1. Rationale behind TTL 2 Syllabi Development

2. June 30, 2016
Orientation of the target ICT Competency Standards – UNESCO funded “Supporting Competency-Based Teacher Training Reforms to Facilitate ICT-Pedagogy Integration” Project.
Map the proposed enhanced ICT Competency Standards against the proposed Course Outcomes for TTL 1 and 2
ensure that there will be no overlapping of target competencies
ensure continuity

3. June 30, 2016
Develop syllabus for the following programs guided by CHED endorsed OBE course syllabus template and the identified competency standards for TTL 2
Be guided by the teaching experiences in facilitating Ed Tech 1 and Ed Tech 2 and the gaps in its syllabi.

4. TTL 2
TTL 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 particular subject specializations and other related programs aligned to the K to 12 curriculum (Secondary English Language Education, Secondary Filipino Language Education, Secondary Science Education, Secondary Math Education, Secondary Social Science Education, Secondary Values Education, Technology and Livelihood Education, Elementary Education, Special Education, and Early Childhood Education.

5. Course Objectives (PDCA – Plan Develop Check Act)
Develop project- and problem-based, collaborative activities using technology tools
Produce learning resources using technology tools in various subject areas
Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context
Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific application
Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills.
Use technology tools to collaborate and share resources among communities of practice

6. TTL 2 Syllabus (Draft)

7. Weeks 1-3
Desired Learning Outcomes Course Content
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
Nature of Problem-based and Project-based approaches
Problem-based (and inquiry approach?)
Teaching with Projects/Project-based approach
Explain parts of a problem-based and project-based learning plan
B. Basic Parts of a Learning Plan/Unit Plan (DepEd sample LP may be used)
Develop a problem-based and project-based learning plan
C. Writing a problem-based/project-based learning plan
Selection of competencies requiring ICT integration
Review of the revised Bloom’s taxonomy of objectives
Alignment of competencies, objectives and assessment with teaching and learning activities

8. Desired Learning Outcomes Course Content
Weeks 4-6
Desired Learning Outcomes Course Content
Produce learning resources using technology tools in various subject areas
Identify various instructional materials (IMs) and technology tools in the teaching of LANGUAGE
Unit 2. Producing Learning resources using technology tools
Human and non-human learning resources/instructional materials/
Technology tools for teaching English/Filipino
Explain the characteristics of good/appropriate IMs and technology tools in teaching LANGUAGE
C. Characteristics of Good/Appropriate IMs and Technology tools
D. Principles of Universal Design for Learning (UDL) Guidelines
Create appropriate IMs using technology tools in teaching LANGUAGE
E. Creating teacher productivity materials using technology tools (How is this different from open-ended tools which are also technology tools? identify these-seems to overlap with Unit 4 C)
F. Revisiting of PB learning plan: incorporating technology tools in preparing IMs in introducing the unit

9. Weeks 7-9
Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context
Characterize digital and non-digital resources
Unit 3. Using Digital and Non-digital resources
Characteristics of digital and non-digital resources
Determine the relevance and appropriateness of digital and non-digital resources based on the learning context
B. Relevance and appropriateness of digital and non-digital resources
Develop assessment tool to evaluate relevance and appropriateness of digital and non-digital resources to the learning context
C. Assessment tools for selecting relevant and appropriate digital and non-digital resources
D. Revisiting of PB learning plan: integration of the use of digital and non-digital resources and assessment tools in the LP procedure

10. Weeks 10-11
Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific application
Identify uses of open-ended tools (productivity tools--whether freeware or Microsoft Office) in the teaching-learning of LANGUAGE
Unit 4. Productivity Software Applications/Tools for teaching and learning
 A. Open-ended tools and their uses in teaching and learning language skills
Using word in scaffolding student learning in a language classroom
Using presentations in teaching language skills
Using spreadsheets in language learning 
Create student outputs using computer application programs as evidence of learning
B. Creating student sample projects using open-ended tools
Students as digital authors
Creating a digital storytelling output using claymation/stop motion animation
Creating scaffolding materials to support learning
Creating a presentation for project-based output
Prepare IMs for LANGUAGE utilizing selected open-ended tools in delivering the learning plan
C. Making IMs using open-ended tools in teaching language units
D. Revisiting of PB learning plan: integration of student samples and teacher-made Ims.

11. Weeks 12-13
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 LANGUAGE 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
Sample Learning plans and 21st century skills
B. Learning Activities to develop 21st century skills
C. Promoting Digital Citizenship (not sure if this should be here or in Unit)
Enhance the LANGUAGE learning plan to develop 21st Century Skills through ICT integration
D. Revisiting of PB learning plan: integration of 21st century skills

12. Weeks 14-17
Use technology tools to collaborate and share resources among communities of practice
Identify features and uses of ICT tools for collaboration and sharing of resources among communities of practice
Unit 6. Technology tools for collaboration
Features and Uses of ICT tools for collaboration and sharing resources in Language Learning
Wikis
Blogs
Social Bookmarking
Others?
Engage in a Community of Learning (COL) for SUBJECT
B. Communities of practice/community of Learning for Language teachers (local and international)
C. Effectiveness of COLs in professional development of teachers (According to research articles)

13. Weeks 14-17
Design a collaborative activity using appropriate technology tools
D. Revisiting of PB learning plan: integration of collaborative activities in Language Unit plans
Implement the designed ICT-based collaborative activity
E. Demonstration of designed learning plans
F. Course Reflection (optional)

14. …Thank You Po…