COURSE SYLLABUS IN  ALS 507

 (Preparation of Instructional Materials in ALS/NFE (Media and Technology))

Vision

A learning institution that transforms individuals into globally  competitive human capital in fisheries,  maritime and information  technology, pedagogy and industries or the rational  management of aquatic resources.

  Mission

Generate and manage knowledge in the institution’s academic disciplines, produce  ecologically- conscious professionals, provide leadership in the sustainable development of  aquatic ecosystems, and contribute to the  improvement of the quality of life of the  people.

 Goals and Objectives of  Graduate School

Goals

The ZSCMST Graduate School shall provide quality graduate and post graduate education attuned to the development needs of Zamboanga Peninsula through research, development and extension services in the primary service areas of the college.

 Objectives

The ZSCMST Graduate School aims to: (1) enhance the students’ research capabilities through strong responsibility, competency, efficiency, and professional conduct, and (2) develop a sense of social responsibility and advocacy to human development through extension services and linkages.

 III.  PROGRAM            :            MASTER OF ARTS IN  EDUCATION  ALTERNATIVE LEARNING SYSTEM

 IV.  Course No. and Title:                   ALS 507 (Preparation of Instructional Materials in ALS/NFE (Media and Technology))

 V. SCHOOL YEAR/ SEMESTER:          2018-2019/ SECOND 

 VI.   Course  Description:

      The subject Preparation of Instructional Materials in ALS/NFE (Media and Technology) is a three (3) unit course designed to introduce both traditional and innovative technologies to facilitate and foster meaningful and effective learning. Students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies. This course will likewise focus both on developing  ALS/NFE teacher support materials and the production of technology-based student outputs through the integration of technolog The subject further provides learning experiences through creating teaching/visual aids that will help develop the learning clients’ teaching competency.  Moreover, this course is designed to prepare the students in the selection, development, organization, and effective use of instructional materials. It involves the study of types, values, limitations and sources of instruction sheets and other teaching aids.

VII.  COURSE CREDIT/UNITS:           3 Units – 18 weeks  -  54 hours – 3 hours  per  week

 VIII. COURSE OUTCOMES/ GENERAL  OBJECTIVES

 IX   Course DESIGN  MATRIX 

To lend familiarization on how media and technology can be utilized as the media for the avenues teaching-learning process in ALS. To impart skills in planning, designing, using, and evaluating the technology-enriched teaching and learning process. To provide education in the use of technology in instruction by providing knowledge and skills on technology integration-in-instruction to learners. To impart learning experiences in instructional technology-supported instructional planning. To acquaint students on information technology or IT-related learning theories with the computer as a tutor. To engage learners on practical technology integration issues including IT classrooms, use of the internet for learning, cooperative learning through the use of information technology. AND Finally for the preparation of Learning Materials using media driven and technology driven tools for ALS.

Desired Learning Outcomes (DLO)	Course Content/Subject matter	Time Frame (Term/Week/hrs)	Outcomes Based Teachng and Learning (OBTL)	Assessment of Learning Outcomes (ALO)	Resource Materials
1.       Understand ICT in Education and in ALS     1.1   define basic concepts in understanding ICT in Education                   1.2   Enumerate the national ICT policies affecting classroom practices         1.3   Describe the implementation ICT policies in teaching-learning 1.4   1.4 identify ICT policies that are incorporated to the design and implementation or teaching-learning activities 1.5   Identify policies on ICT related to ALS learning   2.       Identify learning theories and principles applied in the use and design of learning lessons with technology   2.1 Identify learning principles and theories that are applied in technology driven teaching-learning models	Unit 1- Introduction to Technology for Teaching and Learning   A.     Basic Concepts to be defined: 1.       Technology 2.       Information and Communication 3.       Educational Technology 4.       Technology, Media and Learning 5.       Instructional System and Instructional technology 6.       Technology Tools Roles of ICT in Teaching for Learning   Unit 2. ICT Policies and Safety Issues in Teaching and Learning   A.ICT National or International Policies that are applicable to teaching and Learning   B.      Safety Issues in ICT     C.      Uses of ICT Policies in the Teaching and Learning Environment D.     policies on ICT related to ALS learning   Unit 3. Theories and Principles in the Use and Design of Technology Driven Learning Lessons   A.     Learning Theories and Principles in: Dale’s Cone of Experience (with equal attention given to both the Conventional Technology and the Innovative and emerging Technology for Teaching)   TPACK (Technology, Pedagogy, and Content Knowledge)   ASSURE Model (Analyze learners, State Objectives, Select Methods, Media & Materials, Utilize Media & Materials, Require Learner Participation, Evaluation and revise)	14	Brief Lecture: with the aid of a powerpoint presentation, provide an overview of the subject Technology for Teaching and Learning.   Small Group discussion: Give graphic organizers of the different concepts to be defined through the use of concept mapping Whole Group discussion: Present to the whole class group outputs   Individual Research: Encourage students to validate the concept map and conceptual definitions   Discuss on ICT national and international policies applied to teaching and learning   Group Interviews: Organize small groups to conduct interviews and observations on practices that address safety issues in ICT for teaching and learning.   Individual research: Encourage students to research on other school ICT policies and best practices   Class Observation (Field Study):Observe how ICT policies are utilized in the classroom.   Facilitate the Creation the Classroom ICT policies agreed upon by all learners   Active Learning with Teacher-Led Discussion on Dale’s Cone of Experience and how its principles and theories are utilized in the technology-driven teaching and learning   Image analysis: Students analyze and explain the image/diagram. The teacher synthesizes.   A brief on TPACK   Active learning in a Brief lecture by the teacher) The Fish Bowl Activity: Learners are given metacards and asked to write a question of clarification about the topic: (i.e questions concerning the application of the topic to practical concepts). Teacher draws these questions from the bowl and answers the questions or asks the class to answer them. (This could be done during or after the input.)   Think-Pair and Share: In pairs, the discuss about the ASSURE Model and create their own ASSURE lesson	Use rating scale for the concept map developed by each group       Pen and paper test   Posting of comments on ICT policies in Freedom Wall/Blog   Checklist on the practices that address safety issues   Accomplished observation guide   Learners’ written description and opinions on their newly crafted ICT classroom policies           Reflection Posted of the online blog/ ‘classroom-made Twitter Wall’   Restricted Essay	LCD Projector Laptop Board Textbook Website: www.eductechnolojoy.blogspot.com
3. Integrate media and technology in various content areas        3.1 Review teaching plans that require learners to connect the content of the lesson to society                 3.2 Introduce sample technology-enhanced lessons to support learning of ALS Learners     3.3 Select ICT and conventional learning materials designed to enhance teaching-learning of ALS Learners                       3.6 Identify flexible learning through online communications (synchronous/asynchronous modality)	Unit 4. ICT in Various Content Areas   A.     21st Century Skills Digital Literacy Skills ·         Media ·         Information ·         ICT literacy   B.      Instructional Design Models ·         Gagne’s Nine Events ·         Bloom’s Revised Taxonomy ·         ADDIE ·         Merill’s Principles of Instruction C.      Technology Enhanced Teaching lesson exemplars   D.     ICT and Conventional Learning materials to enhance teaching-Learning   1.       Digital learning resources a.       Google Docs b.       Survey monkey c.       Others 2.       Conventional Learning resources a.       Flip charts b.       Realia 3.       Others   E. Distance Learning	14	Brief lecture: Explain 21st century literacy skills with emphasis on digital literacy skills.     Research on instructional design models and collaborative work on designing an infographics or a visual image of the assigned instructional design model to be presented in class   Inquiry-Based Approach: Introduce a technology-enhanced teaching lesson exemplar   Analysis of a teaching plan exemplar- identifying the elements in designing a lesson and discussing the possibilities of technology integration   Demonstration: Demonstrate a sample technology-enhanced lesson   Group research and presentation of the digital learning materials identified as appropriate and feasible in a given teaching-learning context   Forum-Discussion: Conduct a forum on Distance Learning   Demonstration and hands-on exploration on the synchronous and asynchronous online distance learning using the Class Site	Oral Examination   Lesson exemplar analysis output   Demonstration Guide   Presentation of selected instructional media appropriate for teaching and learning context                                 KWL Chart ·         What I Know ·         What I want to Know ·         What I learnedd   Checklist	Textbook Website Laptop LCD Projector Mobile Phones Internet Conection
1.7   Describe flexible learning environment that enhances collaboration with the use of technology tools 1.8   Reflect on the use of technology and on its relevance and appropriateness                   4.Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies       4.1 Identify technology-assisted tools in the assessment of learning of ALS       Demonstrate proficiency in the formulation of teaching-learning experiences using innovative technologies	F.      Technology Tools in a Collaborative Classroom Environment       G. Relevance and Appropriateness in the Use of Technology in Teaching and Learning   Principles in Selecting Instructional Materials based on their Appropriateness and Feasibility   ·         Appropriateness (Target Learners  and Instruction) ·         Authenticity (Dependable) ·         Interest ·         Cost (Economy) ·         Organization and balance   And other considerations: Environmental Factors, Dynamic Variables (e.g. size of class, attitudes, etc.)   Unit 5. Innovative Technologies for Teaching-Learning and Assessment Task   A.     ICT and Assessment in Learning 1.       Assessment tools           B.      Tools in evaluating appropriate assessment tools (ex. Checklist, rating scale)   C.      Technology-enhanced lesson using the ASSURE as Technology-Integration Model	14	Brief Lecture on the different technology tools in a collaborative classroom environment Small Group Discussion-Student Led   Based on the lesson demonstrated, the class will analyze and determine the appropriateness and use of technology. (Variation: Based on a lesson plan exemplar)   Class presentation of their evaluation of instructional materials used in the lesson   Students’ research on examples of technology-assisted tools in assessment in learning               Workshop on the formulation of tools to evaluate assessment tools Lesson planning	Paper and Pencil Test       Reflective narrative or Entries in the ‘Classroom Twitter Wall’ in the classroom/ Blog Created and Administered by the Teacher                           Reporting and Feedbacking                     Workshop output       Rubrics for assessing lesson plans Critiquing of lesson plans Revising of lesson plans	Textbook Website Laptop Projector Internet Connection Software
5.Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources        5.1 Show, give examples, observe social, ethical and legal responsibility in the use of technology tools and resources 5.2 Identify examples of compliance of IPR in educational setting. 5.3 Enumerate digital safety rules that ensure child online safety and prevent cyberbullying 5.4 Discuss safety rule in obtaining resource materials from local area network-based and the internet 5.5 Describe the community of learners as netizens who share and utilize digital materials. 5.6 Practice standard netiquette in sharing and utilizing shared materials among learning communities 5.7 Show/ demonstrate support to school learners as part of learning community in their digital culture and behavior 5.8 Identify educational sites and portals suitable to their subject area 5.9 Join online expert and learning communities 5.10 Use resources from relevant mailing lists and online journals 5.11 Describe technology tools that are used in group activities 5.12 Use technology tools to collaborate as share resources among communities of practice	Unit 6. Social, Ethical and Legal responsibilities in the Use of Technology Tools and Resources   A.     Digital Citizenship B.      Social, Ethical and Legal responsibilities in the Use of Technology Tools and Resources by Teachers C.      Intellectual Property Rights Applicable to the Educational Setting: Copyright and Related Rights Copyright Law (Part IV) D.     Digital Safety Rules Rule 1: Research before you register Rule 2: Discriminate Rule 3: Think before typing Rule 4: Require ID Rule 5: Trust your gut E.      Cyberbullying F.      Netizens in Cyberspace Active Citizenship G.     Netiquette (social conventions online) H.     Educational Sites and Portals I.        Online Communities of Learning Facebook Twitter Instagram J.        Online Resources Open source Multimedia resources Finding images Music and audio Locate web resources by topic Others K.     Collaborative Projects L.      Technology Tools for Collaborative Work	12	Lecture- discussion on the nice elements of digital citizenship   Group research on the social, ethical and legal responsibilities in the use of technology tools and resources by teachers   Talk it out (from Global Digital Citizen Foundation) An activity on taking a stance on an issue and defending it Learners are given a scenario primarily focusing on social, ethical and legal responsibilities in the use of technology Analysis of the different cases involving social, ethical and legal issues on technology use   Group research on the intellectual property rights in the educational setting   Class presentation of research outputs (e.g. poster, infographics, hootboard, etc.) Four as activity: You know the Rules (from global Digital Citizenship foundation) Learners imagine that they can draft three rules that every digital citizen must follow. What would they make and why? Abstraction, Analysis & Application   Forum Discussion on the digital safety rules   Debate on Cyberbullying   Small group Discussion   Brief Leture   Advocacy Campaign   Forum   group research to identify educational sites and portals presentation and sharing of research outputs (e.g. infographics, digital advertisement, brochure, bulletin board display/ online bulletin board   Practicum on sample strategies on how to join experts’ learning communities   Group research and application of the identified relevant mailing list and online journals	Written exam       Rubrics assessing research outputs       Rubrics assessing research presentations and outputs Class formulated Guide on Digital Safety Rules   Posters and digital campaign materials   Rubrics assessing behavior in social media sites   Paper and pencil tests     List of educational sites   Rating Scale   Reflection   Checklist   Practical Test	Textbook Projector Laptop Mobile phones Internet connection Software
Suggested Readings/ References		Abushakara, N. (2016). Netiquetter: Modern manners for a modern world.The ultimate guide to online etiquette. Create Space Independent Publishing Platform   Anderson, J. (2010). ICT Transforming Education.A regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education   Angelo, T. & Cross, K. P. (1993).classroom Assessment techniques 2nd ed. A Handbook for College Teachers   Chiles, D. (2014). Internet etiquette: Netiquette fundamentals, rules and optimization   Diaz, C.G. and Declaro, R.A. (2013).UNESCO training guide on ICT multimedia integration for teaching and learning. Retrieved from creative Commons License http://cretivecommons.org/licenses/by-sa/3.0   Heinich, R. (2003). Instructional media and technologies for learning.(7th edition).Upper saddle. New York: Merril Prentice Hall www.safekids.com/kids-rules-for-online-safety WWW. EDUCTECHNOLOJOY.BLOGSPOT.COM www.educationworld.com/a-tech/tech/tech044.shtml   www.collegeview.com/articles/artice/smart-students-in-a-digital-world   https://www.stopbullying.gov/cyberbullying/what-is-it/ http://www/ascd.org/publications/books/102112/chapters/What_is_Project-Based_Multimedia_Learning%C2%A2.aspx http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-experiences-in-the-classroom/ http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html http://www.edtechteacher.org/assessment http://www.edtechteacher.org/gafe/ Lucido, P. &Corpuz, B. (2012).Educational technology 2. Quezon City, PH: Lorimar Publishing Co. Melton, R. (2002). Planning and developing Open and Distance Learning. A Quality Assurance Approach Newby, T.J (2011). Educational technology into teaching.(4theed.)Boston:Pearson Education, Inc. Roblyer, M. D. (2003).Integrating educational into teaching.(3rd ed.) upper Saddle, New York: Merrill Prentice Hall Smaldino, S. et.al.(2005). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall Smaldino, S. et.al.(2008). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall Tuffey, D. (2014). Email etiquette: Netiquette for the information age: Altiora Publications TPACK in two minutes https://www.youtube.com/watch?v=FagVQlZELY UNESCO (2013). Training Guide on ICT Multimedia Integration for Teaching and Learning, pp. 60-63 Williams, M. (2000).Integrating technology into teaching and learning: An Asia Pacific perspective. Singapore: Prentice Hall www.ipophil.gov.ph/images/Patents/IRRs/RepublicAct8293.pdf   Our ICT http://www.ourict.co.uk/ Ten Best Assessment Tools (Posted April 1, 2015) Retrieved from: http://www.ourict.co.uk/formative-assessment-tools/   Documents: ·         the Philippines ICT Roadmap ·         DepEd Five-Year Information and Communication Technology for Education Strategic Plan (DepEd ICT4E Strategic Plan) Executive Summary ·         SEAMEO INNOTECH (2010) The Report on the Status of ICT Integration in Education in Southeast Asia ·         K to 12 Curriculum Guides (DepEd, 2012) ·         Senior High School Curriculum Guides retrieved from https://drive.google.com/file/d/0D8xBBYUc2V91dVJQQXdVMFVDS2C/edit
Course requirements		Suggested: A lesson plan exemplar with an appropriate integration of technology Written log exam (Midterm and Finals) ePortfolio ·         A complete posted reflection notes in the Class Blog or Wikispace/ ‘Teacher-made Classroom Twitter Wall’ Class Active Participation (group work, mini-outputs in tasks, among others   Practical Tasks: Choose an extract from published ALS teaching materials that you consider to be insufficient  submission, include the original  extract as published, and comment briefly on what you have changed and why. Choose an extract from ALS teaching materials involving a single skill  (reading, writing, listening or speaking), and adapt that extract to involve integrated skills work (two or more skills). In your submission, include the original single-skill extract, and comment briefly on what you have change and why. Design a visual aid for use in a specified lesson. Submit the visual aid in such a way that it can be contained within an  8  x 13 folder, and include a lesson plan showing how your visual aid would be used within a specified lesson. Design original teaching materials to introduce a new ALS IEC or functional item. Design original reading materials for classroom use, based on a text of your choosing. Design an original listening activity for classroom use based on an authentic or semi-scripted tape of your own choosing. Include the recording and a tape script in your submission. Design an information gap activity for classroom use, involving reading and/ or speaking- or –design a communicative activity for classroom use, based on existing DepED -ALS teaching module Design an original writing activity for classroom use, based on a non-verbal stimulus ( e.g. diagram, map, graph, statistics flowchart)
X CRITERIA FOR GRADING :		grading System:                           Class Standing                                                             20%                          Group Dynamics                                                         25%                           Report/Demonstration                                               25% Reflections/Case Study/Research Proposal                                  30 %                                                                                                          TOTAL 100%
Classroom Policies		1. Student who arrived 15 minutes in the class or left 30 minutes before time is considered absent. 2. Students who will be absent in the session should give prior notice to the teacher 3. Students are held responsible for the activity missed and for the other requirements of the class. 5. All work missed should be made up within THREE DAYS after the student returns to school. This is the responsibility of the student. Missed test and quizzes will be made up by appointment, after school hours. 6. There are always opportunities to make-up points before or after school for EXCUSED absences only. Points lost because of UNEXCUSED absences, being tardy, non-suits, poor effort and discipline cannot be made up. 7. Students are required to use mobile phones and internet connection in class but they have to be responsible in using it.

Republic of the Philippines

ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES AND TECHNOLOGY

Fort Pilar , Zamboanga City

College of Education and Liberal Arts

VISION
A learning institution that transforms individuals into globally competitive human capital in fisheries, maritime and information technology, pedagogy and industries for the rational management of aquatic resources.
 MISSION
Generate and manage knowledge in the institution's academic disciplines, produce ecologically-conscious professionals, provide leadership in the ssustainable development of aquatic ecosystems, and contribute to the improvement of the quality of life of the people.
Core Values:
Z- zealous
S- Service Oriented
C- Commitment
M-Mission Driven
S-Sincerity
T – Trustworthy

 Course No. and Title:PED 4 : Educational Technology 1

Course Description:
This course is designed to introduce students with the basic learning theories and principles as bases in the design, development, implementation and evaluation of instruction using educational technology. They are exposed to both traditional and innovative technologies to facilitate and foster meaningful and effective learning. Researches and field observation on the effectiveness of any supporting material in teaching are utilized to further enhance and facilitate the delivery of instruction in the teaching-learning process.

Course  Objectives:
Provided with varied learning strategies and materials, students are expected to:
1. Acquire adequate understanding in the importance of technology in education.
2. Realize the value and importance of technology in education.
3. Develop skills in the development and utilization of technology in education.
4. Utilize research output and the web in the choosing, designing technology in education.
5. Design both conventional and non conventional technology in support to the delivery of instruction.
6. Develop assessment tools in the evaluation of technology in education.


Course Outline

Unit I Technology in Education
a. Meaning
b. Evolution and Development

Unit II Traditional Educational Technology/Materials
Cone of Experiences
a. Direct and Purposeful ( Games & Experiments)
b. Contrived Experiences (Three Dimensional, Mock up, Diorama)
c. Dramatized Experiences(Pageant, Socio-Drama)
d. Demonstration Boards (chalkboard, peg board etc.)
e. Field Trips
f. Exhibits
g. Still Pictures(drawings, graphs, cartoon, etc.)

Unit III Trends in Educational Technology
a. Projected materials
b. Audio Materials
c. Interactive Materials

Unit IV ICT in Education
a. Computer
b. Internet
c. Multimedia/Hypermedia

Unit V Educational Technology in Instructional Planning
a. Multiple Intelligence
b. Learning Styles
c. Blooms Taxonomy

Unit VI Technology and Student Assessment
a. Rubrics
b. Checklist
c. Blogs


Evaluative Measures:

Observations: Classroom observations are designed to provide an opportunity to observe the students in different educational settings.

Internet Exchanges: Students will pass through email their assigned task and will take note of the comments of the teacher. For discussion and interaction log on https://www.facebook.com/groups/202167423296379/ and www.eductechnolojoy.blogspot.com

Portfolio: Students will pass a portfolio that includes the prescribed requirements in the course. This would include the repertoire of teaching materials, journal entries, research outputs, internet exchanges, enrichment of the topics discussed.

Oral/Written Presentation: Students will be asked to lead the class discussion on one of the course topics. The assignments are designed to develop students become "expert" on a concept or strategy and present it to the class in a manner that encourages thoughtful discussion. After the completion of the presentation, students will need to submit 1) a reflection on your learning from the assignment and the ways in which these learning will be important in your teaching ( Deposits and Dividends which will be part of your Portfolio) and 2) an in-depth written discussion of the topic posted on your blog site.

Attendance/Participation: Students are required to participate in class discussion and share expectations regarding assignments.

Major Examinations: Students must take and pass the major examination. Passing percentage is 75% of the total items.

BLOG: Students must create a blog site and post the topics that they have researched on and discussed.

Grading System:

Group Presentation and Dynamics 10%
Written tasks and Portfolio 20%,
Powerpoint Presentations and Blog , 20%
Development of Instructional Materials/Demonstration 20%
Major exam 30%
TOTAL 100%
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References

- Integrating Technology for Meaningful Learning
By: Mark Grabe
Cindy Grabe (1999)
- Teaching and Learning Technology
By: Robert McCorrick,
Patricia Murphy, and
Michael Harrison (1993)
- Training to meet the Technology Challenge
By. Mr. Tevor Bently
- Barron Ann & Gary W. Orwig. New Technologies for Education. A Beginner’s Guide. 2nd ed. Libraries Unlimited, Inc., Colorado. 2000
- Robley, M.D. Integrating Educational Technology into Teaching. 4th ed. Pearson Merill Prentice Hall, New Jersey., 2006
- Corpuz, Breda, et. Al. Principles of Teaching 2. Lorimar Publishing Inc. Phils. 2006
- Using Information Technology A Practical Introduction to Computers and Communications. Williams, Sawyer, Hutchinson (1995)

Websites:
Instructional Technology
http://en.wikipedia.org/wiki/Instructional_technology
The Assure Model for Selecting Instructional Media http://www.unca.edu/education/edtech/techcourse/assure.htm
Edgar Dale’s Cone of Experiences
http://www.rapidbi.com/created/Coneofexperience-dale.html
Find your strengths (M.I. Assessment)
http://literacyworks.org/mi/assessment/findyourstrengths.html
Learning Styles Questionnaires
http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Prepared by:
Joy Grace H. Tablante