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Orientation for TTL 2 Sample Syllabi WritersJune 30, 2016COURSE SYLLABUS TEMPLATECourse NameTechnology for Teaching and Learning 2 (TTL 2)Course Credits3 unitsCourse DescriptionTTL 2 is a 3-unit course which will focus on the application, design, production, utilization, and evaluation of Information and Communications Technology (ICT) materials for teaching and learning in Science and other related programs aligned to the K to 12 curriculum .Contact Hours/week3 hours/weekPrerequisiteTechnology for Teaching and Learning 1 (TTL 1)/ Biological Science 1/Physical Science 1Course Objectives1. Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills.2. Develop project- and problem-based, collaborative activities using technology tools3. Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific application4. Produce learning resources using technology tools in various subject areas5. Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context6. Use technology tools to collaborate and share resources among communities of practiceCOURSE OUTLINE AND TIMEFRAMECourse Content/Subject MatterWeek 1-2Using ICT in Developing 21st Century Skills/ICT in the 21st Century SkillsWeek 3-5Problem-Based and Project Based LearningWriting Problem-Based and Project BasedWeek 6-8Characteristics of Good/Appropriate IMs and Technology ToolsProducing Learning Resources using Technology ToolsWeek 9-13Productivity Software Applications/Tools for Teaching and Learning Week 14-16Digital and Non-Digital ResourcesWeek 17-18Technology Tools for CollaborationSAMPLE LEARNING PLANDesired Learning Outcomes (DLO)Course Content/Subject MatterTextbooks/ReferencesTeaching and Learning Activities (TLAs)Assessment Task (ATs)Resource Materials Time TableUse ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills.Analyze Science learning plans in the context of the 21st century skillsUnit 1. Using ICT in Developing 21st Century Skills/ICT in the 21st Century SkillsSample Learning plans and 21st century skillsLearning Activities to develop 21st century skillsBitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.pp. 242-246Framework for the 21st Century Learninghttp://www.p21.org/our-work/p21-frameworkHave the student go over the 21st Century Learning Framework using the given siteHave students open various sites and allow them to explore how ICT can develop 21st century skills.Suggested site :http://teaching.about.com/od/tech/tp/Interactive-Science-Websites.htm EHeads-Activate Your Mind Science Kids National Geographic Kids Wonderville Try ScienceSituated Judgment Tests complemented with e shopping(The group is presented with a realistic hypothetical situation and a list of five to eight possible responses to the situation. The scoring of the test is based on the effectiveness of the options the group selects.)http://www.p21.org/our-work/p21-frameworkhttp://nces.ed.gov/timss/http://teaching.about.com/od/tech/tp/Interactive-Science-Websites.htmlICT in Education. http://www.unescobkk.org/education/ict/resources/free-educational-resources/Toward a Framework for Assessing 21st Century Science Skills. http://www.ncbi.nlm.nih.gov/books/NBK32690/ComputerProjectorPenPaperDevelop project- and problem-based, collaborative activities using technology toolsExplain problem-based and project-based learning approachesUnit 2. Developing Problem-based and Project-based Instructional PlansNature of Problem-based and Project-based approachesTeaching with ProjectsProject Based-Multimedia LearningUsing Technology to Enhance Student InquirySolving Content-Specific Problems: The ABCS of ActivityJ. F. Lebaron and C. Collier (2001). Technology in its place: Successful technology infusion in schools. California: Jossey- Bass Inc. pp. 3-14 Problem Based Model. http://ete.cet.edu/gcc/?/pbl_model Begin by presenting a problem and ask the students to suggest solutions.Present the 7 Essentials for PrBL (1. Need to Know 2. A Driving Question 3. Student Voice & Choice 4. 21st Century Skills 5. Inquiry & Innovation 6. Feedback & Revision 7. A Publicly Presented ProductIntroduce the concept of Anchored Instruction. Anchored Instruction- is a framework for merging problem solving with content-specific instructionSolving Content-Specific Problems: The ABCS of ActivityA is for Authentic ActivitiesB is for Building Knowledge ActivitiesC is for Constructing ActivitiesS is for Sharing ActivitiesFormulate a checklist of the elements of problem- and project-based approach as evidence of their understanding of the reviewed unit plans.Essay discussing problem-based and project-based learning approachesHand-outsSamples of Project-Based Multimedia LearningSuggested sites to visit:What is project Based Media Learning?http://www.ascd.org/publications/books/102112/chapters/What_Is_Project-Based_Multimedia_Learning%C2%A2.aspxExplain parts of a problem-based and project-based learning planBasic Parts of a Learning Plan/Unit Plan Williams, M. D. (2000). Integrating technology into teaching and learning. Singapore. Pearson Education Asia Pte Ltd. pp. 18-35Review samples of problem- and or project based unit plans (see https://engage.intel.com/docs/DOC-52038). Download desired samples and let students review each plans. Provide local DepEd samples of learning plans for further review. Let students formulate concepts on problem- and project-based learning based on the samples reviewed.Comparison of the difference of Problem and Project Based Learning (use http://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer) -Give time for students to read the article. A paper discussing the parts of a problem-based and project-based learning planDepEd samples of learning plans fDevelop a problem-based and project-based learning planWriting a problem-based/project-based learning planInstruct the students to draft a PBL/PrBL learning plans. A peer critiquing session may followSuggested Activity:1. The class is assigned (preferably randomly, by lottery) to Expert Groups. Each of the Expert Groups is then assigned to propose solution to assessed concerns to at least one particular facet of the overall project by using scientific method as the guide. For example, a class studying about environmental issues in their community may be divided into the following Expert Groups:1. Air2. Land3. Water4. Human impact on the environment2. The AIDS investigation ProjectThe real-world connection to the AIDS epidemic will make the project relevant for students. The project may extend over many weeks, and students may be allowed to choose perspectives and make decisions about the design and interface for their presentations. Students maybe instructed to collaborate in small groups to research and implement each perspective in the presentation. Running Assessment will be done and multifaceted. Students' presentations including a variety of media: text, original artwork, scanned images, and animations.Design problem-based and project-based learning planto be rated by the teacher using a rubricDevelop a problem based/project based assessment report on the given task in power point presentationStudents will be instructed to collaborate in small groups to research and implement each perspective in the presentation. Assessment will be done on Students' presentations including a variety of media: text, original artwork, scanned images, and animations.PaperPenReferencesLap topProjector(if not available-other alternate resources maybe used like jigsaw clippings)Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific applicationIdentify uses of open-ended tools (productivity tools--whether freeware or Microsoft Office) in the teaching-learning of ScienceUnit 3. Productivity Software Applications/Tools for teaching and learning Open-ended tools and their uses in teaching and learning Maximizing the Use of Microsoft Word, Spreadsheets, and PublisherEffective Use of Powerpoint and PreziAdobe Photoshop and Movie MakerWay, J. and T. Beardon. (2003). ICT and primary mathematics. USA: Open University Press. pp 29-52Have a thorough review of the MS Office.Ask the students on when and how they can use the different open-ended/productivity tools in the teaching-learning of Science.QuizComputerProjectorCreate student outputs using computer application programs as evidence of learningEstablish mechanisms to ensure child online safety and prevent cyberbullyingCreating student samples using open-ended toolsMultimedia Elements (text, graphics, video, audio, animationPodcasting and Using Social Networking Sites in EducationUsing Mobile Phones in the ClassroomsGaming in EducationEducational Apps for iOS and AndroidBitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.pp.285-290Direct the students to create outputs for presentation utilizing the different open-ended/productivity tools.Students are directed to develop video, animation or any related open ended tools to disseminate their findings on the chosen concern (e.g environmental issues, AIDS health specific areas)Try out podcasting in your class. Discuss how social networking sites like facebook, twitter, instagram etc. can be used in teaching.Have a thorough discussion about child online safety and cyberbullying.Case Presentation and Analysis on Cyber bullying highlighting the health effects and psychological effects of cyber bullying *The New Kid in School*Hateful Texting*Psychological Impacts of Cyber bullying*Health Effects of Cyber bullyingAsk the students to read the study about using mobile phones in teaching and learning science(https://www.ubuntunet.net/sites/default/files/mtegaw.pdf)Recording Lectures: The Flipped" ClassroomThese teachers are recording their lectures using video or audio and students are listening to that outside of class as the homework and in class they are completing the practice and the teacher serves as a guide, re-teaching as needed.Students without Cell Phones / Smart PhonesOther issues arise because not every student has a cell phone. The easiest way to work around this is to have students working in groups, collaborating and solving problems together. Now we only need one cell phone to report out the group work. If we get creative, any problem can be solved.Ask the students to explore the following links:http://www.sciencegamecenter.org/https://www.lumosity.com/landing_pages/970?gclid=CjwKEAjw5cG8BRDQj_CNh9nwxTUSJAAHdX3fRRvTBbnAVFklu7SziNeBj53YNWCE71be_-8OhRQXHRoCqBTw_wcBhttp://www.the-scientist.com/?articles.view/articleNo/33715/title/Games-for-Science/PhET interactive simulationsAsk the students on how computer games may be used in teaching.Instruct the students to do internet research on the different science-related Educational Apps for iOS and Android and present them to the class.Student samples using open-ended tools to be evaluated by peer and the teacherPresentation of self made/group made video/selected multi media formatCase Analysis on Cyber bullyingA paper regarding the rules and procedures on child online safety and cyberbullying.Poll Health/Environmental Survey Participation Quiz:1.Ask your students a question with the Poll Everywhere app2.Students answer in real time using mobile phones, Twitter, or web browsers3.See your response live on the web or in a PowerPoint presentationComputer and application programsProjectorSpeakersSite Visitation:http://www.growingwireless.com/be-aware/cyberbullying/news-case-studies-on-cyberbullyingHand-outs on anti bullying and cyberbullying acthttp://www.growingwireless.com/be-aware/cyberbullying/news-case-studies-on-cyberbullyinghttp://www.osteopathic.org/osteopathic-health/about-your-health/health-conditionsMobile phonesInternet Connectionhttps://www.polleverywhere.com/Students may use this link: http://gettingsmart.com/2013/01/part-1-44-smart-ways-to-use-smartphones-in-class/iPad, tablet, smart phonesPrepare IMs for Science utilizing selected open-ended tools in delivering the learning planMaking IMs using open-ended tools in Revisiting of PB learning plan: integration of student samples and teacher-made IMsEngage the students in preparing IMs for science using selected open ended tools using the problem based project developed complementing an authored learning plan.For areas without internet:Improvisation of Instructional materialsEvaluation of the IM and the learning plan using a rubricDemonstration of the IM in science instructionComputer and other materials needed to make the IMshttp://www.academia.edu/10680359/PREPARATION_IMPROVISATION_AND_UTILIZATION_OF_INSTRUCTIONAL_MATERIALS_AND_MEDIA_FOR_EFFECTIVE_TEACHINGEnhance the Science learning plan to develop 21st Century Skills through ICT integrationSelection of competencies requiring ICT integration Revisiting of PB learning plan: integration of 21st century skillsBitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.pp. 298-308Based on the observations made during demonstration lesson , teachers willrequest the students to integrate suggestions for the enhancement if IM and learning plan. Improved learning plan to be evaluated by peer and the teacher.ComputerProjectorLearning PlansReflect on their own learning using technology toolsElectronic PortfolioExpose the students to various ICT integration mechanisms in Science teaching. The students may use this link: https://www.fizyka.umk.pl/~pdf/EU_ISE/files/new/EUISEBookHR.pdfAsk the students to improve the existing Science learning plans by integrating ICTBlog or e-portfolio to be evaluated by the teacher using a rubric Students may use this link to guide them in making their e-portfolios: http://www.informationweek.com/software/7-ways-to-create-e-portfolios/d/d-id/111067Show an electronic portfolio.Discuss the concept of e-portfolioAn electronic portfolio or sometimes called digital portfolio is a collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic evidence may include input text, electronic files, images, multimedia, blog entries, and hyperlinks.Instruct the students to make a reflection of their learning how to use technology tools in teaching and its impact through an e-portfolioProduce learning resources using technology tools in various subject areasIdentify various instructional materials (IMs) and technology tools in the teaching of ScienceUnit 4. Producing Learning resources using technology toolsHuman and non-human learning resources/ instructional materials/Technology Tools for Teaching ScienceWay, J. and T. Beardon. (2003). ICT and primary mathematics. USA: Open University Press. pp 1-28Students will be grouped according to specialization:Physical ScienceBiological ScienceStudents will produce more subject /content specific IMs :Physical ScienceBiological Science Tool modeling will be highly encouraged like:1.Tool modeling (create a model solar system, and manipulate planetary rotations to learn how sunrise would look from the moon or how the Earths tilt affects surface temperatures)2. 2-D objects into dynamic 3-D objectschanging of the seasons or the structure of DNADemonstration of students on developed IM utilization covering specific field in scienceUse of Rubric in rating the developed IMsStudents may use this link: http://www.teachhub.com/6-essential-tech-tools-science-classroomsDescribe characteristics of good/appropriate IMs and technology tools in teaching ScienceCharacteristics of Good/Appropriate IMs and Technology toolsPrinciples of Universal Design for Learning GuidelinesA Software Review and Selection ProcessWilliams, M. D. (2000). Integrating technology into teaching and learning. Singapore. Pearson Education Asia Pte Ltd. Pp 93-116Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.pp. 172-180Ask the students to make an inventory of IMs and technology tools being used by many Science teachers through internet research and interview with Science teachers.Formulate criteria to determine the appropriateness of IMs and technology toolsRubric Development on IMs and Technology Tools Design an educational software review form to be rated by the teacher using a rubricLaptopProjectorEducational SoftwaresCreate appropriate IMs using technology tools in teaching ScienceShow positive attitude towards the use of technology toolsExhibit leadership in shared decision-making using technology toolsCreating teacher productivity materials using technology tools (like what? How is this different from open-ended tools which are also technology tools? identify these)Revisiting of PB learning plan: incorporating technology tools in preparing IMs in introducing the unitDiscuss the different qualities of a good/appropriate IMs and Technology toolsPresent the different types of educational software like drill-and-practice, integrated learning systems, problem-solving software, reference software, simulation, tool and tutorial softwares. The student may be asked to show how each software is being used.By referring to the characteristics of appropriate technology tools, ask the students to draft an educational software review form taking into account both content and technical considerations. The students may use the following criteria: Content and Technical Information (documentation and supplementary materials, program content, presentation, effectiveness) and Audience Appeal and Suitability (practice/assessment/fedback, ease of use, user interface and media quality) Produce instructional material using technology tool to be evaluated by the teacher using a rubric. Positive attitude towards the use of technology tools and leadership in shared decision-making using technology tools must be included in the rubricComputer and other materials needed to produce the IMEvaluate the relevance and appropriateness of digital and non-digital resources based on the learning contextCharacterize digital and non-digital resources Unit 5. Digital and non-digital resourcesCharacteristics of digital and non-digital resourcesInstruct the students to create instructional material using technology tool by pair or by group taking into account the different characteristics of a good IM considering the digital and non-digital categories considering the line of specialization :Physical ScienceBiological ScienceStudents with the developed IMs (considering the digital and non-digital based ) will be grouped.Students will be made to assess the characteristics of digital and non-digital based IMs Sample activity:Attention of students will be invited to develop digital based IM on cell and cell organization and another group will be made to develop non digital based IM on cell and cell organizationPresentation of Venn Diagram to be rated by teacher using rubricHula hoopsStrips of PaperAdhesive TapeDetermine the relevance and appropriateness of digital and non-digital resources based on the learning contextRelevance and appropriateness of digital and non-digital resources Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.pp. 239-274Using 2 Hula Hoops, form a Venn Diagram to compare and contrast digital and non-digital resourcesOral examinationLesson exemplarsRevise digital learning resources in response to varied needs of studentsDevelop assessment tool to evaluate relevance and appropriateness of digital and non-digital resources to the learning contextCreate digital learning resources to enhance teaching-learningAssessment tools for selecting relevant and appropriate digital and non-digital resources Revisiting of PB learning plan: integration of the use of digital and non-digital resources and assessment tools in the LP procedureAsk the students to inspect and analyze lesson exemplars/lesson plans that utilized either digital or non-digital resource or both. Have them determine the appropriateness based on the learning contextRevision of lesson exemplarsOral examination Produce digital learning resources to be evaluated by peer and the teacherTips on the Use of Digital Resorceshttps://www.utwente.nl/ub/en/dlrportal/teachers/tips-use/Computer and other materials needed to make digital learning resourcesInstruct the students to revise the lesson exemplars/lesson plans particularly the learning resources based on the different types of learners like multigrade, monograde, fast learners etcAsk the students to design as assessment tool that can evaluate the relevance and appropriateness of digital and non-digital resources to the learning contextInstruct the students to produce digital learning resources in Science by pair or by group and have other pair/group critique and evaluate using the assessment tool.Use technology tools to collaborate and share resources among communities of practiceIdentify features and uses of ICT tools for collaboration and sharing of resources among communities of practiceDetermine educational sites and portals suitable to ScienceEvaluate and compare useful and credible web resources to be shared with other studentsUnit 6. Technology tools for collaborationFeatures and Uses of ICT tools for collaboration and sharing resourcesEffective Teaching and Learning in the Electronic ClassroomPromoting Collaborative and Transformative Learning in CyberspaceBecoming Information Users- SSCC (Search, Sort, Create, Communicate)Four Processes Models for Information UseNorton, P. and K. M. Wiburg. (2003). Teaching with technology. Canada: wadsworth/Thomson Learning.pp. 166-174Focused group discussionOn how to share resources in the communityStudents to conduct various science portals and site visits addressing various science areasUnderstanding Science: http://undsci.berkeley.edu/article/intro_01Understanding Evolutionhttp://evolution.berkeley.edu/evolibrary/home.phpPhysics Interactiveshttp://phet.colorado.edu/Planting Sciencehttps://www.plantingscience.org/The scientistshttp://www.smithsonianeducation.org/scientist/index.htmlEducational Tech and Mobile Learninghttp://www.educatorstechnology.com/2013/12/top-youtube-channels-for-science-and.htmlAnimal Adaptationshttp://interactivesites.weebly.com/animal-adaptations.html1. Assigned group must have multiple (at least 10) Site presentation2.Critiquing complemented with and panel discussion on sites presentedA paper evaluating web pagesComputerProjectorUnderstanding Sciencehttp://undsci.berkeley.edu/article/intro_01Understanding Evolution:http://evolution.berkeley.edu/evolibrary/home.phpSuggested Science sites:http://www.edutopia.org/blog/websites-for-science-teachers-eric-brunsellPhysics Interactiveshttp://phet.colorado.edu/Planting Sciencehttps://www.plantingscience.org/Educational Tech and Mobile Learninghttp://www.educatorstechnology.com/2013/12/top-youtube-channels-for-science-and.htmlAnimal Adaptationshttp://interactivesites.weebly.com/animal-adaptations.htmlEngage in a Community of Learning (COL) for ScienceCommunities of practice/community of Learning for Science teachers (local and international)Effectiveness of COLs in professional development of teachers (According to research articles)Discuss the features and uses of ICT tools for collaboration and sharing of resources among communities of practice.Request students to make an inventory of educational sites and portals in Science with short description for each site. Have them show to the class its features and functionalities.Explain that to guide the design of opportunities for students to become information users, effective instruction should help them learn to search for information, sort and judge information, and create and communicate ideas as result of information useIntroduce Kuhlthaus Information-Seeking Model, Eisenberg and Berkowitzs Information Problem-Solving Model, Irvings Information Skills Model, and Stripling and Pitts Research Process ModelsExplore the following sites for examining criteria to judge web pages:Evaluation and Information: http://alexia.lis.uiuc.edu/-janicke/Eval.htmlInternet Source Validation Project: http://www.stemnet.nf.ca/Curriculum/Validate/valid.htmlChecklist for an Informational Web Page: http://www2.widener.edu/Wolfgram-Memorial-Library/webevaluation/inform.htmlCyberguides: http://www.cyberbee.com/guides.htmlKathy Schrocks Critical Evaluation Surveys: http://school.discovery.com/schrockguide/eval.htmlThinking Critically about World Wide Web Resources:http://www.library.ucla.edu/libraries/college/instruct/web/critical.htmPocket Universe is fundamentally an iOS astronomy application in planetarium style but also offers virtual planet visits, quiz games, news stream, and other educational materials. Algodoo ( is an iOS application which is unique in its simulation software designed to create interactive scenes in physics by building inventions and designing open-ended games or experiments. )Anatomy 4D( is an iOS application that delivers learners to an interactive exploration of an augmented reality 3D body through the use of a webcam which will apply animations over the world traditionally experienced by the learners. )Give some web pages and have them evaluated by students based on the criteria set by the class.Extent of activity and participation in the Community of LearningComputerProjectorInternet ConnectionDesign a collaborative activity using appropriate technology toolsRevisiting of PB learning plan: integration of collaborative activities in Present some Community of Learning (COL) for Science.Instruct students to become an active member of COL like iNaturalist and participate in forums and other exchanges of information.Evaluation of learning planComputerProjectorInternet ConnectionImplement the designed ICT-based collaborative activityDemonstration of designed learning plansThrough COL, direct the students to make a collaborative activity in Science which will employ technology tools.Evaluation of Demonstration teachingComputerProjectorInternet ConnectionMicroteaching of ICT-based collaborative activitySuggested Readings and ReferencesBitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.Dash, B. C. (2011). A textbook of educational technology. New Delhi: Wisdom PressLebaron, J. F. and C. Collier (2001). Technology in its place: Successful technology infusion in schools. California: Jossey- Bass Inc. Norton, P. and K. M. Wiburg. (2003). Teaching with technology. Canada: Wadsworth/Thomson Learning.Palloff, R. M. and K. Pratt (2001). Building learning communities in cyberspace. California: Jossey- Bass Inc.Trentin, G. and M. Repetto (2013). Using network and mobile technology to bridge formal and informal learning. Oxford: Chandos Publishing.Williams, M. D. (2000). Integrating technology into teaching and learning. Singapore. Pearson Education Asia Pte Ltd. Computing leaders team up on K-12 computer science framework .http://sdtimes.com/computing-leaders-team-up-on-k-12-computer-science-framework/Create stories, games, and animations Share with others around the world.https://scratch.mit.edu/Toward a Framework for Assessing 21st Century Science Skills. http://www.ncbi.nlm.nih.gov/books/NBK32690/ICT in Education. http://www.unescobkk.org/education/ict/resources/free-educational-resources/Interactive Science Websites. http://teaching.about.com/od/tech/tp/Interactive-Social-Studies-Websites.htmCloud Based Sharing.http://www.haikulearning.com/features/content-creation-and-sharing20 Fun Free Tools for Interactive Classroom Collaboration . http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-experiences-in-the-classroom/Problem Based Model. http://ete.cet.edu/gcc/?/pbl_modelCyber bullying. http://www.osteopathic.org/osteopathic-health/about-your-health/health-conditions-library/general-health/Pages/cyber-bullying.aspxPoll every where. Com https://www.polleverywhere.com/Improvisation of Instructional Materials and Media for Effective Teaching .http://www.academia.edu/10680359/PREPARATION_IMPROVISATION_AND_UTILIZATION_OF_INSTRUCTIONAL_MATERIALS_AND_MEDIA_FOR_EFFECTIVE_TEACHINGCourse RequirementsGrading SystemMidtermFinalsClassroom Policies