Course Offering
MASTER OF ARTS IN INSTRUCTIONAL DESIGN & TECHNOLOGY (MAIDT)

The course is an action research oriented Master of Arts in Instructional Design and Technology. It focuses on the application of information and communication technologies in the development, implementation and evaluation of ICT enabled learning environments and teaching strategies. The program lasts for eleven months with a maximum extension period of one month.

The program starts with a two-week, live-in, intensive face-2-face learning experience. Consisting of ten modules, the face-2-face sessions are intended to enable students to understand sound theoretical frameworks, acquire instructional development skills, gain a working knowledge of research designs and methodologies and formulate an action research agenda. These modules include topics on philosophy of instructional design, cognitive theories and their implications to learning and teaching, problem based learning, technology enabled learning environments, strategies on effective ICT integration, and principles of statistics and research design. Students engage in collaborative and constructivist learning activities. Mentors on the other hand model the cognitive and instructional principles that they share with students. At the end of the two week intensive course, students are expected to submit 10 module outputs / projects and an action research thesis proposal.

After the two week face-2-face, students will implement and evaluate their action research projects in their teaching contexts. During this period, the student journeys with an expert who provides enabling interactions towards the achievement of the research agenda. Interactions are mediated by telementoring – email, discussion board, text messages – phone or face-2-face meetings.

At the end of the course, students are expected to:

  • Understand cognitive theories, their implications to instructional design, teaching and learning
  • Fully appreciate the strengths and weaknesses of cognitive theories and their applicability to particular learning contexts and environments
  • Understand, appreciate and critique various models of ICT application to teaching and learning.
  • Attain the ability to subject their professional practice into a systematic and reflective analysis
  • Develop and sustain a community of practice where professionals who the same interests / discipline can engage in collaborative and constructive exchanges their ability to deliver quality and effective services.
  • Formulate. Implement, and assess ICT enabled learning environments
  • Develop the attitude and skill to regularly subject their teaching practices to reflective- scientific analysis to improve and transform their profession.

What is the course outline?

Module 1: ICT Tools for Effective Classroom Management

This module provides the foundation for effective web research. It will provide learners with a simple strategy on how to search the web for information effectively. Likewise it will provide a framework by which learners can critique and judge the quality of materials they access on the World Wide Web. This modules also is designed to give students hands-on experience on using various ICT tools for classroom activities.

Module 2: Educating the Net Generation: Modes of Technology Support for Learning

This module focuses on the appropriate use of ICT to support learning and achieve learning competencies. Teachers will explore the fundamental requirement of a learning process and match it with existing or emerging technology to enhanced learning or create a new ICT enabled learning environment.

Module 3: Integrating ICT Across the Curriculum: Mapping Out ICT Competencies with Subject Area Competencies

Mapping Out ICT Competencies with Subject Area Competencies provides teachers with a framework on how to align ICT competencies with subject area learning competencies.

Module 4: Problem / Project Based Learning

Problem / Project Based Learning focuses on actively engaging students in knowledge construction by proposing (a) solution(s) to a real life problem / situation or in authentic tasks. Teachers will explore various models of problem / project based learning activities. They will create a problem / project based learning activity based on unit of practice in their discipline.

Module 5: / Content Development and Instructional Designing using technology

Module 5 introduces various techniques in developing curricula using technology. It will introduce principles on effective curriculum development using the 21st century skills standards.

Module 6: Authentic Assessment

Module 6 on Authentic Assessment explores the use of rubrics and portfolios to assess student performance in the context of task based learning activities. It will discuss value of rubrics not only in measuring student performance but likewise to enhance or totally alter teaching practice. Emphasis will be given on the skill to align learning competencies with the creation and implementation of rubrics.

Module 7: Telecollaborative Projects: Leveraging Communication Technologies for Knowledge Construction Beyond the Classroom

The module will demonstrate how teachers expand his / her resources beyond the four walls of the her classroom by bringing in an expert to interact with her student through different modes of Internet based communication tools.

Module 8: Laying the Foundations for Peer Mentoring

The module covers the following: effective communication, the use of journal for reflective learning, conflict resolution and development and use of digital portfolio in professional development.

Module 9: Learning Theories, Methods and Strategies on Teaching with Technology

Module 9 explores cognitive models such as behaviorism, cognitivism, constructivism, and multiple intelligences and their ramifications to the instructional design and development. The module provides a general framework on what and how information and communication technology can support the application of these cognitive models to instructional development.

Module 10: Research Methods and Principles of Action Research

Module 10 deals with the processes, methods and data gathering in action research. It provides students with the scientific tools to reflect and enhance their practice. Likewise it is intended to help students formulate and implement an action research project as a requirement for a masteral degree in instructional development and technology.

Module 11: Thesis Writing

Who Can Qualify for the Program?

Any 4 year degree holder with keen interest to pursue a teaching career;
Willing to undergo 2 week intensive face to face instruction at the Center for Teacher Excellence in Cebu City;

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ICT INTEGRATION & PBL APPROACHES

Course Description

A 54-hour training program designed to equip participants with knowledge, skills and disposition in the integration of ICT in the teaching and learning environment using project-based learning approaches. It is also designed to equip students on the use of different ICT software for effective classroom management.

Objectives: It is expected that at the end of the course, the participants should be able to:

  • Appreciate various computer-based and on-line tools for effective classroom management;
  • Design, demonstrate and assess a project-based activity using ICT tools;
  • Apply knowledge, skills, attitudes and values on the use of ICT tools in their work setting.

Course Outline:
Modules

Duration
No. of hrs.

Module 1- Standards Development & Online Authentic Assessment

Assessing PBL experiences also typically involves what is called authentic or performance assessment. Authentic assessments typically (a) mirror the challenges, work, and standards engaging practicing professionals; and (b) involve the individual interactively through opportunities for explanation, dialogue, and inquiry through questions and responses (Grant Wiggins, 1989). This module will introduce students in the development of on-line assessment through the use of rubrics.

8

Module 2 – Using ICT Application for Classroom Projects

This module introduces students on the use of basic ICT tools that will aid them in developing student-centered classroom activities. It is also designed to enable students to explore different online and software-based applications that will aid them in developing and integrating ICT in the learning environment. The course includes topics on Internet Basics, Digital storytelling, On-line Collaboration and Social Networking

12

Module 3 – Project-based Learning Approaches

This module is designed to teach participants to create highly collaborative, interdisciplinary and theme-based projects woven with technology and HOTs strategies. Sessions will include, the Art of Questioning, collaborative techniques and differentiated instruction.

8

Module 4 – Project Preparation

This module will require students to prepare a portfolio of at least three modules that make use of ICT applications. Students will be given 20 hours to prepare the modules. They may collaborate with other subject area specialists in the conceptualization of project activities; after which they are required to attend a 6-hour session to present their projects for approval. Projects prepared is based on PBL and Papert's Theory of Constructionism.

26

TOTAL

54

Course Requirements:
Program Participant Qualification:

  • PROFICIENT in MS Office Applications ( MS WORD, EXCEL, POWERPOINT) and Internet Basics
  • Must be a bonafide teacher in the elementary / high school level
  • Certification from principal to collaborate in post-course activities that will require ICT infrastructure

Assessment:
challenges / projects ( individual /group work ) – online/classroom-based Journals

Certification:

  • Certificate of Attendance
    • Those having attended the seminar and completed at least 80% of the 54 hour training program
  • Certificate of Completion
    • Those who have completed all requirements of the F2F program, including project presentation
    • With DepEd Certificate
  • Certificate of Proficiency
    • Those who have successfully conducted their projects in the school and have been evaluated by the panel to have passed the standards set by CBE.
    • With DepEd Certificate and 3–unit MA degree equivalency in CBE partner schools

Other requirements/equipment needed to complete the course:

  • cd–r containing all projects/challenges
  • participants should be online at least 2 hours/week to accomplish web-based challenges/projects

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EDUCATIONAL LEADERSHIP IN THE 21ST CENTURY

Course Description and Objectives:

The Educational Leadership in the 21st Century Training Program with a concentration in Technology Leadership includes core Educational Leadership topics such as Transformational Leadership, Trust Leadership, Servant Leadership, Collaborative Leadership, Creative Leadership, Spiritual Leadership and Innovative Leadership. It also includes additional sessions on Educational Technology Leadership and Values centered Ethical Leadership.

This program is designed to develop and enhance the school heads with an advanced level of expertise that will enable them to direct school improvement toward higher levels of student learning and achievement. As educational systems become more complex in the 21st century, the need to adopt technology in the school’s various operations that will effectively and efficiently address the demands of its clientele is evident.

It has been proven time and again that facilitating changes in schools and sustaining these changes depend largely on capable leadership. Thus, at the end of the 3-day training program, the participants shall have created a roadmap for facilitating effective and innovative changes in their schools. With this background, the participants will be equipped in assuming leadership positions in all facets and levels.

Course Outline:
Modules

Duration
No. of hrs.

Module 1 Leading Teaching and Learning in the 21st Century

This module involves analyzing different types of Education Leadership (e.g. transformational, trust, servant, collaborative, innovative, values centered ethics, creative and spiritual) and making relevant choices in the application of each leadership type given various school scenarios. The module also introduces participants to the school leadership standards in the 21st century.

8 hrs.

Module 2 Leading Technology application in Schools

This module will explore various models of technology support and present ideas on how to effectively manage technology to maximize student learning, enhance personal and professional development and increase the efficiency of school operations.

5 hrs.

Module 3 Leading School Operations & Community Relations

This module is designed to prepare participants to assume leadership roles in decision-making of school business affairs. The module will also equip leaders to engage the community to support school development programs.

5 hrs.

Module 4. Leading in developing excellent Community Schools 6

In this module, participants will create their school development roadmap using the different models discussed in the previous module, case study analyses and creative solutions as references and guides. The participants will present their road map in the plenary for review and critiquing.

6 hrs.

TOTAL

24 hrs.

Course Requirements:
Program Participant Qualification:

  • PROFICIENT in MS Office Applications ( MS WORD, EXCEL, POWERPOINT) and Internet Basics
  • Must be a principal, OIC, Head Teacher in the high school level
  • Certification from the Division Office - commitment to undertake post-training activities and that the school represented by the participant shall be subjected to monitoring and evaluation by the training institute.

Training Methodology:

Plenary type presentations, group dynamics, best practices sharing ( online/face to face )

Assessment:

challenges / projects ( individual /group work ) – online/classroom-based Journals, case studies

Certification:

  • Certificate of Attendance
    • Those having attended the seminar and completed at least 100% of the 54 hour training program
  • Certificate of Completion
    • Those who have completed all requirements of the program
  • Certificate of Proficiency
    • Those who have successfully presented the required School Roadmap and have been evaluated by the panel to have passed the standards set by CBE and SMART.
    • With DepEd Certificate and 3-unit MA degree equivalency in CBE partner schools

Other requirements/equipment needed to complete the course:

  • Individual laptop computers
  • USBs
  • Submission of Pledge of Commitment
  • Signing of non-disclosure agreement
  • participants should be online at least 5 hours/week to accomplish post-training activities

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