BATAAN PENINSULA STATE UNIVERSITY

GRADUATE SCHOOL
City of Balanga 2100 Bataan
PHILIPPINES

COURSE SYLLABUS

Course Title: Technology Integration in Science

Course Code: MAGS-005

Course Description: The course will develop pedagogical content knowledge of science teachers
through practice of integrating educational technologies in science instruction. The course will expose
the student to explore the use of educational technology as a tool for teaching Science. This course will
teach the students on the methods Learning Management Systems, Flip Classroom, e-POGIL, Science
Simulation in Conceptual Understanding, Science Simulation in Distance Laboratory Work, Online Module,
Online Test, Item Analysis, ZipGrade, Slide Presentation with Voice Annotation and Robotics and
Intelligent Machines.

Program Outcomes (Masteral)

PO-001  Advanced knowledge and skills in a specialized, interdisciplinary, or

multidisciplinary field of study for professional practice.

PO-002 Self-directed research

PO-003 Lifelong learning with a highly substantial degree of independence

that involves individual work or teams of interdisciplinary or
multidisciplinary experts in the field.

Application of these skills in research, professional or creative work.

PO-004

Course Outcomes:

CO-01: Use technology to facilitate teaching of related topic-specific science content.

CO-02: Design learning plan that promotes digital age learning experiences and assessments.
CO-03: Explore educational theories linked with the educational technologies.

MAGS-005 | Technology Integration in Science

Learning Plan

LEARNING TOPIC WEEK NO. LEARNING Delivery Mode

OUTCOME ACTIVITIES / Methodology
Discuss the Course Week 1 A. Walk through Synchronous
content of the Orientation the Course
course syllabus. Syllabus
B. Orientation on
Understand the Flipped
method of Flipped Classroom
Classroom. C. Orientation on
the use of
Understand the Vignette.
method of using
vignette.
Describe a learning Extending Week 2 A. Class Discussion Asynchronous for
management Classroom (through A, B, C, D and E.
system (LMS). Explainer Video)
Management
B. Article Review Synchronous for
Demonstrate the through Learning C. Create or update F.
features of Management a learning plan
selected Learning System that integrates
Management use of LMS.
System. D. Field
Demonstration.
Apply the use of E. Create a
LMS in the field. vignette on the
actual
Discuss the application of
benefits and issues learning
of learning management
management system.
system in the field. F. Discussion
Forum.

Analyze different Flipped Week 3 A. Create/Select an Asynchronous for

issues in education Classroom explainer video A, B, C, D, E, F
that flipped on selected and G.
classroom can topic-specific
address. content. Synchronous for
B. Class Discussion H.
Create a Model (through

MAGS-005 | Technology Integration in Science

Framework for Explainer Video)
Flipped Classroom. C. Article Review
D. Create a
Apply the Flipped “Personalize”
Classroom in the Model of Flipped
field. Classroom.
E. Create or update
Discuss the a learning plan
benefits and issues that integrates
of flip classroom in Flipped
the field. Classroom.
F. Field
Demonstration.
G. Create a
vignette on the
actual
application of
flipped
classroom.
H. Discussion
Forum.

Discuss the Online Process- Week 4 A. Class Discussion Asynchronous for

methods of POGIL. Oriented Guided (through A, B, C, D and E.
Explainer Video)
Inquiry Learning
Differentiate B. Article Review Synchronous for
POGIL from e- C. Create or update F.
POGIL. a learning plan
that integrates
Apply the e-POGIL e-POGIL.
in the field. D. Field
Demonstration.
Discuss the E. Create a
benefits and issues vignette on the
of e-POGIL in the actual
field. application of
flipped
classroom.
F. Discussion
Forum.

Describe Science Week 5 A. Class Discussion Asynchronous for

conceptual Simulation in (through A, B, C, D and E.
understanding in Explainer Video)
Conceptual
science. B. Article Review Synchronous for

MAGS-005 | Technology Integration in Science

 Understanding C. Create or update F.
Discuss theoretical a learning plan
evidence why that integrate
science simulation the use of
is effective in simulation in
conceptual teaching
understanding. concepts of
topic-specific
Create a learning content in
plan that integrate science.
the use of D. Field
simulation in Demonstration.
teaching concepts E. Create a
of topic-specific vignette on the
content in science. actual
application of
Apply simulations simulation in
in teaching conceptual
concepts of topic- understanding.
specific content in F. Discussion
science. Forum.

Discuss the
benefits and issues
of using simulation
in conceptual
understanding of
topic-specific
content in science.
Describe Science Week 6 A. Class Discussion Asynchronous for
investigative Simulation in (through A, B, C, D and E.
practical work. Explainer Video)
Distance
B. Article Review Synchronous for
Create a model for Laboratory Work C. Create a F.
investigative worksheet on a
practical work. topic-specific
content in
Create a science that
worksheet that integrates
integrates simulation in
simulation in investigative
investigative practical work.
practical work. D. Field
Demonstration
Apply simulation- E. Create a
based investigative vignette on the

MAGS-005 | Technology Integration in Science

practical work in actual
actual classroom application of
teaching. simulation in
laboratory work.
Discuss the F. Discussion
benefits and issues Forum.
of using simulation
in laboratory work.
Discuss the parts Online Module Week 7 A. Class Discussion Asynchronous for
of a learning (through A, B, C, D and E.
module. Explainer Video)
B. Article Review Synchronous for
Discuss the C. Create or update F.
features of book a module and
widget as a transform it to
potential online type
application for using book
online module. widget.
D. Field
Apply book widget Demonstration
in the actual E. Create a
classroom vignette on the
teaching. actual
application of
Discuss the online module
benefits and issues (using book
of using book widget) in the
widget as a field.
potential F. Discussion
application for Forum.
online module.
Answer the Midterm Week 8 Essay Questions Synchronous
discourse Examination
questions by citing
the claim,
providing evidence
and presenting the
reasoning.
Discuss the Online Test Week 9 A. Class Discussion Asynchronous for
features of online (through A, B, C, D and E.
survey creator Explainer Video)
(e.g., Microsoft B. Article Review Synchronous for
forms) to create C. Create or update F.
online test. a test using
online survey
Apply online creator.

MAGS-005 | Technology Integration in Science

survey creator in D. Field
creating test for Demonstration
actual classroom E. Create a
evaluation. vignette on the
actual
Discuss the application of
benefits and issues online test
of using online (using online
survey creator in survey creator).
implementing on- F. Discussion
line test. Forum.

Discuss the Item Analysis Week 10 A. Class Discussion Asynchronous for

importance of item using Excel and (through A, B, C and D
analysis in learning Explainer Video)
SPSS
evaluation and B. Article Review Synchronous for
assessment. C. Perform Item E.
analysis on
Discuss the basics created Multiple
of SPSS and Choice test.
Microsoft Excel in D. Field
item analysis. Demonstration
E. Discussion
Create Item Forum.
Analysis on
multiple choice
format tests and
determine difficulty
indices,
discrimination
indices and
reliability of
exams.
Discuss the Mobile Optical Week 11 A. Class Discussion Asynchronous for
features of mobile Scanners for (through A, B, C and D.
optical scanners to Explainer Video)
Checking
check multiple B. Article Review Synchronous for
choice answers on Multiple Choice C. Use a mobile E.
printed bubble Answers on optical scanner
sheets. Printed Bubble in checking
Sheets answers from
Use mobile optical sample bubble
scanners in sheets of a
checking answers multiple-choice
on print bubble test.
sheets. D. Field

MAGS-005 | Technology Integration in Science

 Demonstration
Discuss the E. Discussion
benefits and issues Forum.
of mobile optical
scanners in
checking answers
on print bubble
sheets.
Discuss the Slide Week 12 A. Class Discussion Asynchronous for
features of Presentation (through A, B, C, D and E.
Microsoft Explainer Video)
with Voice
PowerPoint that B. Article Review Synchronous for
can integrate voice Annotation C. Create or update F.
annotations in a PowerPoint
slide presentation. presentation of
selected topic-
Create slide specific content
presentations with in science.
voice annotations D. Field
about a topic- Demonstration
specific content in E. Create a
science. vignette on the
actual
Use slide application of
presentation with slide
voice annotation in presentation
actual classroom with voice
instruction. annotation in
the field.
Discuss the F. Discussion
benefits and issues Forum.
of slide
presentations with
voice annotations.

Discuss the parts Robotics and Week 13, Webinar on Synchronous

of an Arduino Uno Intelligent Week 14 Robotics and
Module.
Machines and Intelligent
Discuss the Week 15 Machines
fundamentals of
electronics using a Day 1: Webinars
breadboard.
 Introduction to
Program LEDs,
Arduino Uno
buzzers, sensors,
Module and C+

MAGS-005 | Technology Integration in Science

and motors +
individually or programming
integrally to language.
perform a specific  Fundamentals
task. of electronics

Create an Day 2: Workshop

intelligent machine
 LED Flashing
that is
programmable  S.O.S Stress
using the Arduino Signal
Uno module.  Interactive
Traffic Lights
 Breathing LED
 Color RGB LED
 Alarm
 Temperature
Alarm
 Light Sensitive
LED
 How to drive a
Servo
 Controllable
Servo

Day 3: Project

 Create an
intelligent
machine that is
programmable
using the
Arduino Uno
module.

Answer the Final Week 16 Essay Questions Synchronous

discourse Examination
questions by citing
the claim,
providing
evidence, and
presenting the
reasoning.

MAGS-005 | Technology Integration in Science

Classroom Instruction
● Flexible learning will be practiced in teaching the graduate students
● Faculty create more engaging learning modules and instructional materials
based on the content provided in the syllabus. Equipped with knowledge
on learning management system, particularly on the use of Google
Classroom, faculty uploads all instructional materials to a common drive
for the students to access.

Course Output (Performance Indicators)

Course Outcomes
Course Major Output
Upon completion of the course, the students should be able to (Major Task Assessment Tool)
:
Use technology to facilitate teaching of related Vignettes
CO-001
topic-specific science content.
Updated learning plans, worksheet,
Design learning plan that promotes digital age
CO-002 module, test questionnaires and
learning experiences and assessments.
presentations.
Explore educational theories linked with the Article Reviews
CO-003
educational technologies.
Instructional Material with
Final Requirement (Final Task Assessment) Technology Integration and
Teaching Guide

Rubric for Assessment

Rubrics for Discourse Question

Criteria 3 points 2 points 1 point 0 (Zero)

Claim All the 3 2 out of three Only 1 out of No answer
 The answer is characteristics characteristics three
related to the are observed. are observed. characteristics
question. are observed.
 The answer is
free from
plagiarism.
 The answer is
organized and
readable.
Evidence All the 3 2 out of three Only 1 out of No answer
 Used any characteristics characteristics three
form of are observed. are observed. characteristics
evidence to are observed.
support the

MAGS-005 | Technology Integration in Science

 claim.
 The evidence
is related to
the claim.
 The evidence
is readable
and can be
understood.
Reasoning All the 3 2 out of three Only 1 out of No answer
 The characteristics characteristics three
connection are observed. are observed. characteristics
between are observed.
claim and
evidence was
explained.
 The
reasoning
leads to an
acceptable
context.
 The
reasoning is
free from
plagiarism.

Grading System

Grading System

Class Standing Percentage Midterm Final

Requirements 40% Class Standing - 70% Class Standing - 70%
Vignettes/Report 20% Term Exam - 30% Term Exam - 30%
Article Reviews 30% Final Rating
Class Participation 10% Midterm Grade (50%) + Final Grade (50%) = Final Rating
TOTAL 100%

Course Policies and Standards:

The following policies are to be observed and implemented inside the classroom by both the
Professor and Students.
● Attendance and punctuality must be strictly observed.
● Maintain respect and discipline.
● Active participation in the discussion through sharing of ideas and experiences is
encouraged.
● Observe tranquility so as to maintain an environment of focus learning.

MAGS-005 | Technology Integration in Science

 ● Always check the shared folder/s for relevant readings.
● Be prompt in submitting reports and other requirements.
Netiquette Guide for Online Courses

It is important to recognize that the online classroom is in fact a classroom, and certain behaviors
are expected when you communicate with both your peers and your instructors. These guidelines
for online behavior and interaction are known as netiquette.

Security

Remember that your password is the only thing protecting you from pranks or more serious harm.
● Don't share your password with anyone.
● Change your password if you think someone else might know it.
● Always log out when you are finished using the system.

Appearance

Bear in mind that you are attending a class, dress appropriately.

General Guidelines
When communicating online, you should always:
● Treat your instructor and classmates with respect in email or any other communication.
● Always use your professors’ proper title: Dr. or Prof., or if in doubt use Mr. or Ms.
● Unless specifically invited, don’t refer to your instructor by first name.
● Use clear and concise language.
● Remember that all college level communication should have correct spelling and grammar
(this includes discussion boards).
● Avoid slang terms such as “wassup?” and texting abbreviations such as “u” instead of “you.”
● Use the prescribed font Palatino Linotype and use a size 10-point font.
● Avoid using the caps lock feature AS IT CAN BE INTERPRETTED AS YELLING.
● Limit and possibly avoid the use of emoticons like :) or J.
● Be cautious when using humor or sarcasm as tone is sometimes lost in an email or
discussion post and your message might be taken seriously or sound offensive.
● Be careful with personal information (both yours and other’s).
● Do not send confidential information via e-mail.

Email Netiquette

When you send an email to your instructor, teaching assistant, or classmates, you should:
● Use a descriptive subject line.
● Be brief.
● Avoid attachments unless you are sure your recipients can open them.
● Avoid HTML in favor of plain text.
● Sign your message with your name and return e-mail address.

MAGS-005 | Technology Integration in Science

 ● Think before you send the e-mail to more than one person. Does everyone really need to
see your message?
● Be sure you REALLY want everyone to receive your response when you click, “reply all.”
● Be sure that the message author intended for the information to be passed along before you
click the “forward” button.

References

YILDIRIM, F. S., & KIRAY, S. A. (2016). Flipped classroom model in education. Research Highlights in
Education and Science, 2.

Cavus, N., & Alhih, M. S. (2014). Learning management systems use in science education. Procedia-
Social and Behavioral Sciences, 143, 517-520.

De Gale, S., & Boisselle, L. N. (2015). The effect of POGIL on academic performance and academic
confidence.

Widiyatmoko, A. (2018). The effectiveness of simulation in science learning on conceptual understanding:

A literature review. Journal of International Development and Cooperation , 24(1), 35-43.

Adams, W. K. (2010). Student engagement and learning with PhET interactive simulations. Il nuovo
cimento C, 33(3), 21-32.

Online Resources

How to create your own interactive digital lessons with BookWidgets

Source: https://www.youtube.com/watch?v=tPOHxR0prKQ

Microsoft Forms - Multiple choice/select questions

Source: https://www.youtube.com/watch?v=hS8wa1_04gI

Introduction to Tinkercad Circuits & Breadboarding

Source: https://www.youtube.com/watch?v=LrOM2GABK1g

Learn Arduino in 10 minutes | Arduino programming code for beginners by Edutainer

Source: https://www.youtube.com/watch?v=W6UENgS_UR4

Prepared by:

Lucky Sonny A. Ligsanan, MASEd Physics

MAGS-005 | Technology Integration in Science