Northern Iloilo Polytechnic State College Course Syllabus in Living in the IT Era (BSED English) PDF

Republic of the Philippines NORTHERN ILOILO POLYTECHNIC STATE COLLEGE Estancia, Iloilo SCHOOL OF EDUCATION...

Republic of the Philippines NORTHERN ILOILO POLYTECHNIC STATE COLLEGE Estancia, Iloilo SCHOOL OF EDUCATION Teacher Education Department COURSE S SYLLAB YLLAB YLLABUS US IN LIVING IN THE IT ERA (BSED ENGLISH) Revised 2ndSemester 2020– 2021 QUALIT QUALITY Y POLICY NIPSC commits itself to continually strive to provide quality and relevant instruction, research and extension activities adhering to quality standards and regulatory requirements in order to meet the highest level of clientele satisfaction with commitment to continual improvement of the management system. VISION “A globally competitive State University in Asia” MISSION “Human resources development through quality and relevant education, environment-friendly modern technologies and preservation of Filipino values and culture for sustainable and improved quality of life.” GOALS The College shall have the following goals: 1. Produce human capital imbued with scientific and technological skills endowed with desirable values and work ethics; 2. Provide quality education in the fields of industry, agriculture, fisheries, technology, sciences, education and other relevant undergraduate and graduate programs; 3. Establish a university research culture responsive to community and global needs; 4. Enhance research-based extension programs and transfer of sustainable technologies; 5. Maximize productivity through efficient and effective resource management; and 6. Strengthen linkages with local, national and international partner-agencies. 1 CORE V VALUES ALUES C-ommunicative R-esearch oriented E-xcellent time manager A-cademically competent T-echnically equipped I-nnovative V-alues oriented E-nvironment friendly PURPOSES The Northern Iloilo Polytechnic State College has the following purposes: 1. Provide advanced and higher education and training in the fields of industry, agriculture, fisheries, arts, sciences, education, management, hospitality & tourism, information technology, engineering, criminal justice and services as well as, continuing education; 2. Promote progressive leadership in research and advanced studies in the fields of industry, agriculture, fisheries, arts, sciences, education, management, hospitality & tourism, information technology, engineering, criminal justice; 3. Undertake sustainable extension activities for technology transfer and solution of social problems, and; 4. Enhance its critical role in community development. Matrix Showing the Alignment of the Institutional Goals and Objective to the College Mission Institutional Goals 1 2 3 4 5 1.To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional requirements, and gainful employment. / / 2.To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops. / / 3.To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social development. / / 4.To strengthen faculty competencies through in-service programs, scholarships and study assistance’ / / 5.To support the faculty to undertake research aimed at improving the teaching and learning situation. / / 6.To enhance the management capabilities of key officials through the use of participatory decision making. / / 7.To contribute to community improvement by encouraging faculty and staff members to become leaders/officers and 2 members of civic, professional, religious, and other NGO’s in the service area, / / 8.To use research to generate knowledge and find solutions to social problem, / / 9.To make institutional development planning as a means for responding to changes / / 10.To promote a college environment that is conducive to the pursuit of learning and other academic activities. / / GOALS OF THE SCHOOL OF E EDUCA DUCA DUCATION TION 1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to become successful teachers. 2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their potentials in becoming useful and productive members of the society. 3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change. 4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors. 5. Provide activities that will enhance the total development of the students. Matrix Sh Show ow owing ing the Alignment of the Goals of School of Educa Educatt ion to the College’ College’ss Mission Goals of School of Education 1 2 3 4 5 1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to become successful teachers. / / 2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their potentials in becoming useful and productive members of the society. / / 3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change / / 4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors. / / 5. Provide activities that will enhance the total development of the students. / / PROGRAM OBJECTIVES In consonance with the mission statement of the Teacher Education Department, its Bachelor in Secondary Education (BSED) and Bachelor in Elementary Education (BEED) programs are designed to: 1. Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful employment and to make them competent professionals; 2. Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do their work well; 3. Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive citizens; 3  4. Instill in students values to make them better persons. Matrix showing the alignment of the School of Education Program Objectives to its Goals Program Objectives of the School of Education 1 2 3 4 5 1.Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful employment and to make them competent professionals; / / 2.Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do their work well; / / 3.Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive citizens; / / 4.Instill in students values to make them better persons. / / Program Outcomes/Student Learning Outcomes: The graduates of BEED and BSEd programs are teachers who are able to: 1. manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher learning as well as competence in the field of work. 2. demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in order to constantly improve their teaching knowledge, skills and practices 3. engage in scholarly research and extension and production activities that would benefit not ony the institution where they are connected with but of the community as a whole 4. practice and demonstrate professional and ethical requirements of the teaching profession Matrix Showing the Alignment of the Departments Program outcomes to it Objectives Program Outcomes of the School of Education 1 2 3 4 1.manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher learning as well as competence in the field of work. / / 2.demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in order to constantly improve their teaching knowledge, skills and practices / / 3.engage in scholarly research and extension and production activities that would benefit not ony the institution where they are connected with but of the community as a whole / / 4.practice and demonstrate professional and ethical requirements of the teaching profession / / 4  Curriculum Map Showing the Alignment of Courses in the BSED Curriculum to its Progr Program am Outcomes. BACHELOR of SECONDARY EDUCATION CURRICULUM MAPPING First Semester COURSE PROGRAM OUTCOMES a b c d EL100 Introduction to Linguistics GE1 Purposive Communication GE2 Readings in Philippine History 1st year GE3 Mathematics in the Modern World GE4 Komunikasyon sa Akademikong Filipino GE5 Art Appreciation GE6 Understanding the Self PE1 Physical Fitness NSTP CWTS/ROTC Second Semester COURSE PROGRAM OUTCOMES a b c d EL101 Language, Culture and Society EL 102 Structure of English GE7 Masining na Pagpapahayag/ Retorika 1st year GE8 Ethics GE9 The Contemporary World GE 11 Science, Technology and Society GE 12 The Life and Works of Rizal 5  PE 2 Rhythmic Activities NSTP CWTS/ROTC First Semester COURSE PROGRAM OUTCOMES a b c d EL 103 Principles and Theories of Language Acquisition and Learning EL107 Teaching and Assessment of the Macroskills EL112 Mythology and Folklore 2nd year EL 104 Language Programs and Policies in Multilingual Societies EL108 Teaching and Assessment of Grammar PEd 108 Technology for Teaching and Learning 1 PEd 101 Child and Adolescent Learner and Learning Principles PEd 102 The Teaching Profession PE 3 Individual/Dual Games Second Semester COURSE PROGRAM OUTCOMES a b c d EL 109 Speech and Theater Arts EL111 Children and Adolescent Literature EL 120 Technology for Teaching and Learning 2 2nd year ( Technology in Language Education EL 118 Technical Writing GE10 Panitikan ng Pilipinas PEd 103 The Teacher and the Community, School Culture and Organizational Leadership PEd 104 Foundation of Special and Inclusive education PEd 105 Facilitating Learner-Centered Teaching PE 4 Team Sports and Games 6  First Semester COURSE PROGRAM OUTCOMES a b c d EL 105 Language Learning Materials Development EL 113 Survey of Philippine Literature in English EL 114 Survey of Afro-Asian Literature 3rd year EL 115 Survey of English and American Literature EL 116 Contemporary, Popular and Emergent Literature PEd 105 Facilitating Learner-Centered Teaching PEd106 Assessment in Learning 1 PEd 109 The Teacher and The School Curriculum Elective 1 Creative Writing Second Semester COURSE PROGRAM OUTCOMES a b c d EL 106 Teaching and Assessment of Literature Studies EL 110 Language and Education Research El 117 Literary Criticism 3rd year EL 119 Campus Journalism PEd 107 Assessment in Learning 2 PEd 110 Building and Enhancing New Literacies Across the Curriculum Elective 2 Stylistics and Discourse Analysis 7  First Semester COURSE PROGRAM OUTCOMES a b c d PEd 111 Undergraduate Thesis FS 1 Field Study 1 (Observations of Teaching-Learning in Actual School Environment) FS 2 Field Study 2 (Participation and Teaching Assistantship ) 4th year Second Semester COURSE PROGRAM OUTCOMES a b c d PEd 112 Problems Met in Teaching Internship PEd 113 LET Enhancement/Review/Pre-Board 4th year PEd 114 Teaching Internship School: School of Education Progr Program: am: BSED 8 Prepared by: Reviewed by: Recommending Approval: Approved by: FRE TE, MAEd AR. HELEN.D ALMA Ed. D her Chairman, BSED Program Dean, School of Education Vice President for Academic Affairs Descriptive Title: Living in the IT Er Era a Course Code: GE 013__ Course Credit: 3 Lecture Hours/ W Week: eek: 3 Pre-requisite: None Course Description: This course allows student to explores the science, culture, and ethics of information technology, its various uses and applications, as well as its influence on culture and society. It also aims to strike a balance between conceptual instruction and socially and culturally oriented discussions as it not only explains the basic concepts or key terms in IT but also features the major IT trends along with the issues and challenges these developments bring. 9  OUTCOME-BASED TIME TEACHING/ TEXTBOOK/ ASSESSMENT INTENDED LEARNING OUTCOMES TOPICS EQUIPMENT ALLOTM LEARNING ACTIVITIES REFERENCE Task Tool ENT At the end of the lesson, the learners 1. Vision, Mission, must have: Goals and Objectives of the College a. familiarized with the Mission, 2. Grading System, Vision, Goals and Objectives of the Admission and Interactive Class Discussion Oral Feedback College and of the Department; Retention Policies of Projector, laptop NIPSC Student Transmutation b. aware of the grading system, the Department and white board Handbook 1 hr. Table/ Rubric Power point presentation Quiz admission and retention policies of 3. Teacher Education the Department; and Program Outcomes, c. discussed the teacher education Degree, (e.i. BEED, program outcomes, the degree BSED) and course outcomes and the course outcome. outcome OHP /  W. Samuel, S. G. Develop a 6 hrs At the end of the lesson, the learners MODULE 1: Brief Lecture: With the aid of Multimedia Ajumo, E. C. concept map by must have: Introduction to a power point presentation, Anderson and S. group about the Rubrics for Information and provide an overview of the Projector Worgu (2016). ICT As topic. concept map a. Demonstrate a sense of Communications subject Introduction to the A Change Angent readiness for the upcoming Technology (ICT) Information and Computer /  For Socialization and Quiz using semester; Communication Laptop Social Engineering. Google form b. Identify their learning outcomes Lesson 1: Information Technology. IOSR Journal of and expectations for the course; and Communication Graphic Computer c. Recognize their capacity to Technology Small Group discussion: Give organizers Engineering (IOSR- create new understandings from graphic organizers of the JCE) e-ISSN: 2278- reflecting on the course; and different concepts to be Android Phone 0661,p-ISSN: 2278- d. Know the role and importance of defined through the use of 8727, Volume 18, ICT. concept mapping. Issue 4, Ver. II  https://www.digitalist Whole group discussion: mag.com/cio- Present to the whole class knowledge/2019/02/2 group outputs. 6/evolution-of- technology- Individual Research: continues-what-is- Encourage students to next-in-2019- validate the concept map and 06196611/ 10   https://bit.ly/30IZ4FO  https://ailynvlla.home. blog/2019/03/04/how- ict-affect-our-daily- life/  https://bit.ly/32Vlpm6 conceptual definitions.  https://www.wikijob.co.uk/content/applicatio n-advice/job- applications/what- are-ict-skills  https://bit.ly/2BuODw V At the end of the lesson, the learners  https://ftms.edu.my/v must have: 2/wp- content/uploads/2019 /02/csca0201_ch01.p a. Gain familiarity of the different df discoveries during the OHP /  https://www.sutori.co different periods; Multimedia m/story/history-of-ict- b. Learn different inventions and information-and- discoveries during electro- MODULE 2: History Discuss the history of Projector communications- Rubrics for mechanical age that lead to Computer and the basic technology-- policies posted of Computer: Basic the inventions of today’s Computing Periods computing periods Computer /  N7J51bQqSU7vLWc Oral Feedback in the blog. 3hrs technology; and Laptop Vfdn5M9qa c. Identify different  https://www.livescienc Quiz Quiz using technologies and their Graphic e.com/20718- Google form improvements during the organizers computer-history.html different generations.  https://www.explainth Android Phone atstuff.com/historyofc omputers.html  Defining its Powers and Functions, Appropriating Funds, and Other Purposes)  https://www.youtube.c Reflection Posted 3 hrs At the end of the lesson, the learners MODULE 3: The Discuss the WEB Microsoft word om/watch? on the Website Rubrics on the must have: Web and the Powerpoint v=J8hzJxb0rpc Blog/Freedom reflection a. Explore the current Internet Presentation.  https://www.youtube.c Wall posted on the breakthrough technologies Lesson 1: The Web Website Blog/ blog. 11  and disruptive innovations om/watch? Classroom that have emerged over the v=x3c1ih2NJEg Quiz using Freedom Wall past few years;  https://www.youtube.c Google form b. Identify and analyze various Discuss the Internet Video clip om/watch? Restricted Essay Rubrics for 3 hrs emerging technologies; Lesson 2: The v=Dxcc6ycZ73M restricted c. Explore the evolution of the Internet Multimedia  https://www.youtube.c essay internet; om/watch? d. Identify and understand the Projector v=5o8CwafCxnU Quiz using different uses of internet in  Abraham, R., Jas, F., google form today’s generation; and Computer/Laptop Russell, W. (2005) e. Discuss the fundamental The Web terms and definitions used in Empowerment Book: the internet. An Introduction and Connection Guide to the Internet and the World-Wide Web. Springer-Verlag New York  Evolution of the web retrieved from https://www.slideshar e.net/sububasistha/w eb-10-to-web- 30- evolution-of-the-web- and-its-various- challenges  Types of websites retrieved from https://www.hostgator.com/blog/popular- types-websites- create/  Subhash Basishtha Web 1.0 to Web 3.0 – Evolution of the Web and its Various Challenges. Retrieved from https://slideshare.net/ sububasistha/web- 10-to-web-30- evolution-of-the-web- and-its-various- 12  challenges  What is internet Retrieved from https://www.tutorialsp oint.com/internet_tec hnologies/internet_ov erview.htm  Internet terms and definition Retrieved from https://techterms.com /definition/internet  Internet terms and definition Retrieved At the end of the lesson, the learners Multimedia  http://www.mccc.edu/ 6hours must have: ~virtcoll/Netiquette MODULE 4: The Projector  http://ecampus.matc. Rubric for Netiquette and the Brief Lecture: The Netiquette edu/student_support/ Computer Ethics Restricted essay restricted a. Discuss the importance of and the Computer Ethics Laptop pdfs/7-essential- essay being a responsible netizen rules-of-netiquette.pdf by following the rules of Lesson 1: Netiquette  https://www.getcybers common courtesy online and Wifi connection afe.gc.ca/cnt/rsks/cm the informal “rules of the Lesson 2: Group research and Multimedia mn-thrts-eng.aspx Do a group Rubric for road” of cyberspace; Cybercrimes presentation on cybercrimes equipment research and group research b. Discuss the difference make a and between privacy and security; Projector presentation on presentation. and cybercrimes c. Explain various risks to Laptop internet privacy. 13  Wifi connection Do a group Lesson Lesson 3: Internet Group research and exemplars research and Rubric for presentation of Internet make a group research Threats Mobile phone Threats presentation on and Laptop/ Internet Threats presentation. Computer MIDTERM EXAMINATION 1hr MODULE 5: Digital Discuss the Introduction to Google Docs  Muhammad Adam, Restricted Essay Rubric for 6hours At the end of the unit, the students Technology and the Digital Age Internet Faisal. (2016). Quiz Essay must have: Social Change Connection "Information and a. Explain the role of ICT in Lesson 1: Computer/Laptop Communication social change. Introduction to the /Mobile phone Technology (ICT), b. Identify the strengths, Digital Age  Social Changes and weaknesses, opportunities, Transformation". and imminent threats of the 10.13140/RG.2.2.223 digital age. 71.60960. c. Articulate basic, but  Debasish. fundamental definitions of “Technological complex issues and dynamics Change: It's Meaning that humans encounter every and Process.” day, such as technology, Economics social progress, development, Discussion, 11 Aug. and digitalization. 2015, www.economicsdiscu ssion.net/articles/tech nological-change-its- meaning-and- process/4447.  Tikam, Madhuri V. “Impact of ICT on Education.” International Journal of Information  Communication Technologies and Human Development (IJICTHD), IGI Global, 1 Oct. 2013,  www.igi- global.com/article/imp act-of-ict-on- 14  education/102982.  “The Social Impact of ICT.” Ericsson.com, 13 Dec. 2019, www.ericsson.com/en /reports-and papers/networked- society- insights/social- business/social- impact-of-ict.  “Digital Age.” Digital Age Dictionary Definition | Digital Age Defined, www.yourdictionary.c om/digital-age. At the end of the unit, the students Google Docs Reporting and must have: Feed backing Rubric for Module 6: It Culture and the Internet https://youtu.be/6YaXKxX Produced video reporting, a. Identify what are the current Society Brief Lecture: It Culture and Connection Sli0 clip reflection and emerging trends in 6hours the Society https://youtu.be/mLg95dL Reflection paper paper, and technology; Computer/Laptop m-Gs Interview reports interview b. Understand how technology Lesson 1: Internet of Google Docs reports Things affects culture and society /Mobile phone examination trough through the different Group research and Computer/Laptop  https://internetofthing Do a group advancements in technology; Lesson 2: Current presentation of Current RubiStar sagenda.techtarget.c research and Rubric for and Trends and Emerging Trends and Emerging Mobile phone om/definition/Internet- make a group research Technologies Technologies Internet of-Things-IoT presentation of and Connection  https://www.wired.co Current Trends presentation. LCD Projector m/story/wired-guide- and Emerging internet-of-things/ Technologies  https://www.forbes.co m/sites/jacobmorgan/ 2014/05/13/simple- explanation-internet- things-  that-anyone-can- understand/#16d8137 b1d09  https://www.vistacolle 15  ge.edu/blog/careers/it /trends-in- information- technology-for-2019/  https://www.simplilear n.com/top- technology-trends- and-jobs-article  https://thebossmagazi ne.com/future-virtual- reality/  https://www.livescienc e.com/34843- augmented- reality.html  https://www.qualcom m.com/invention/5g/w hat-is-5g MODULE 7: Imaging Computer/Laptop  https://www.slideshar Create a graphic Google forms 6 hrs At the end of the unit, the students and Design For Discuss Graphic Design e.net/LeahLewman/el design. must have: Social Impact Fundamentals RubiStar ements-of-art-shape- Quiz Rubric in 88242623 graphic design a. Understand the basic Lesson 1: Graphic Mobile phone  https://visme.co/blog/ concepts like colors, Design Fundamentals wp- typography, images; Internet content/uploads/2015 b. Understand the principles and Lesson 2: Branding Connection /09/designelements.jp techniques of design using and Identity g applications (whether open- LCD Projector  https://99designs.com source or proprietary) to Lesson 3: Layout and /blog/tips/graphic- develop contents for social Composition design-basics/#4 campaigns; and  https://faculty.washing c. Discuss the importance of Lesson 4: ton.edu/farkas/dfpubs having a good design to Typography /Farkas-Farkas- communicate visually. Graphic%20Design- Lesson 5: Color Ch11Principles%20of %20Web Lesson 6: Image %20Design.pdf  https://www.interactio ndesign.org/literature/ topics/graphic-design  http://www.wcs.k12.m i.us/cousino/wcsart/ar t%20foundatons 16  %20site/texture.html# :~:text=Texture %20refers%20to %20the%20surface %20quality%20in %20a%20work%20of %20art.&text=Some %20things%20feel %20just%20as,called %20visual%20or %20implied %20texture.  https://www.thoughtc o.com/definition-of- balance-in-art 182423#:~:text=Bala nce%20refers%20to %20how%20the,not %20seem%20heavier %20than%20another.  https://writingexplaine d.org/layout-or-lay- out-difference  https://www.edgee.ne t/the-principles-of- graphic-design-how- to-use-proximity- effectively/#:~:text=Th e%20principle%20of %20proximity %20is,give %20structure%20to %20 a%20layout.  https://www.portlandl ocalist.com/blog/how- to-improve-the- design-of-your-email- newsletter  https://edu.gcfglobal. org/en/beginning- graphic- design/typography/1/  https://www.shutterst 17  ock.com/blog/complet e-guide-color-in- design  https://blog.hubspot.c om/insiders/different- types-of-image-files  Post processing At the end of the unit, the students retrieved from must have: https://en.wikibooks.o a. Define photography terms rg/wiki/Digital_Photog and the effect each raphy/Post_Processin adjustment has on the image; g b. Make basic photo edits and  Introduction to keep image quality; and Photography c. Learn the workflow of Post retrieved from Processing https://carleton.ca/he althy-workplace/wp- content/uploads/Intro- to-Photo-presention- Computer/Laptop 20112.pdf  Photography guide RubiStar retrieved from https://www.creativeli MODULE 8: Photo Applying simple Rubric for Discuss Photo Imaging and Mobile phone ve.com/photography- Imaging and photo processing photo 6hrs Postprocessing guides/post- Postprocessing to its own image. processing Internet processing Connection  What is photography? http://163.14.73.3/~ch LCD Projector iang/course/CG/Class Notes/photography.pp t  History of Photography https://petapixel.com/ 2015/05/23/20-first- photos-from-the- history-of- photography/  Top ten tip in photography http://www.kodak.com At the end of the unit, the students MODULE 9: Brief discussion on Computer/Laptop  https://venngage.com Create an Rubric for 6hrs 18 must have: /blog/infographic- a. Understand the importance of design/#1 using infographics;  https://visme.co/blog/i b. Identify the different RubiStar nfographic-design- Creating guidelines and best practices Mobile phone guide/ Infographics infographic for in creating an effective Infographics Internet  https://youtu.be/uQXf infographic for Social social change infographic; and Connection _d5Mgjg Campaigns c. Create his own infographic LCD Projector  https://youtu.be/tN8_ design for social change. 85gKOTc  https://youtu.be/lCXF JEK_lVk FINAL EXAMINATION 1hr Course R Requirements: equirements: Per eriodic iodic Exams Individual W Website ebsite Learning PoPortfolio rtfolio Learning Activit Activity y Refl Reflections/ ections/ Analysis Group Indivi Individual dual Repo Reporrts Group Individual ProProject ject jectss Grading System OBE Based Non-Laboratory Subjects A. Cognitive 40% 1. Formative (Quizzes/Assignments) 20% 2. Summative (Midterm/Final) 20% B. Psychomotor 40% 1. Process/Performance 20% 2. Output/Product 20% C. Affective 20% 1. RICH Values 10% 19 2. Classroom Deportment and Punctuality 10% TOTAL 100% Laboratory Subjects A. Cognitive 30% 1. Formative (Quizzes/Assignments) 15% 2. Summative (Midterm/Final) 15% B. Psychomotor 60% 1. Process/Performance 30% 2. Output/Product 30% C. Affective 10% 1. RICH Values 5% 2. Classroom Deportment and Punctuality 5% TOTAL 100% Computation RS x 35 Rating = +60 TEXTBOOK Total No. of Items ( Note: Should not be later than 5 ye year ar arss in AP APA A format ) References ( Note: Should not be later than 5 years in AP APA A format ) 1. Suggested R Readings/ eadings/ R References eferences 20 Course R Requirements: equirements: Per eriodic iodic Exams Individual W Website ebsite Learning PoPortfolio rtfolio Learning Activit Activity y Refl Reflections/ ections/ Analysis Group Indivi Individual dual Repo Reporrts Group Individual ProProject ject jectss Grading System OBE Based Non-Laboratory Subjects A. Cognitive 40% 1. Formative (Quizzes/Assignments) 20% 2. Summative (Midterm/Final) 20% B. Psychomotor 40% 1. Process/Performance 20% 2. Output/Product 20% C. Affective 20% 1. RICH Values 10% 19 2. Classroom Deportment and Punctuality 10% TOTAL 100% Laboratory Subjects A. Cognitive 30% 1. Formative (Quizzes/Assignments) 15% 2. Summative (Midterm/Final) 15% B. Psychomotor 60% 1. Process/Performance 30% 2. Output/Product 30% C. Affective 10% 1. RICH Values 5% 2. Classroom Deportment and Punctuality 5% TOTAL 100% Computation RS x 35 Rating = +60 Total No. of Items TEXTBOOK ( Note: Should not be later than 5 ye year ar arss in AP APA A format ) References ( Note: Should not be later than 5 years in AP APA A format ) 1. Suggested R Readings/ eadings/ R References eferences 20 1. W. Samuel, S. G. Ajumo, E. C. Anderson and S. Worgu (2016). ICT As a Change Agent. 2. For Socialization and Social Engineering. IOSR Journal of Computer Engineering (IOSR-JCE) e-ISSN: 2278-0661,p-ISSN:  2278-8727, Volume 18, Issue 4, Ver. II 3. Abraham, R., Jas, F., Russell, W. (2005) The Web Empowerment Book: An Introduction and Connection Guide to the Internet and the World-Wide Web. Springer-Verlag New York 4. Evolution of the web retrieved from https://www.slideshare.net/sububasistha/web-10-to-web- 30-evolution-of-the-web-and- its-various-challenges 5. Types of websites retrieved from https://www.hostgator.com/blog/popular-types-websites-create/ 6. Subhash Basishtha Web 1.0 to Web 3.0 – Evolution of the Web and its Various Challenges. Retrieved from https://slideshare.net/ sububasistha/web-10-to-web-30-evolution-of-the-web- and-its-various-challenges 7. Muhammad Adam, Faisal. (2016). "Information and Communication Technology (ICT), Social Changes and Transformation". 10.13140/RG.2.2.22371.60960. 8. Debasish. “Technological Change: It's Meaning and Process.” Economics Discussion, 11 Aug. 2015, www.economicsdiscussion.net/articles/technological-change-its-meaning-and- process/4447. 9. Tikam, Madhuri V. “Impact of ICT on Education.” International Journal of Information Communication Technologies and Human Development (IJICTHD), IGI Global, 1 Oct. 2013,www.igi-global /article/impact-of-ict-on-education/102982. Online Sources: https://www.digitalistmag.com/cio-knowledge/2019/02/26/evolution-of-technology-continues-what-is-next-in-2019- 06196611/ https://bit.ly/30IZ4FO https://ailynvlla.home.blog/2019/03/04/how-ict-affect-our-daily-life/ https://bit.ly/32Vlpm6 https://www.wikijob.co.uk/content/application-advice/job-applications/what-are-ict-skills https://bit.ly/2BuODwV https://ftms.edu.my/v2/wp-content/uploads/2019/02/csca0201_ch01.pdf https://www.sutori.com/story/history-of-ict-information-and-communications-technology-- N7J51bQqSU7vLWcVfdn5M9qa https://www.livescience.com/20718-computer-history.html https://www.explainthatstuff.com/historyofcomputers.html RUBRIC FOR ASSESSMENT 21  Report Presentation CATEGORY 4 3 2 1 Covers topic in-depth with Includes essential Includes essential Content is minimal OR details and examples. knowledge about the topic. information about the topic there are several factual Content Subject knowledge is Subject knowledge appears but there are 1-2 factual errors. excellent. to be good. errors. Content is well organized Uses headings or bulleted Content is logically There was no clear or using headings or bulleted lists to organize, but the organized for the most part. logical organizational Organization lists to group related overall organization of structure, just lots of facts. material. topics appears flawed. Interesting, well-rehearsed Relatively interesting, Delivery not smooth, but Delivery not smooth and with smooth delivery that rehearsed with a fairly able to hold audience audience attention lost. Oral Presentation holds audience attention. smooth delivery that usually attention most of the time. holds audience attention. Product shows a large Product shows some Uses other people\'s ideas Uses other people\'s ideas, amount of original thought. original thought. Work (giving them credit), but but does not give them Originality Ideas are creative and shows new ideas and there is little evidence of credit. inventive. insights. original thinking. Source information Source information Source information Very little or no source collected for all graphics, collected for all graphics, collected for graphics, facts information was collected. Sources facts and quotes. All facts and quotes. Most and quotes, but not documented in desired documented in desired documented in desired format. format. format. Well-rehearsed with smooth Rehearsed with fairly Delivery not smooth, but Delivery not smooth and delivery that holds audience smooth delivery that holds able to maintain interest of audience attention often Presentation attention. audience attention most of the audience most of the lost. the time. time. 22