TTL 2 – VALUES ED (Draft not for Circulation)

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TTL2 – Values Education

Course Name Technology for Teaching and Learning 2

Course Credits

3 units

Course Description

TTL 2 is a 3-unit course which focuses on the application, design, production, utilization, and evaluation of Information and Communications Technology (ICT) materials for teaching and learning in Secondary Values Education and other related programs aligned to the K to 12 curriculum.

Contact Hours/week

3 hours/week

Prerequisite TTL 1

Course Objectives

At the end of this course, the teacher education students are expected to: 1. Develop project- and problem-based, collaborative activities in Values

Education using technology tools. 2. Produce learning resources using technology tools in Values

Education. 3. Evaluate the relevance and appropriateness of digital and non-digital

resources based on the learning context 4. Use open-ended tools (such as word processing, spreadsheets,

presentation software, and authoring tools) in Values Education. 5. Use ICT to develop 21st Century Skills: Information, Media and

Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills.

6. Use technology tools to collaborate and share resources among communities of practice.

Alignment of Course Outcomes with Summative Assessment Tasks

Course Objectives

Summative Assessment Task

Details

1. Develop project- and problem-based, collaborative activities in Values Education using technology tools. 2. Produce learning resources using technology tools in Values Education. 3. Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context. 4. Use open-ended tools (such as word processing,

Learning Plan

In this task, you are expected to design a unit of work/learning plan in values education integrated with educational technology tools and resources. You will assume the role of a values education teacher (secondary or elementary). The unit of work/learning plan will be presented to your principal or subject head for approval. This means that you are expected to satisfy the following criteria of content selection (Bilbao et al., 2014):

Validity

Significance

Feasibility

Learnability

Student Interest

Constructive alignment (Biggs, 2003)

TTL 2 – VALUES ED (Draft not for Circulation)

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spreadsheets, presentation software, and authoring tools) in Values Education. 5. Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills. 6. Use technology tools to collaborate and share resources among communities of practice.

Demonstration

Portfolio

Also, you are expected to take into consideration in your unit of work/learning plan the criteria for:

Appropriateness and relevance of digital and non-digital resources used in the learning plan

Quality learning resources through the use of technology tools

On the other hand, your actual demonstration of the unit of work/learning plan will be marked according to the following criteria: Content knowledge: 15% Pedagogical knowledge: 15% Pedagogical content knowledge:30% Technological pedagogical content knowledge: 40% This document should be submitted together with the learning plan/unit of work. The assessment is designed for you to collect significant evidences/documents, resources or IMs made that are used in the learning plan/unit of work. These should be used in telling your story about what you have learned in this course. The portfolio should explicitly reflect the following:

The rationale behind the crafting of outcomes, assessment and instructional plan (Constructive Alignment)

The innovations introduced in the unit of work/learning plan

The technology tools, digital and non-digital tools and other educational technology resources utilized in the same document.

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Alignment of Various Outcomes

Program Educational Objectives

Vission Mission Values

Program Outcomes

NCBTS

Demonstrate proficiency in the development and

utilization of ICT resources in promoting quality

teaching-learning process.

Desired Learning

Outcomes

Course Outcomes

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COURSE OUTLINE AND TIMEFRAME

Week Course Content/Subject Matter

1 1.1 Nature of Problem-based and Project-based approaches in Values Education 1.2 Technology Tools that fit with Problem-based and Project-based Learning

2 2.1 Basic Parts of a Learning Plan 2.2 Principles of Constructive Alignment

3 3.1 Writing a problem-based/project-based learning plan 3.2 Selection of competencies requiring ICT integration

4 4.1 Human and non-human learning resources/instructional materials 4.2 Technology tools for teaching Values Education

5 5.1 Characteristics of Quality/Appropriate IMs and Technology tools 5.2 Principles of Universal Design for Learning guidelines

6 6.1 Creating teacher productivity materials using technology tools 6.2 Revisiting of PB learning plan: incorporating technology tools in preparing IMs

7 7.1 Characteristics of digital and non-digital resources 7.2 Relevance and appropriateness of digital and non-digital resources 7.4 Revisiting of PB learning plan: integration of the use of digital and non-digital resources and assessment tools in the LP procedures

8 8.1 Open-ended tools and their uses in teaching and learning 8.2 Creating student samples using open-ended tools

9 9.1 Making IMs using open-ended tools in 9.2 Revisiting of PB learning plan: integration of student samples and teacher-made IMs

10 10.1 Sample Learning plans and 21st century skills 10.2 Learning Activities to develop 21st century skills 10.3 Revisiting of PB learning plan: integration of 21st century skills

11 11.1 Features and Uses of ICT tools for collaboration and sharing resources 11.2 Communities of practice/community of Learning for Values Education teachers (local and international) 11.3 Effectiveness of COLs in professional development of teachers (According to research articles)

12 12.1 Revisiting of PB learning plan: integration of collaborative activities in Values Education

13 13.1 Demonstration of designed learning plans and CQI

14 14.1 Demonstration of designed learning plans and CQI

15 15.1 Demonstration of designed learning plans and CQI

16 16.2 Demonstration of designed learning plans and CQI

17 17.3 Demonstration of designed learning plans and CQI

18 18.1 Demonstration of designed learning plans and CQI

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LEARNING PLAN

Desired Learning Outcomes (DLO)

Course Content/ Subject Matter

Textbooks/ References

Teaching and Learning Activities (TLAs)

Assessment Task (ATs) Resource Materials

Time Table

Develop project- and problem-based, collaborative activities using technology tools Explain problem-based and project-based learning approaches

Unit 1. Developing Problem-based and Project-based Instructional Plans A. Nature of Problem-based and Project-based approaches in Values Education B. Technology tools that fit with Problem-based and project-based learning

Lenz, B., Wells, J. & Kingston, S. (2016). Transforming Schools Using Project-Based Learning, Performance Assessment, and Common Core Standards (1). Somerset, US: Jossey-Bass, ProQuest ebrary. Savin-Baden, M. & Howell, C. (2016). Foundations of Problem-based Learning. Berkshire, GB: Open University Press, 2004. ProQuest ebrary.

Presentation slides (in this activity, teacher will have an introductory of the nature of Problem and Project-based teaching and learning) Group Brainstorming (Students will be required to conceptualize on how PBL can be maximized in the teaching of values education) Laboratory work (Students will be required to explore on some technology tools that complement with PBL such as OpenStudy, Ning, Wikispaces)

Oral recitation (Students will be required to explain their grasp of PBL) Group presentation (students will be demanded to demonstrate the use of explored technology tools) VE PBL Design (students will be required to make an PBL brief outline in VE: Outcomes, Summative Assessment, Strategies)

Computing lab, presentation slides

2

hours

Explain parts of a problem-based and project-based learning plan

A. Basic Parts of a Learning Plan B. Principles of Constructive alignment and Technological Pedagogical Content Knowledge in Values Education

K-12 Curriculum Guides (Dep Ed, 2012). Biggs, J. (2014). Constructive alignment in University. Baker, M. & Chick, H. (2007). Pedagogical content knowledge for teaching primary mathematics: A case study of two teachers.

Lecture Discussion (using powerpoint presentation teacher will conduct a short review of the parts of the learning plan and their rationale) Group Dynamics (Using presentation slides, students will be required to present a sample problem/ project-based learning plan based on

KWL (using presentation slides, students will be required to generate their previous knowledge of the lesson, what they want to learn and what they have gained after the activities) Group Report (In this task, students will be required to present their summative critique report of the different unit of work exemplars)

Powerpoint Presentation on the parts of the learning plan Presentation slides of students outputs

2 hours

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their major or subject of interest) Gallery Walk (Students will discover on their own the principles of constructive alignment through unit of work exemplars)

Develop a problem-based and project-based learning plan

A. Review on theoretical and philosophical foundations of problem/ project based learning. B. Writing a problem-based/project-based learning plan in Values Education

K-12 Curriculum Guides (Dep Ed, 2012). Bilbao, P., Dayagbil, F., & Corpuz, B. (2014). Curriculum development for Teachers. LORIMAR Publishing Inc.

Lecture Discussion (using powerpoint presentation, the teacher will conduct a short review of the philosophical and theoretical foundations of PBL) Writeshop (students in this activity will be experience a supervised workshop on PBL learning plan)

Oral recitation (Students will be required to explain their grasp of philosophical and theoretical foundations of PBL) PBL Learning Plan Presentation (In this task, the students will be required to present the initial draft of their learning plan)

Powerpoint presentation slides Learning Plan Exemplars

5 hours

Produce learning resources using technology tools in various subject areas Identify various instructional materials (IMs) and technology tools in the teaching of Values Education

Unit 2. Producing Learning resources using technology tools A. Human and non-human learning resources/instructional materials/ B. Technology tools for teaching Values Education

http://www.globalteacher.org.uk/research.htm. Smaldino et al., (2005). Instructional technology and media for learning, 8th ed. Pearson Prentice Hall.

Lecture Discussion (using powerpoint presentation, the teacher will conduct a short lecture on human and non-human learning resources or IMs) Computer Laboratory Work (in this activity, the students will have a hands-on experience on the exploration and download of different technology tools that are applicable to teaching values education)

Oral recitation (Students will be required to explain their understanding of the different human and non-human learning resources or IMs) Group Presentation (Using technology tools explored or downloaded from the internet, students will required to present their sample excerpts of learning episodes where technology tools can be maximized)

Computing Lab Powerpoint presentation on the human and non-human learning resources or IMs

3 hours

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Describe characteristics of good/appropriate IMs and technology tools in teaching Values Education

A. Characteristics of Good/ Appropriate IMs and Technology tools B. Principles of Universal Design for Learning Guidelines

Rotter, K. M. (2004). Simple techniques to improve teacher-made instructional materials for use by pupils with disabilities. Preventing School Failure, 48(2), 38-43. Retrieved from http://search.proquest.com/docview/228549648?accountid=31259. CAST (2011). Universal design for learning guidelines version 2.0. Wake_eld, MA: Author.

Library Work (utilizing the journal databases of the school, students will be required to do research on the characteristics of quality IMs and Technology Tools and UDL) Panel Discussion (students will be grouped to discuss and present (through Popplet) the principles of UDL and its potential in the teaching of values education)

Group Presentation (With the use of SlideShare, students will required to present their sample excerpts of values education learning episodes where technology tools can be maximized)

SlideShare presentation Mindmaps (through Popplet)

3 hours

Create appropriate IMs using technology tools in teaching Values Education

A. Creating teacher productivity materials using technology tools B. Revisiting of PB learning plan: incorporating technology tools in preparing IMs in introducing the unit

Lee, J. K., Doolittle, P., & Hicks, D. (2006). Social studies and history teachers’ uses of non-digital and digital historical resources.

Hands-on Activities (students will experience actual IM design and development in Values Education in close coordination with the teacher)

IM Presentation (In this task, students will be required to showcase their IM making outputs) CQI Report (in this task, the students will be required to document the revisions made in their LP)

Computing Laboratory IM Exemplars

3 hours

Evaluate the relevance and appropriateness of digital and non-digital resources in Values Education Characterize digital and non-digital resources

Unit 3. Digital and non-digital resources

A. The Values Education Field B. Characteristics of digital and non-

Palispis, E. (1996). Introduction to values education. Rex Bookstore. Pavlova, M. (2005). Knowledge and values in technology Education. International Journal of Technology and Design Education, 15, 127-147.

Group Dynamics (students in this strategy will be required to socially construct the Values Education field such as Values System and Processes) Venn Diagram (with the help of technology tools, students will be able to present idiosyncrasies of digital and

Group Presentation (in this task, students will be required to present sample learning episodes in Values Education where digital and non-digital resources can be maximized)

Powerpoint presentation slides

1 hour

8

digital resources in teaching Values Education

non-digital resources in teaching Values Education)

Determine the relevance and appropriateness of digital and non-digital resources based on the learning context

A. Relevance and appropriateness of digital and non-digital resources B. Assessment tools for selecting relevant and appropriate digital and non-digital resources C. Revisiting of PB learning plan: integration of the use of digital and non-digital resources and assessment tools in the LP procedure

Pavlova, M. (2005). Knowledge and values in technology Education. International Journal of Technology and Design Education, 15, 127-147.

Advance Organizers (through the use of Microsoft Smart Art, students will be grouped to present the factors in utilizing digital and non-digital learning resources. The outcome of the activity will be inputted to further improve the LP)

Rubric Making (in this task, the students will be required to come up with a criteria on what accounts as appropriate and quality digital and non-digital resources in teaching Values Education)

UNESCO ICT-CFT

2 hours

Develop assessment tool to evaluate relevance and appropriateness of digital and non-digital resources in teaching Values Education.

Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools)

Unit 4. Productivity Software Applications/Tools for teaching and learning A. Open-ended tools and their uses

Labour, M. (2001). Social constructivism and CALL: Evaluating some interactive features of network-based authoring tools. ReCALL : The Journal of EUROCALL,13(1), 32-46. Retrieved from

Laboratory Work (in this strategy, the students will have an actual hands-on experience on the exploration and manipulation of open-ended tools in teaching and learning Values Education)

Group Presentation (Using open-ended tools, students will identify relevant open-ended tools in teaching and learning Values Education)

Computing Lab

1 hour

9

in subject specific application Identify uses of open-ended tools (productivity tools--whether freeware or Microsoft Office) in the teaching-learning of Values Education

in teaching and learning Values Education

http://search.proquest.com/docview/223231491?accountid=31259. Byun, J. N., Kwon, D. Y., & Lee, W. G. (2014). Development of ill-structured problems for elementary learners to learn by computer-based modeling tools. International Journal of Computer Theory and Engineering, 6(4), 292-296. doi:http://dx.doi.org/10.7763/IJCTE.2014.V6.877

Create student outputs using computer application programs as evidence of learning

A. Creating sample teaching and learning episodes using open-ended tools B. Making IMs using open-ended tools in C. Revisiting of PB learning plan: integration of student samples and teacher-made IMs

Group Presentation (Using open-ended tools, students will be required to identify relevant open-ended tools and make IMs in the service of improving the LP)

2 hours

Prepare IMs for Values Education utilizing selected open-ended tools in delivering the learning plan

10

Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills. Analyze Values Education learning plans in the context of the 21st century skills

Unit 5. Using ICT in Developing 21st Century Skills/ICT in the 21st Century Skills A. Sample Learning plans and 21st century skills B. Learning Activities to develop 21st century skills

Roth, R. (2010). 21st century skills: Learning for life in our times. Choice, 47 (10), 1983. Retrieved from http://search.proquest.com/docview/357085514?accountid=31259.

Gallery Walk (In this activity, students will be required to critique Values Ed. learning plans using the concepts of 21st century skills)

Critique Report (In this task, students are required to present their critique of the different Values Ed. Learning plans using the 21st century skills as criteria)

Powerpoint presentation on the 21st century skills, sample LPs

2 hours

Enhance the Values Education learning plan to develop 21st Century Skills through ICT integration

A. Revisiting of PB learning plan: integration of 21st century skills

Individual and Group CQI (in this activity, the students will be allowed to reflect on their LPs in terms of compliance with the 21st century skills)

Portfolio (in this task, the students will be required to document all their revisions or improvement on their LPs. This should also reflect the revisions done during the first week of classes to the last)

Sample Portfolio

1 hour

Use technology tools to collaborate and share resources among communities of practice Identify features and uses of ICT

Unit 6. Technology tools for collaboration A. Features and Uses of ICT tools for collaboration and sharing resources

Urso, P. & Fisher, L. R. (2015). Education technology to service a new population of eLearners. International Journal of Childbirth Education, 30, 33-36. Retrieved from http://search.proquest.co

Lecture Discussion (through Powerpoint presentation, the teacher will conduct a short lecture on the features and uses of ICT tools for collaboration and sharing)

Oral Recitation (students will be asked on their understanding of the features and uses of ICT tools)

Powerpoint presentation on the features and uses of ICT tools for collaboration and sharing, Computing Lab

2 hours

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tools for collaboration and sharing of resources among communities of practice

m/docview/1699261384?accountid=31259. Obura, T., Brant, W. E., Miller, F., & Parboosingh, I. J. (2011). Participating in a community of learners enhances resident perceptions of learning in an e-mentoring program: Proof of concept. BMC Medical Education, 11, 3. doi:http://dx.doi.org/10.1186/1472-6920-11-3.

Engage in a Community of Learning (COL) for Values Education

A. Communities of practice/community of Learning for Values Education teachers (local and international) B. Effectiveness of COLs in professional development of teachers

Laboratory Work (In this activity, the students will be have an actual hands-on exploration and manipulation of the different ICT tools for collaboration and sharing of resources such as Quora, EduBlogs, Wikispaces etc) Library Work (in this activity, students will be required to do research on the effectiveness of COL in professional development and improving the quality of teaching and learning)

Portfolio (as cited above, establishment of COL will likewise be included in the students’ portfolio) Literature Review (in this task, the students will be required to submit a literature review on the effectiveness of COL)

Design a collaborative activity using appropriate technology tools

A. Revisiting of PB learning plan: integration of collaborative activities in teaching Values Education

Bilbao, P., Dayagbil, F., & Corpuz, B. (2014). Curriculum development for Teachers. LORIMAR Publishing Inc. Sun, D., Chee-Kit Looi, & Xie, W. (2014). Collaborative inquiry with a web-based science learning environment: When teachers enact it differently. Journal of Educational Technology & Society, 17(4), 390-403.

Group Work (in this task, the students will now finalize their respective LPs in preparation for actual performance)

Probing Questions (In this task, the students will be required to reveal the progress of their learning planm)

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Retrieved from http://search.proquest.com/docview/1660157195?accountid=31259.

Implement the designed ICT-based LP

A. Demonstration of designed learning plans

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Demonstration (students will now implement their designed LPs)

18 hours

Suggested Readings and References

Baker, M. & Chick, H. (2007). Pedagogical content knowledge for teaching primary mathematics: A case study of two teachers. Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1. Bilbao, P., Dayagbil, F., & Corpuz, B. (2014). Curriculum development for Teachers. LORIMAR Publishing Inc. Byun, J. N., Kwon, D. Y., & Lee, W. G. (2014). Development of ill-structured problems for elementary learners to learn by computer-based modeling

tools. International Journal of Computer Theory and Engineering, 6(4), 292-296. doi:http://dx.doi.org/10.7763/IJCTE.2014.V6.877. CAST (2011). Universal design for learning guidelines version 2.0. Wake_eld, MA: Author. http://www.globalteacher.org.uk/research.htm. K-12 Curriculum Guides (Dep Ed, 2012). Labour, M. (2001). Social constructivism and CALL: Evaluating some interactive features of network-based authoring tools. ReCALL : The Journal

of EUROCALL,13(1), 32-46. Retrieved from http://search.proquest.com/docview/223231491?accountid=31259. Lee, J. K., Doolittle, P., & Hicks, D. (2006). Social studies and history teachers’ uses of non-digital and digital historical resources. Lenz, B., Wells, J. & Kingston, S. (2016). Transforming Schools Using Project-Based Learning, Performance Assessment, and Common Core

Standards (1). Somerset, US: Jossey-Bass. Obura, T., Brant, W. E., Miller, F., & Parboosingh, I. J. (2011). Participating in a community of learners enhances resident perceptions of learning

in an e-mentoring program: Proof of concept. BMC Medical Education, 11, 3. doi:http://dx.doi.org/10.1186/1472-6920-11-3. Palispis, E. (1996). Introduction to values education. Rex Bookstore. Pavlova, M. (2005). Knowledge and values in technology Education. International Journal of Technology and Design Education, 15, 127-147.

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Roth, R. (2010). 21st century skills: Learning for life in our times. Choice, 47(10), 1983. Retrieved from http://search.proquest.com/docview/357085514?accountid=31259.

Savin-Baden, M. & Howell, C. (2016). Foundations of Problem-based Learning. Berkshire, GB: Open University Press, 2004. ProQuest ebrary. Web. Smaldino et al., (2005). Instructional technology and media for learning, 8th ed. Pearson Prentice Hall. Sun, D., Chee-Kit Looi, & Xie, W. (2014). Collaborative inquiry with a web-based science learning environment: When teachers enact it

differently. Journal of Educational Technology & Society, 17(4), 390-403. Retrieved from http://search.proquest.com/docview/1660157195?accountid=31259.

Urso, P., & Fisher, L. R. (2015). Education technology to service a new population of eLearners. International Journal of Childbirth Education, 30,

33-36. Retrieved from http://search.proquest.com/docview/1699261384?accountid=31259.

Course Requirements

Grading System Midterm Finals

Classroom Policies