E-Tech 2018-2019

Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Iloilo
SANTIAGO NATIONAL HIGH SCHOOL
Santiago, Barotac Viejo, Iloilo
LESSON PLAN IN EMPOWERMENT TECHNOLOGIES

FOR THE TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
Lesson 1 - What is Information and Communications Technology?
June 3-7, 2019
Content Standards
The learners demonstrate an understanding of Information Communication
Technology (ICT) in the context of global communication for the Technical-Vocational-
Livelihood (TVL) Track.
Performance Standards
At the end of the two-week period, the learners should be able to independently
compose an insightful reflection paper on the nature of ICT in the context of their
lives, society, and the TVL track.
Contents
1. The current state of ICT technologies (i.e., Web 2.0, 3.0, convergent
technologies, social, mobile, and assistive media).
2. Online systems, functions, and platforms.
Learning Competencies
Compare and contrast the nuances of varied online platforms, sites, and
content to best achieve specific class objectives or address situational challenges.
Objectives
At the end of the class period, the teacher should be able to:
1. give an overview of the subject give an overview of the subject Empowerment
Technologies by running through the curriculum guide;
2. discuss and run through the activities in the Student Reader; and
3. introduce an exercise such as researching about ICT or any digital tools and
asking the students to share their findings to the class.
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Presentation/Procedure:
A. Pre-Test
Write the letter that corresponds to the correct answer.
1. A web page that allows interaction from the user

A. static C. social
B. dynamic D. comment
2. This refers to the feature where users are able to categorize and locate
information through tagging.
A. hashtags C. taxonomy
B. folksonomy D. rich user experience
3. A feature of a dynamic website that allows users to put their own content
A. rich user experience C. user participation
B. long tail D. mass participation
4. It provides a common framework to allow data to be shared and reused across

platform, enterprise, and community boundaries.
A. W3C C. Web 1.0
B. Semantic Web D. Web 2.0
5. According to this magazine, two Philippine cities are part of the top 10 in their
research about “The Selfiest Cities around the World.”
A. People C. Reader’s Digest
B. Time D. Candy
6. This is the operating system for blackberry phones.

A. Blackberry OS C. Windows Mobile
B. Symbian D. iOS
7. Pinterest is a social media website that can be classified as

A. bookmarking site C. microblogging
B. media sharing D. blogs and forums
8. Currently, this is the fastest mobile network.

A. 2G C. 4G
B. 3G D. 5G
9. This media is designed to help people who have visual and reading impairments.
A. assistive C. bookmark
B. social D. accessibility
10. This type of social media website focuses on short updates posted by the user.
A. blogging C. social media
B. microblogging D. hashtagging
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B. Motivation
Form groups with five members each. Take turns answering the questions
below. Answer the following honestly.
1. How many times have you checked your phone this morning?
2. How many status updates have you posted in Facebook or Twitter today?
3. Did you use the Internet for an hour after you woke up this morning?
4. Do you follow a celebrity via his/her social media account?
C. Activity No. 1
1. Introduce Empowerment Technologies by discussing the Curriculum Guide to

the students.
2. Engage the class in a sharing of their ICT experience, what tools do they use,
what do they like about these tools, etc.
3. Instruct the students to open the link for “Networked World Readiness”
assessment http://cyber.law.harvard.edu/readiness guide/intro.html or
provide its printed version.
4. Ask the students to answer the survey regarding the readiness assessment of
their community. Lead the students to share and discuss their answers.
5. Instruct the students to compare and contrast the implications of varied
online platforms, sites, and content to achieve specific needs, objectives, or
address challenges in the classroom or in their community. On a piece of
paper or whenever a suitable digital tool is available, the students will write
down their insight in 300 words.
6. Introduce the term “hashtag” by engaging them in an activity. Show the class
a picture of a religious icon, the verses of a poem, lyrics of a popular song, or
images of book covers, from the Internet or a cut-out from a magazine. Ask
the students to write hashtags on index cards or on a piece of paper. Collect
the hashtags and write them on the board. To approximate the “likes” in an
online social media, ask a raise of hands for every hashtag and count the
number of the likes. Rank the most number of votes and highlight the top
three with the highest number of likes.
Materials Needed
Digital Tools (http://www.pbslearningmedia.org/collection/digitaltools/2/)

Networked World Readiness
(http://cyber.law.harvard.edu/readinessguide/intro.html)
Sample screenshots of digital tools for specific track
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D. Analysis
1. What is the importance of hashtags?

2. How does it feel when you receive likes for your hashtags?
E. Abstraction
How many of the items or icons in the image above are you familiar with?
Which ones are you unfamiliar with?
Whatever your answer, take a closer look at the Trivia/Glossary of Terms. The
list contains some key phrases that characterize the ICT tools that, when used
properly, can empower users to make positive social change.
Trivia/Glossary of Terms
1. Assistive Media - a component under Assistive technology (AT), which is a

generic term used to refer to a group of software or hardware devices by which
people with disabilities can access computers. Assistive Media is also a name of
a company: “the Internet's first audio solution for persons with print
reading/access barriers. The audio recordings of the literary works produced by
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Assistive Media are now easily accessible, on-demand, to the ever growing
number of persons with disabilities who now use the Internet.”
2. Collaborative platforms - “is a category of business software that adds broad
social networking capabilities to work processes.”
3. Convergent Technologies - an extension of the term convergence, which
means a “coming together of two or more disparate disciplines or technologies.
For example, the so-called fax revolution was produced by a convergence of
telecommunications technology, optical scanning technology, and printing
technology.” Convergent Technologies also refers to an American computer
company formed by a small group of people who left Intel Corporation and
Xerox PARC in 1979.
4. Information and Communications Technology (ICT) - ICT is an umbrella
term that includes any communication device or application, encompassing:
radio, television, cellular phones, computer and network hardware and
software, satellite systems and so on, as well as the various services and
applications associated with them, such as videoconferencing and distance
learning. ICTs are often spoken of in a particular context, such as ICTs in
education, health care, or libraries. The term is somewhat more common
outside of the United States. It may also be defined as, Information and
Communication Technologies (ICT or ICTs) are digital forms of communication
including tools available on the Internet, such as blogging and email, as well as
computer software, such as Microsoft PowerPoint and Word.
5. Mobile Media - This refers to “media devices such as mobile phones and PDA’s
were the primary source of portable media from which we could obtain
information and communicate with one another. More recently, the smartphone
(which has combined many features of the cell phone with the PDA) has
rendered the PDA next to obsolete. The growth of new mobile media as a true
force in society was marked by smartphone sales outpacing personal computer
sales in 2011.”
6. Online systems - are online versions of information systems, which is “the
process of and tools for storing, managing, using, and gathering of data and
communications in an organization. An example of information systems are
tools for sending out communications and storing files in a business.”
7. Social Media - “are computer-mediated tools that allow people or companies to
create, share, or exchange information, career interests, ideas, and
pictures/videos in virtual communities and networks.”
8. Web 2.0 - “describes World Wide Web sites that emphasize user generated
content, usability, and interoperability. The term was popularized by Tim
O'Reilly and Dale Dougherty at the O'Reilly Media Web 2.0 Conference in late
2004, though it was coined by Darcy DiNucci in 1999.”
9. Web 3.0 - “a phrase coined by John Markoff of the New York Times in 2006,
refers to a supposed third generation of Internet-based services that collectively
comprise what might be called ‘the intelligent Web’— such as those using
semantic web, micro formats, natural language search, data-mining, machine
learning, recommendation agents, and artificial intelligence technologies—
which emphasize machine facilitated understanding of information in order to
provide a more productive and intuitive user experience.”
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 Digital Tools. (2016). PBS Learning Media. Retrieved 30 March 2016, from
http://www.pbslearningmedia.org/collection/digital-tools/
Excerpt: “(This website link provides) short video tutorials from KQED56 (for
learning about) the basics for how to use free online tools for teaching and learning.
The following tools can be incorporated into the classroom to convey information
visually, make persuasive arguments and allow for a variety of collaborative
opportunities.
SoundCloud and Mobile

Sound Recording
In (a related) video
we’re going to look at easy
ways to use your
smartphone device’s built
in capabilities to record
audio and then share it on
SoundCloud. SoundCloud
is a socially connected
online service for sharing
and discovering music and
sound. Although you’ll
find plenty of big name mainstream music on SoundCloud, it was designed with the
independent producer in mind and offers a great platform for spoken word content,
such as podcasts.”
More here: http://www.pbslearningmedia.org/collection/digital-tools/
 Berkman Center for Internet and Society (2003). Introduction: Readiness for the
Networked World. Retrieved 30 March 2016, from
http://cyber.law.harvard.edu/readinessguide/intro.html
Excerpt: “The technological gains of the last several decades lie at the core of
staggering new surges of wealth and well-being within the richest countries of the
world. Electronic commerce and related applications of information and
communication technologies (ICTs) have become tremendous engines for economic
growth and productivity and are changing the shape of the world in which we live. Yet
the developed world is reaping the vast majority of these gains.
It is our view that the appropriate use of information and communication
technologies can also improve the lives of the 80% of the world's population that lives
in the developing world.
The great divide between rich and poor countries, long observed with regard to
economic wealth and social conditions, is equally prevalent and worrisome in the
realm of information and communication technologies. While the growth of the
Internet and the continuing "digitalization of society" are much-heralded events in
more developed countries, many leaders in developing nations are left wondering how
they can participate in the rapid changes going on around them. How can ICTs help
their businesses, governments and communities become more productive? How do
they get ready for the Networked World?”
More here: http://cyber.law.harvard.edu/readinessguide/intro.html
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Note: For essays that will be required as part of course activities, a word
counting online tool can be accessed via this link, https://wordcounter.net/
F. Application
1. Explore the content of the Networked World Readiness assessment via this link:
http://cyber.law.harvard.edu/readinessguide/intro.html or whenever available, its
printed version.
2. Compare and contrast the implications of varied online platforms, sites and
content; to best achieve specific needs, objectives; or to best address the challenges
in the classroom or that of your community. On a piece of paper or in whatever
suitable digital tool is available, write down your insight in 300 words.
Exploration 1. Identifying the Correct Web Platform for Social Change
1. Identify a problem in your community (e.g., littering, garbage disposal, blocked

drainages, etc.).
2. Imagine that you are going to create a website to persuade both community leaders
and members to solve this problem.
3. Fill out the form below. You may refer to the sample provided after the form.
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Community Problem:________________________________________________
Vicinity:__________________________________________________________
Campaign Name:__________________________________________________
Type of Social Media Used:___________________________________________
Website Used:_____________________________________________________
What will be the content of your social media site?_________________________
________________________________________________________________
________________________________________________________________
Why did you choose that type of social
media?____________________________
________________________________________________________________
________________________________________________________________
Why did you choose that website?_____________________________________
________________________________________________________________
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G. Evaluation
I. True or False: Write T if the sentence is correct; otherwise, write F.

1. Tim Berners-Lee created the World Wide Web.
2. People Magazine conducted the research on “The Selfiest Cities in the World.”
3. Web 2.0 introduced static web pages that allow users to interact with the web page.
4. Folksonomy allows users to categorize and locate information.
5. Technological convergence is the synergy of technological advancements to work on
a similar goal or task.
6. According to Nielsen, users who use the Internet spend more time in social media
sites than in any other type of site.
7. Blogging sites are sites that focus on short updates from the user.
8. Android is a mobile operating system for Apple devices.
9. Assistive media is a nonprofit service designed to help people who have visual and
reading impairments.
10. Information and Communication Technology (ICT) deals with the use of different
communications technology to locate, save, send, and edit information.
II. Write SO if the social media website is a social network, BS for bookmarking site,
SN for social news, MS for media sharing, MI for microblogging, and BF for blogs and
forums.
11. Facebook
12. Plurk
13. Twitter
14. Tumblr
15. reddit
16. Google+
17. Instagram
18. Pinterest
19. Blogger
20. StumbleUpon
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H. Reflection
A. No. of learners who earned 80% on

the formative assessment.
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter

which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by:
FRANCES A. PALEC
Subject Teacher
10

Lesson 2 - Online Safety, Security, Ethics, and Etiquette
June 10-14, 2019
Content
1. Online safety, security, ethics, and etiquette
Apply internet online safety, security, ethics, and etiquette standards and
practice in the use of ICTs as it would relate to the TVL tracks.
Objectives
1. discuss what constitutes appropriate and inappropriate online behavior;
make the students discern possible deceptive information and wrongly
evaluated data; and
2. make the students understand the importance of making judgment calls on
possible implications and consequences of making certain information public.
A. Motivation
Most of us use the Internet every day. Sometimes, we do not pay attention on
how much information we share online. Below is a questionnaire about how
much information you have shared so far. Put a check (√) under Shared or
Not Shared.
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Type of Information Shared Not Shared
1. First name
2. Last name
3. Middle name
4. Current and previous school(s)
5. Your cellphone number
6. The name of your mother and father
7. The name of your siblings
8. Your address
9. Your home phone number
10. Your birthday
How many checks did you have for Shared? You probably answered Shared in the first
two items. If that is the case, try using a search engine like Google then type your first
and last name. Did you get links to your profile page? Try switching to image search.
Did your pictures appear? If you have a unique name, chances are, it did. Do not feel
bad if you did not appear though; in fact, it is probably for your best interest not to
have pictures of yourself in a search engine.
So, how did these things happen? How can search engines locate me? Is there any
danger of being found by search engines?
B. Activity No. 2
Direct the students to go to Lesson 2 found in the Empowerment Technologies

Student Reader and answer the challenge question, “how does your digital media life
look like?” Make them complete the sentence:
“My media life is like a _____________________ because _____________________.”
1. Ask the students to answer the next activity which is a 10-point quiz, found in the
Student Reader. After, tell the students to find a partner, trade the results of their
answers, and discuss which answers surprised them the most and which ones
were closest to or farthest from their own experiences.
C. Analysis
1. What kind of impact do digital media have on you?
2. What are your favorite and least favorite things to do with digital media?
3. Do you connect with others or create things with digital media?
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D. Abstraction
You might be interested to know that digital media can be interchanged

with more popular terms such as social media or social networking sites. At the
same time, you might wonder: “What is social media’s role in your life?” Now,
consider the following statement. “Instead of promoting social behavior, social
media promotes disengagement,
self-absorption, loneliness and
sadness.”
Do you agree?
Now think about this: Social media or media enabled by digital tools are 24/7
and socially connected as demonstrated by popular ICT.
The following image is a screenshot from a video from Common Sense

Media Education:
“Watch the video “Digital Life 101,” (https://www.commonsensemedia.org/

video/modal/2078096) to better appreciate the 24/7 and social nature of digital
media—a major change from the media consumption culture of the past.
Check the Glossary of Terms (under this lesson) to get a list of digital media
and related concepts, which you can use to survey how much members of your
household or friends, know about these media that are enabled by digital tools. Do
you know more than most of them do?
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Trivia/Glossary of Terms
1. Aggregator is a website or Web application where headlines and other content

are collected for easy viewing. Aggregators such as Google News compile news
articles and posts.
2. An avatar is a two- or three-dimensional icon that represents a computer user

or a gamer. Avatar can be a cartoonish graphic, a photograph, a screen name,
or a fully developed character.
3. Blog, from the term “weblog”, is a type of website usually updated by an

individual or a group of bloggers. Some blogs provide news or opinions on a
specific subject, while others are more like online journals. Most blogs allow
readers to leave comments on blog posts.
4. Flaming is the act of saying mean things online, usually in ALL CAPS, and
often in a public forum with the intention to humiliate. Flame wars can occur
easily online, as it can be difficult to figure out people’s intentions or emotions
online.
5. Mash-up is a remix or blend of multiple songs, videos, or other media content

into one product. Fan fiction writing is one form of a mash-up, as writers take
characters from a well-known video game, movie, or book, and rewrite their
actions or relationships.
6. Massively multiplayer online game (MMOG) is usually an online virtual
world that multiple players navigate and play in together. While in this virtual
world, their avatars chat, cooperate, and quest together, oftentimes towards a
goal.
7. P2P, or Peer-to-Peer, network allows for sharing of mp3s, videos, and other
digital files by transferring information directly between two computers rather
than by going through a central server. P2P technology is also behind the
popular Internet phone service Skype.
8. Phishing is the illegal act of sending emails or messages that appear to come
from authentic sources, but really come from spammers. Phishers often try to
get people to send them their personal information, everything from account
numbers to passwords.
9. Podcast is a downloadable video or audio file. Podcasts can be verbal, based on

a certain topic, or can include music, video, and commentary. Most podcasts
are updated regularly through the addition of new episodes.
10. Short Message Service (SMS), or text message, is a short message of fewer
than 160 characters sent from a cell phone. A Multimedia Messaging Service
(MMS) is a text message that contains an attached multimedia file, such as a
picture or song.
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 Republic Act No. 10175 | GOVPH. (2012). Official Gazette of the Republic of the
Philippines. Retrieved 30 March 2016, from
http://www.gov.ph/2012/09/12/republic-act-no-10175/
Republic Act No. 10175 is AN ACT DEFINING CYBERCRIME, PROVIDING FOR

THE PREVENTION, INVESTIGATION, SUPPRESSION AND THE IMPOSITION OF
PENALTIES THEREFOR AND FOR OTHER PURPOSES, http://www.gov.ph/2012/
09/12/republic-act-no-10175/. It is a useful reference for determining what is legal or
illegal activity in the online context. The law has been in force since 2012 and the
Supreme Court in a decision in 2014, SC ruled that imposition of cyber libel on the
“original author of the post” (on Facebook) is constitutional, but clarified the same is
unconstitutional insofar as it penalizes those who simply receive the post and react to
it. http://www.philstar.com/head lines/2014/02/19/1292003/internet-libel-cyber-
crime-law-constitutional
 Pinterest. (2016). Pinterest. Retrieved 30 March 2016, from

https://www.pinterest.com/search/pins/?0=online%7Ctyped&1=safety%7Ctyp
ed&2=etiquette%7Ctyped&3=privacy%7Ctyped&q=online%20safety%20etiquette
%20privacy&rs=typed
From a personal and community perspective, this shorter link on Pinterest.com

could serve as a visual and textual guide, https://goo.gl/zDDVIB
 Online Safety Security Ethics Etiquette. (2016). prezi.com. Retrieved 30 March

2016, from https://prezi.com/lujxgo4qdw6w/online-safety-security-ethics-
etiquette/
Another visual reference presented online as a student group work can be accessed
via Prezi.com. The short link is available here: https://goo.gl/dsMn9M
 Poway Unified School District (2016). Www2.powayusd.com. Retrieved 30

March 2016, from http://www2.powayusd.com/teacher_resources/
digitalLiteracy/ Grades6-8/digResp/Unit1-6/HO-Media%20Life.pdf
The above link points to a document titled “My Media Life is like … “ a part of the
Digital Life 101 which includes GOT MEDIA SMARTS? (A survey based in the USA).
D. Application
Exploration 2. Cyber News Report

Form groups with three members each. Research for several local and current
news and events related to cybercrime. Using your cellphone or any video-recording
device, report it as if you were a newscaster. Present in 1-2 minutes recording.
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Video Project Rubric
Students Name: _________________________________
Task Description: Students will work together in assigned teams to create a

video project that details a specific aspect of the course. The presentation
should include appropriate photographs, video, music, graphs, and other
visual aids.
Partially
ACTIVITY Exemplary Proficient Incomplete POINTS
Proficient
Concept 15-20 points 10-14 points 5-9 points 0-4 points
Has a clear picture Has a fairly clear Has Little effort has been
of what they are picture of what they brainstormed spent on
trying to achieve. are trying to achieve. their concept, but brainstorming and
Adequate Can describe what no clear focus refining a concept.
description of what they are trying to do has emerged. Unclear on the goals
they are trying to do overall but has Goals/final and how the project
and generally how trouble describing product not objectives will be
his/her work will how his/her work will clearly defined. met.
contribute to the contribute to the final
final project. project.
Script/ 12-15 points 8-11 points 4-7 points 0-3 points

Storyboard
The storyboard The storyboard The thumbnail There is no evidence
illustrates the video includes thumbnail sketches on the of a storyboard or
presentation sketches of each video storyboard are script.
structure with scene and includes not in logical
thumbnail sketches text for each segment sequence and do
of each scene. Notes of the presentation, not provide
of proposed descriptions of complete
transition, special background audio for descriptions of
effects, sound and each scene, and notes the video scenes,
title tracks incl: text, about proposed shots audio
color, placement, and dialogue. background, or
graphics, etc. Notes notes about the
about proposed dialogue.
dialogue/ narration
text are included.
Content/ 15-20 points 10-14 points 5-9 points 0-4 points

Organization
The content Information is The content does Content lacks a
includes a clear presented as a not present a central theme, clear
statement of connected theme with clearly stated point of view and
purpose or theme accurate, current theme, is vague, logical sequence of
and is creative, supporting and some of the information. Much
compelling and information that supporting of the supporting
clearly written. A contributes to information does information is
rich variety of understanding the not seem to fit irrelevant to the
supporting project’s main idea. the main idea or overall message. The
information in the Details are logical and appears as a viewer is unsure
video contributes to persuasive disconnected what the message is
the understanding information is series of scenes because there is
of the project’s main effectively used. The with no unifying little persuasive
idea. Events and content includes a main idea. information and
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messages are clear point of view Includes few only one or two facts
presented in a with a progression of citations and few about the topic are
logical order. ideas and supporting facts. articulated.
Includes properly information. Includes Information is
cited sources. properly cited incorrect, out of
sources. date, or incomplete.
No citations
included.
Quality 12-15 points 8-11 points 4-7 points 0-3 points
Movie was Movie was completed Movie was made, There was no movie,
completed and had and contained all but had very little or tape was totally
all required required items. if any editing. unedited with no
elements. The video Editing was not done Many poor shots transitions or audio
was well edited and as well as it should remain. Video support of any kind.
moves smoothly have been. Some poor was very
from scene to scene shots remain. Movie fragmented and
with proper use of is still somewhat choppy with little
transitions. Audio choppy. Audio and to no audio
and other other enhancements reinforcement.
enhancements were were utilized, but not
well used. for maximum effect.
12-15 points 8-11 points 4-7 points 0-3 points
Teamwork
Student met and Students met and Only a couple of Meetings were not
had discussions had discussions team meetings held and/or some of
regularly. All regularly. Most of the were held. Most the team members
students on the students on the team of the students did not contribute at
team contributed to contributed to the on the team all to the project.
the discussion and discussion and were contributed at Low levels of respect
were part of the final part of the final some level, but a were evident within
project. Team project. Team majority of the the team.
members showed members mostly work was done by
respect with each showed respect with one or two.
other. each other.
Timeliness 12-15 points 8-11 points 4-7 points 0-3 points
All project deadlines Most project Many project Deadlines were

were met. deadlines were met. deadlines were regularly missed,
Those that were late not met, resulting having a significant
did not have in some impact impact on the final
significant impact on on the finished project.
the finished project. project.
Final Score
E. Evaluation
I. Identify what is being defined. Choose your answer in the box.
Virus Phishing Incognito

Rogue Fair use Internet
Keylogger Spyware Trojan
Adware Private Copyright
Spam Malware Pharming
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1. Designed to send you advertisements
2. Sends an official-looking email and is designed to steal sensitive personal
information
3. A provision that allows you to use copyrighted work without consent with certain
limitations
4. A browser feature that is synonymous to “private” browsing
5. Replicates and can transfer from one computer to another
6. Exploits the DNS system
7. States that anyone who uses your work without your consent is punishable by law
8. Runs in the background and monitors what you are doing
9. Unwanted email mostly from bots
10. Disguised as a useful program but it is not
11. The information superhighway
12. Tricks the user into posing that it is a security software
13. A malicious software
14. An option to hide a post so that search engines could not scan it
15. Used to record the keystrokes done by the user
II. Essay. Answer briefly and concisely.

1. Are digital media a big part of your life?
2. What kind of impact do digital media have on you (a little, some, a lot)?
3. What are your favorite and least-favorite things to do with digital media?
4. Do you connect with others or create things with digital media?
5. Finish this statement: My media life is like ___________________________
because ______________________________________________.
F. Performance Task
Take the Challenge!

Together with your group from the cybernews reporting, create a campaign
materials promoting “Think before you click.” It could be in a form of small posters
posted along the hallway or bulletin boards as approved by the school. This campaign
is an awareness program for the younger batches of your school.
Criteria: Content-50% Quality-20% Teamwork-20% Timeliness-10%
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F. Reflection

the lesson.
help me solve?
Prepared by:
FRANCES A. PALEC
Subject Teacher
19

Lesson 3 - Contextualized Online Search and Research Skills
June 17-21, 2019
Content
Contextualized online search and research skills
Objectives
1. motivate students to demonstrate resourcefulness and creativity in
generating search terms using a search engine; and
2. facilitate the practice of discernment in judging the credibility, value, and
usefulness of researched materials.
A. Pre-Test
I. Multiple Choice: Write the letter that corresponds to the correct answer.
1. What feature of Microsoft® Word allows you to efficiently create documents that
have the same general content but may have different recipients or purpose?
A. mail merge C. send merge
B. print merge D. view merge
2. Which of the following is not a component of the mail merge?

A. address C. form document
B. file name D. data file
3. What are the steps in creating a simple mail merge?

A. Create form document; preview; insert place holders; print
B. Preview; insert place holders; create form document; print
C. Create main document; create data source; insert place holders; preview
D. Create data source; insert place holders; preview; print
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4. Where can you find the Start Mail Merge button?
A. file tab C. references tab
B. mailings tab D. home tab
5. What tells Microsoft® Word exactly where to place the information coming from the
data file to the main document?
A. data source C. place holder
B. insertion line D. insertion tag
6. What types of document can you create using mail merge?

A. envelopes C. posters
B. letters D. labels
7. What button allows you to see the result of your mail merge even before you print
or send it out?
A. preview results C. address block
B. insert merge field D. greeting line
8. What file contains the information you need to merge with your main document?
A. address block C. data file
B. contact list D. directory
9. What essential component of mail merge is required from users when generating
labels?
A. data file C. place holder
B. Form document D. merge field
10. What image compression/file type is capable of displaying simple animation?

A. .bmp C. .jpg
B. .gif D. .png
11. Among the text wrap options, which one allows you to place an image or external
material in line with the text, treating the image just like how a text is treated?
A. in line with text C. through
B. square D. tight
12. Which image compression type allows you to display images in full color just like
in digital pictures?
A. .bmp C. .jpg
B. .gif D. .tiff
13. Under what ribbon group does “insert Smart Art” fall?
A. apps C. media
B. illustrations D. pages
14. When inserting charts on your document, what Microsoft® Office application pops
up to allow you to enter and manage the parameters of your chart?
A. Access C. Note
B. Excel D. Word
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15. What external material allows you to insert organizational or structural templates
like organizational charts and flow charts on your document?
A. chart C. screenshot
B. pictures D. smart art
B. Motivation
Scenario 1: You were tasked to create and send out formal invitations for a promo
campaign that a company is running. You were also initially given a list of ten names
of loyal customers to send out to.
1. From the scenario above, describe briefly how you would most likely complete the
task of sending ten invitations with individual names of recipients using Microsoft®
Word 2013.
2. Give examples of documents that you can personalize and send or distribute.
Scenario 2: You are making a report on the positive effects of using solar energy to the
environment. To make your report more appealing, you thought of putting a picture of
a solar panel into your report. You also considered presenting graphical data on the
trends of worldwide initiatives on the use of solar energy.
1. Describe briefly how you can insert pictures or images in a Word document.
2. What other kinds of images or materials can be inserted in a Word document?
C. Activity No. 3
Ask the students to search about recipes of local delicacies or how to create
popular crafts and products in their town. What search terms can they use? Be guided
by the material found in the Student Reader entitled “What matters in a query?”
Simulate in the class how search engines work by doing the following activities:
1. Assign ten to fifteen percent of the students to “research” or
“search” online for the topic: “how creative ideas are formed.”
2. Give the remaining students index cards with an article title pertaining to the
topic. Each article has a series of search key words or tags.
3. Do not reveal the articles from the “search” group. The different articles have
different combinations of different and varied key words and tags.
4. Task the “search” group to call out or “make” a search by calling out a key
word.
5. Ask the students with articles that hit the key words to stand up or post
their “articles” on board—these are the search results. By calling out different
key words and combinations of words the result will be different.
D. Analysis
1. Which search terms resulted in new or unexpected outcomes?
2. Which of the search items lead to the information you seek?
22
E. Abstraction
Indeed, Google might be our “friend” but using search engines for the sake of
plain information could actually lead you misinformed. In order to stay meaningfully
informed, you should start appreciating the use of the right combination of words or
key phrases.
The following is a set of tips to help you build smart search skills, as adapted
from Common Sense Media.
A wealth of built-in—but sometimes hidden—features can help you find the
information you need much more efficiently than your usual shot-in-the-dark
searches. A little Google technique can open up a world of trusted facts, homework
boosters, and cool tricks to impress your friends (or your parents).
Image source: http://www.brainyquote.com/
A. Find the Hidden Calculator

If number crunching just isn't your thing—and you need an answer fast—
Google's hidden calculator is a lifesaver. Head straight to the search bar and type in
the problem or equation you're looking to solve. You'll know you've gotten to the right
place when a gray, calculator-like tool pops up as the search result.
Bonus tip: How many teaspoons equal a tablespoon? When the homework is put
away and you need an extra hand at the Chemistry lab, this tool converts
measurements, too.
B. Definitions and More

Browsing the Merriam-Webster dictionary for hours might be a lost art, but
broadening kids' vocabulary doesn't have to be. Simply add the word "define" before a
search term (for example, “define onomatopoeia”) to bring up the proper spelling,
definition, origin, and even fun tools like voice and translation options.
Bonus tip: If you struggle with spelling, don't worry. Google will suggest and
search based on the appropriate spelling of most words, just as it does for regular
searches.
23
C. Age-Appropriate Results
Tools like Google SafeSearch and YouTube's Safety Mode can help filter out
mature content that's beyond what those below 18 are ready to see or read. This can
also be taken a step further with search results filter by reading level so you or your
younger siblings or friends feel comfortable with what's in front of them. Let Google
annotate the results with reading levels labeled, or choose to only show basic,
intermediate, or advanced level content.
If you are looking for credible information—or your first taste of scholarly
research—you can check out Google's academic offshoot, Google
Scholar.
Bonus tip: Explore with confidence by viewing content critically. Just because
you see it online doesn't mean it's true.
D. Time-Zone Challenged
If you have far-flung family and don’t want to wake them up in the middle of the
night, you can find the local time anywhere in the world by typing "time" and a city's
name into the search bar.
E. The Perfect Search

Let’s say the homework assignment requires you to use only one source of
information. Enter your query, followed by the URL for the website (i.e., weaving site:
ncca.gov.ph/) and hit enter. You'll see only results from that website.
Need help with weaving homework but getting search results for weaving for
sale? Add a minus sign before "sale" to eliminate sale-related results.
F. Photo Magic
Learning how to attribute photos is a critical research skill. With Google
Reverse Image Search, you can upload any photo to Google Images and hit "search" to
find the name of it, and a whole lot more.
Bonus tip: In Google's Chrome browser, you can just right-click on any image
and select "search Google for this image." There's a Firefox add on, too.
G. Just for Fun

If all you really need is a little distraction, go to Google and type in "tilt," browse
the Google Doodle archives, or just tell Google to do a barrel roll. You won't be
disappointed.”
If you want some more keyword tricks, check out the search techniques below.
Trivia/Search Query Tips

1. Define. When your query includes the define: operator, Google displays all
the definitions it finds on the web.
2. Site. “If you really like a web site (e.g. http://ncca.gov.ph) but its search tool
isn’t very good, fret not—Google almost always does a better job ”. Example:
[site:ncca.gov.ph culture].
3. Reverse Image search. Instead of typing the keywords, you upload an image
of an unknown product or point to its URL in the search box or bar. Useful to
find product names, recipes, and more.
4. Autocomplete. Google's autocomplete is a handy tool for both saving time
and getting a feel for what people are searching. See the image below.
5. More advanced search operators: https://goo.gl/aLuTFZ
24
 Turn SafeSearch on or off - Search Help. (2016). Support.google.com. Retrieved
31 March 2016, from
https://support.google.com/websearch/answer/510?hl=en
SafeSearch can help you block inappropriate or explicit images from your
Google Search results. The SafeSearch filter isn’t 100% accurate, but it helps you
avoid most adult content.
 Disable or enable Restricted Mode - YouTube Help. (2016).Support.google.com.

Retrieved 31 March 2016, from
https://support.google.com/youtube/answer/174084?hl=en
Resource includes a video. “Restricted Mode is an opt-in setting available on the
computer and mobile site that helps screen out potentially objectionable content that
you may prefer not to see or don't want others in your family to stumble across while
enjoying YouTube. You can think of this as a parental control setting for YouTube.
Computers found in libraries, universities and other public institutions may have
Restricted Mode enabled by the system administrator. If you are using a public
computer and cannot disable Restricted Mode, contact your system administrator.”
 Google Scholar. (2016). Scholar.google.com.ph. Retrieved 31 March 2016, from
https://scholar.google.com.ph/
“Google Scholar provides a simple way to broadly search for scholarly literature.
From one place, you can search across many disciplines and sources: articles, theses,
books, abstracts and court opinions, from academic publishers, professional societies,
online repositories, universities and other web sites.”
 Judging content credibility – Explore with confidence – For families – Safety
Center – Google. (2016). Google.com. Retrieved 31 March 2016, from
https://www.google.com/safetycenter/families/explore/content-credibility/
Excerpt: “Just because you see it online doesn’t mean it’s true. Teach your family
to view all content critically so they can identify fact from fake online. Learn how to
distinguish reliable sources from unreliable ones, and how to verify information you
find online.”
 Reverse image search - Search Help. (2016). Support.google.com. Retrieved 31

March 2016, from
Use the screenshot in the following page as reference and follow the suggested
steps:
25
26
Excerpt:
Reverse image search
You can use a picture as your search to find related images from around the
web.
How reverse image search works

When you search using an image, your search results may include:
● Similar images
● Sites that include the image
● Other sizes of the image you searched for
Search using an image works best when the image is likely to show up in other
places on the web. So you'll get more results for famous landmarks than you will for
personal images like your latest family photo.
Reverse image search using your computer

You can search using an image on these computer browsers:
Chrome 5+
Safari 5+
Firefox 4+
Upload an image
1. Visit images.google.com or click the camera icon in the search box on any
Images results page .
2. Click Upload an image.
3. Click Choose file.
4. Select the image from your computer.
Drag & drop an image into the search box

If you're on Chrome or Firefox 4+, you can drag an image from your computer
into the search box.
1. Visit images.google.com.
2. On your computer, click the image you want to search for.
3. While holding down the mouse, drag the image into the search box.
Search using an image URL

1. On any website, right-click an image and select Copy image URL.
2. Visit images.google.com or click the camera icon in the search box on any
Images results page.
3. Click Paste image URL.
4. Paste the URL you copied into the box.
5. Click Search by image.
Reverse image search using your phone or tablet

You can search Google to find images that are similar to ones you see in search
results. This is available on the Chrome app (Android and iPhone or iPad).
1. Use the Chrome app to do a search.
2. Touch the image you want to search with to open a larger version of the
image.
27
3. Press and hold the image. In the box that appears, touch Search Google for
this image.
How Google uses the image you search with

When you search using an image, any images or URLs that you upload will be
stored by Google. Google only uses these images and URLs (or links) to make our
products and services better.
 Google Image Search (2012). Google Image Search.Addons.mozilla.org.

Retrieved 31 March 2016, from https://addons.mozilla.org/en-
US/firefox/addon/google-similar-images/
About this Add-on
A handy (digital) tool - You can just right click an image and have Google search
the image for you. Google will bring up stuff like where on web is this image being
used, visually similar images etc. You can prefer to open the search tab in background
or foreground. Local images and images with data URL scheme are also supported.
 Google Doodles. (2016). Google.com. Retrieved 31 March 2016, from
http://www.google.com/doodles#archive
“Doodles are the fun, surprising, and sometimes spontaneous changes that are
made to the Google logo to celebrate holidays, anniversaries, and the lives of famous
artists, pioneers, and scientists.”
 Google. (2016). Google.com.ph. Retrieved 31 March 2016, from
https://www.google.com.ph/?gfe_rd=cr&ei=AqH8VtanD8aT9QXBmYjIDQ#q=do
+a+barrel+roll
Following is a screenshot of a [do a barrel roll] search result on a computer
desktop.
28
 Degnan, Taryn. (2014). The Kids' Guide to Google Search.
Commonsensemedia.org. Retrieved 31 March 2016, from
https://www.commonsensemedia.org/blog/the-kids-guide-to-google-search
The Kids' Guide to Google Search: The world's most popular search engine offers
clever features, shortcuts, and fun stuff to help your kid search faster and smarter.
 Search operators - Search Help. (2016). Support.google.com. Retrieved 31
March 2016, from
Search operators
You can use search operators and other punctuation to get more specific search
results. Except for the examples below, Google Search usually ignores punctuation.
 How to get a screenshot - Google Search. (2016). Google.com.ph. Retrieved 31
March 2016, from https://goo.gl/ErxORI
The above resource is a search result using the phrase {how to get a screenshot}.
Try changing the search phrase to {how to take a screenshot} (Note: without the
parentheses) and compare the search results.
D. Application
At the end of the two-week period, the students should submit an
independently composed insightful reflection paper on the nature of ICT in the context
of their lives, the society, and the TVL track. They should cite examples to show or
explain how digital tools or websites such as those about health and therapy, cooking,
and craft making may impact society and the TVL track.
Inform the students to write their insightful reflection on a piece of paper; if
facilities permit, on a suitable digital tool of their choice.
F. Agreement/Assignment
On the next opportunity that you have an Internet connection, do the following
“What Matters in a Query” search tips. To validate the results of your search, get a
screenshot of the resulting scenarios. Be ready to present the results in class.
What Matters in a Query?

Every word matters.
1
Try searching for [who], [the who], and [a who]
Order matters.
2
Try searching for [blue sky] and [sky blue]
Capitalization does not matter.
3
Try searching for [barack obama] and [Barack Obama]
29
Punctuation does not matter.
4
Try searching for [red, delicious% apple&] and [red delicious
apple]
There are exceptions!
$ C# C++ Google+
*
Can you think of any? but not ¶ £€©®÷§%() or @
F. Reflection


the lesson.

help me solve?
Prepared by:
FRANCES A. PALEC
Subject Teacher
30

Lesson 4 - Developing ICT Content for Specific Purposes
June 24-28, 2019
Content Standard
The learners demonstrate an understanding of: the use of advanced tools and
techniques found in common productivity and software applications in developing ICT
content for the TVL track.
Performance Standard
At the end of the two-week period, learners should be able to independently
apply advanced productivity tools to create or develop ICT content for use in the TVL
track. These may be in the form of, but are not limited to designing letterheads and
business cards.
Content
Applied productivity tools with advanced application techniques including:
1. Mail merge and label generation
2. Custom animations and timing
3. Hyperlinking in presentations
4. Integrating images and external material in word processors
5. Embedded files and data
6. Advanced and complex formulas and computations
1. Use common productivity tools effectively by maximizing advanced
application techniques.
2. Create an original or derivative ICT content to effectively communicate or
present data or information related to the TVL track.
Objectives
At the end of the period, the teacher should be able to:
1. demonstrate how to create content to appropriately meet specific objectives;
and
31
2. encourage students to explore and use common productive tools, and
maximize advanced application techniques to emphasize that ICTs are tools to
achieve a goal.
A. Activity No. 4
Instruct the students to collate images available from their school, home, and
other immediate environments to feature works in the community pertaining to the
Humanities such as poetry, creative writing, art, and music appreciation, or the Social
Sciences such as belief systems and religious beliefs, or digital citizenship. Using
advanced techniques in Prezi, PowerPoint, or other presentation tools, make a layout
for a catalogue of these images.
Assessment
• Content - 25%
• Skill - 25%
• Aesthetics - 25%
• Overall impact - 25 %
B. Analysis
1. What products and services are available in your immediate surroundings?

2. In what way would you present your catalogue?
C. Abstraction
Three basic functions of digital tools are generally combined to support

decisions in business or management, and in communication contexts. These 3 basic
tools support writing, numeracy and presentation skills.
In earlier ICT-related courses or academic subjects, these tools find expression
in essays, book reports, and newsletters, as well as in presentation of ideas contained
in a deck of digital slides.
To help you build on your prior skills using those productivity tools, you shall
explore them separately and work towards combining them in a given technology-
enabled scenario.
Following is a screenshot of LibreOffice, a Free and Open Source Productivity
Suite, which matches and perhaps could even exceed the overall features, advantages,
and benefits of their paid counterpart:
32
The prescribed tools and techniques are listed below in the context of
situational use-cases along with the respective resources:
Tools/Techniques Use Case Related Reference
1. Mail merge and label Mass email or printed https://wiki.documentfou

generation letters ndation.org/images/3/3c/
WG4211-
UsingMailMerge.pdf
https://goo.gl/OUy1ct
https://help.libreoffice.org
2. Custom animations and Enhances viewer /Impress/Animating_Obj
timing experience ects_in_Presentation_Slides
https://goo.gl/H8hlQy
Optimizes use of related https://help.libreoffice.org

3. Hyperlinking in content and references. /Writer/Inserting_a_Calc
presentations Applies to Word/Write _Chart_into_a_Text_Document
documents too. https://goo.gl/XX5dM0
33
Enriches textual content. ● https://help.libreoffice.org
4. Integrating images and Also useful in /Writer/Inserting_Graphic
external material in word presentation slides and s_From_Draw_or_Impre
processors sometimes in spread ss
sheets ● https://goo.gl/K4nV83
● https://help.libreoffice.org
Seamlessly /Impress/Insert_Slides_
5. Embedded files and data
integrates related files Objects
● https://goo.gl/G9lNIe
6. Advanced and complex ● https://help.libreoffice.org
Simplifies and
formulas; and /Calc/Functions_by_Cate gory
automates common tasks
computations https://goo.gl/XRtFDy
The following are key glossary of terms and links to related tools and techniques
for advanced users of productivity applications.
Trivia/Advanced Productivity Tips

1. Mail merging means to plug data from an address table into form letters, e-
mail messages, envelopes, address labels, or a directory (Example: a parent list
or product catalog, for example).
2. Hyperlinks - “Hyperlinks are objects inside an electronic document that
include the location of another object. Hyperlinks use the hypertext transfer
protocol, the same protocol that drives connections on the World Wide Web, to
electronically point users to documents and files stored in another location.
When a user clicks on a hyperlink, the computer uses the information in the
link to locate and load the external resource.”
3. Free and Proprietary Software | Feature Comparison: LibreOffice -
Microsoft Office, available here:
https://wiki.documentfoundation.org/Feature_Comparison:_LibreOffice _-
_Microsoft_Office and here: https://goo.gl/4tUz7x
● Libre Office. (2014). Using Mail Merge. Wiki.Documentfoundation.org. Retrieved 31

March 2016, from https://wiki.documentfoundation.org/images/3/3c/WG4211-
UsingMailMerge.pdf
This chapter describes the entire process. The steps include: 1) How to create
and register a data source. 2) How to create and print form letters, mailing labels, and
envelopes. 3) Optionally, how to save the output in an editable file instead of printing
it directly
● Libre Office. (n.d.). Animating Objects in Presentation Slides. help.libreoffice.org.
https://help.libreoffice.org/Impress/Animating_Objects_in_Presentation_Slides
You can apply preset animation effects to objects on your slide.
● Libre Office. (n.d.). Inserting a Calc Chart into a Text Document. Help.Libreoffice.org.
https://help.libreoffice.org/Writer/Inserting_a_Calc_Chart_into_a_Text_Document
You can insert a copy of a chart that is not updated when you modify the chart
data in the spreadsheet.
34
● Libre Office. (n.d.). Inserting Graphics From LibreOffice Draw or Impress.
Help.Libreoffice.org. Retrieved 31 March 2016, from https://help.
libreoffice.org/Writer/Inserting_Graphics_From_Draw_or_Impress
1. Open the document where you want to insert the object.
2. Open the Draw or Impress document containing the object that you want to copy.
3. Hold down Ctrl and click and hold the object for a moment.
4. Drag to the document where you want to insert the object.
● Libre Office. (n.d.). Insert Slides/Objects. Help.Libreoffice.org. Retrieved 31 March
2016, from https://help.libreoffice.org/Impress/Insert_Slides_Objects
Allow you to insert the entire file or specific elements in the file.
● Libre Office. (n.d.). Functions by Category. Help.Libreoffice.org. Retrieved 31 March
2016, from https://help.libreoffice.org/Calc/Functions_by_Category
The above link describes the functions of LibreOffice Calc. The various
functions are divided into categories in the Function Wizard.
D. Application
1. Give activities that will allow the students to use common productivity tools
effectively by maximizing advanced application techniques in the given context of their
professional track.
2. To build on that, the students will also be guided by the teacher/instructor to
create an original or derivative ICT content to effectively communicate or present data
or information related to their track.
E. Evaluation
Multiple Choice: Write the letter of the correct answer.
1. A program designed to create spreadsheets which can later be used to analyze

statistical data
A. Microsoft® Excel C. Microsoft® Publisher
B. Microsoft® Word D. Microsoft® OneNote
2. A number format that puts a dollar symbol before each value by default
A. percent C. comma
B. accounting D. date/time
3. A function that adds a range of cells

A. ADD C. SUM
B. PLUS D. TOTAL
4. This is the tab in the Format Cells dialog box where you can change the orientation
of a text
A. alignment C. file
B. orientation D. view
35
5. A function that gets the average of a range of cells
A. AVERAGE C. MEAN
B. SUM D. MEDIAN
6. Which among the following is not part of the syntax for AVERAGEIF
A. average range C. logical test
B. range D. criteria
7. A function used to count the number of cells that contains something in them if the
criteria are met
A. COUNT C. COUNTING
B. COUNTNOW D. COUNTIF
8. A function used to add a certain range of cells if a condition is met
A. SUMIF C. TOTALIF
B. ADDIF D. PLUSIF
9. The shortcut key for the Format Cells dialog box
A. Ctrl+F C. Ctrl+1
B. Shift+F D. Alt+1
10. A syntax in the AVERAGEIF function that includes the value or label that
determines if the cell is part of the range to be averaged
A. Range C. Average Range
B. Criteria D. Logical Test
E. Reflection
A. No. of learners who earned 80% on the

formative assessment.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Prepared by:
FRANCES A. PALEC
Subject Teacher
36

Lesson 5 - MANIPULATING TEXT, GRAPHICS, AND IMAGES TO

CREATE ICT CONTENT INTENDED FOR AN
ONLINE ENVIRONMENT
July 1-12, 2019
Content Standard
The learners demonstrate an understanding of how to manipulate text,
graphics, and images to create ICT content intended for an online environment.
At the end of the two-week period, learners should be able to independently
apply the techniques of image manipulation and graphic design to create original or
derivative ICT content from existing images, text, and graphic elements for use in the
TVL track.
These may be in the form of, but are not limited to presenting of cafeteria
patronage data.
Contents
1. Basic principles of graphics and layout
2. Principles of visual message design using infographics
3. Online file formats for images and text
4. Principles and basic techniques of image manipulation
5. Basic image manipulation using offline or open-source software
6. Combining text, graphics, and images
7. Uploading, sharing, and image hosting platforms
8. Usable platforms/ applications currently include but are not limited to:
a. Google Sketch Up (freeware)
b. GIMP (open source/ freeware)
1. Evaluate existing websites and online resources based on the principles of
layout, graphic, and visual message design.
2. Use image manipulation techniques on existing images to change or enhance
their current state to communicate a message for a specific purpose.
37
3. Create an original or derivative ICT content to effectively communicate a
visual message in an online environment related to specific professional tracks.
Objectives
1. facilitate students’ learning so they can apply image manipulation techniques
to create an effective visual message in the TVL track; and
2. identify concepts and principles which can explain why an image is effective
or not in evoking strong reactions.
A. Activity No. 5
Choose three examples (preferably online platform) of a well-designed page and

bring them to class. Likewise, bring three examples of a bad layout. Be ready to
explain your choices.
Show a visual message (a combination of text and image) such as a poster, an
infographic, or a presentation. After the students have analyzed the visual image, ask
the students to improve it by manipulating the image and text.
Assessment
• Skill in image manipulation - 35%
• Aesthetics - 35%
• Overall impact - 30 %
B. Analysis
1. Which examples would you consider as having a good layout? Explain your
answer.
2. Which examples do not have a good layout? Why do you say so? What
improvements can be done to the layout?
3. Who do you think should be the target audience of such materials? Justify
how the objects, images, or text used in the layout cater or do not cater to the
target audience.
38
C. Abstraction
• http://www.pbslearningmedia.org/collection/digital-tools/2/
39
ICT and related tools reach a higher level of engagement when
used in a more social online context.
40
You may have heard a word that sounds like “pabmat”. Can you
guess what it is?
OK, it is spelled as pubmat and is understood to mean a collection

of visual content that is used to promote an idea, concept, event, product
or service. One application software that is proprietary—which means
you need to buy the software to use it because it is owned by an
individual or company who developed it.
In this part of the course you will be expected to demonstrate your ability to use
digital tools to produce materials for printing, posting, and at some later point in the
course, uploading images online.
As a matter of practice, you will be using the GIMP (see the Glossary of Terms,
under this Lesson, for the long name) as free application software to build publication-
related materials. (See on the following page a screenshot of the GIMP)
While the GIMP is the tool of choice in this course, certain principles,
techniques, and skills can be demonstrated with similar tools (online or offline) using
the corresponding references below:
Topic Related Reference
Basic principles of graphics and http://www.makeuseof.com/tag/learnprinciples-

layout design-preinstalled-templates/
http://www.designmantic.com/blog/infograp
Principles of visual message
hics/15-golden-principles-of-visualhierarchy/
design using infographics
Online file formats for images http://www.makeuseof.com/tag/know-whento-

and text use-which-file-format-png-vs-jpg-doc-vspdf-mp3-
vs-flac/
Principles and basic techniques https://designschool.canva.com/blog/image -

of image manipulation enhancement/
Basic image manipulation using

https://www.gimp.org/tutorials/GIMP_Quicki
offline or open source software
es/
Combining text, graphics, and

https://www.gimp.org/tutorials/Floating_Log o/
images
Uploading, sharing, and image http://lifehacker.com/5808625/five-bestweb-

hosting platforms sites-for-image-hosting-and-photosharing/
41
42
The following are sample publicity materials, the corresponding use-cases, and
related resources. They will be used as part of your course activities for this section of
the lesson:
Publicity Materials Use Case Related Reference
1. Poster
1. http://www.gimp.org/tuto
rials/GIMP_Quickies/
Announcements or flyers
2. https://docs.gimp.org/en
/gimp-templatedialog.html
2. Logo
http://www.wikihow.com/M
For design of stationery, e.g.
ake-Business-Cards-
business card
withGIMP
3. Labels
To help organize office
supplies or collection of http://registry.gimp.org/nod
materials or for return e/132
address in envelopes
4. Infographic
http://www.grtuts.com/djou
Visualizing combination of
rney/the-
data and narratives
orangutaninfographic-project
The following are graphic design tools that are either free to download and use
as a stand-alone application or to use online with prior registration:
Tips: Graphic Editing Tools

1. Canva.com - An online tool that allows users to create designs for Web or
print: blog graphics, presentations, Facebook covers, flyers, posters, invitations,
etc.
2. GIMP (/ɡimp/; an acronym for GNU Image Manipulation Program) is a free
and open-source raster graphics editor used for image retouching and editing,
free-form drawing, resizing, cropping, photo-montages, converting between
different image formats, and more specialized tasks.
3. Piktochart - infographic design application “that requires very little effort to
produce beautiful, high quality graphics.”
43
● Chavanu, Bakari. (2010). How To Learn Principles of Design From Pre-Installed
Templates. Makeuseof.com. Retrieved 31 March 2016, from
http://www.makeuseof.com/tag/learn-principles-design-preinstalled-templates
Excerpt: “In a digital age, desktop publishing has made it possible for nearly
anyone to produce well-designed online and paper documents, such as newsletters,
business cards, websites, posters, letterheads, PowerPoint and Keynote presentations,
etc. While professional graphic designers are the best resource for producing high
quality designs, nearly all of us working in professional fields could benefit from
having knowledge of basic design principles.”
● Brown, Evan. (2014). 15 Golden Principles of Visual Hierarchy. Designmantic.com.

Retrieved 31 March 2016, from http://www.designmantic.com/blog/infographics/15-
golden-principles-of-visual-hierarchy
Excerpt: “Visual hierarchy adds beauty and order to your design. It offers to
your eyes visual assistance, suggesting to them, what information to linger on to, as
your vision glides through it. It lays down a path for the data to flow in, to get
absorbed into the brain smoothly. It guides the human eye from one element of the
data to the next, like an invisible pointer moving through the data, to keep the reader
free of any visual fatigue.”
● Dube, Ryan. (2013). Know When to Use Which File Format: PNG vs. JPG, DOC vs.
PDF, MP3 vs. FLAC. Makeuseof.com. Retrieved 31 March 2016, from
http://www.makeuseof.com/tag/know-when-to-use-which-file-format-png-vs-jpg-doc-
vs-pdf-mp3-vs-flac
Excerpt: “In this article, I’d like to cover the two most popular file types for the
three media types—typed documents, photo and image files, and sound or music files.
Those are the three most prevalent formats used both online and offline to experience
information.”
● Design School. (n.d.). Enhancing Images. Designschool.canva.com. Retrieved 31 March

2016, from https://designschool.canva.com/tutorials/enhancing-images/
● David, Pat. (n.d.). Gimp Quickies. Gimp.org. Retrieved 31 March 2016, from
https://www.gimp.org/tutorials/GIMP_Quickies/
Excerpt: “GIMP is a very powerful image manipulation software, but don’t let
that intimidate you. Even if you don’t have time to learn advanced computer graphics,
GIMP can still be a very useful and handy tool for quick image modifications.”
● David, Pat. (n.d.). Simple Floating Logo. Gimp.org. Retrieved 31 March 2016, from
https://www.gimp.org/tutorials/Floating_Logo
Excerpt: “The concepts are ones that you’ll likely come across multiple times
while working in graphics processing. Layer masks are used to isolate a part of an
image, thus allowing it to be placed over a random background for instance.”
44
● Henry, Alan. (2015). Five Best Image Hosting Web Sites. Lifehacker.com. Retrieved 31
March 2016, from http://lifehacker.com/5808625/five-best-web-sites-for-image-
hosting-and-photo-sharing
Excerpt: “Taking photos and uploading them to the web has never been easier.
The best sites to store those photos keep them backed up, make them easy to share,
showcase them in good-looking galleries, and offer you tons of space and editing
tools.”
● Gimp. (n.d.). Templates Dialog. Docs.Gimp.org. Retrieved 31 March 2016, from

https://docs.gimp.org/en/gimp-template-dialog.html
Excerpt: “Templates are templates for an image format to be created. GIMP

offers you a lot of templates and you can create your owns. When you create a new
image, you can access to the list of existing templates but you can't manage them. The
“Templates” dialog allows you to manage all these templates.”
● Wikihow. (n.d.). How to Make Business Cards with GIMP. Wikihow.com. Retrieved 31
March 2016, from http://www.wikihow.com/Make-Business-Cards-with-GIMP
Excerpt: “GIMP is a free image editing program that can do a lot of different
things, including making business cards. While there aren't any easy templates to use
in GIMP, you can create professional cards with just a few of GIMP's basic tools.”
● akkana. (2008). GIMP Labels. Registry.gimp.org. Retrieved 31 March 2016, from

http://registry.gimp.org/node/132
Excerpt: “GIMP Labels has a (fairly small) list of common label templates (from
Avery and others) to help in using GIMP to print address labels, business cards, CD
labels etc.”
● Grtuts. (2015). The Orangutan Infographic Project. Grtuts.com. Retrieved 31 March

2016, from http://www.grtuts.com/djourney/the-orangutan-infographic-project
Note: “The infographic and poster must utilize a modern art style that is trendy
and ‘head turning’”.
D. Application
1. Give the students activities that will allow them to evaluate existing websites
and online resources based on the principles of layout, graphic, and visual
message design.
2. The students will be given an opportunity to practice image manipulation
techniques on existing images to change or enhance their current state to
communicate a message for a specific purpose.
3. To extend their skill, the students will be guided to create an original or
derivative ICT content to effectively communicate a visual message in an online
environment related to their specific professional track.
45
E. Reflection

the lesson.


help me solve?
Prepared by:
FRANCES A. PALEC
Subject Teacher
46

Lesson 6 - The Principles and Techniques of Design Using Online

Creation Tools, Platforms, and Applications to Develop
ICT Content for Specific Professional Tracks
July 15-26, 2019
Content Standards
The learners demonstrate an understanding of the principles and techniques of
design using online creation tools, platforms, and applications to develop ICT content
for the TVL track.
At the end of the two-week period, the students should be able to independently
apply the principles and techniques of design using online creation tools, platforms,
and applications to create original or derivative ICT content for use in the TVL track.
These may be in the form of, but are not limited to catalogues/ swatches/
options for products and services using Prezi.
Content
Online platforms as tools for ICT content development covers the following
topics:
1. the nature and purposes of online platforms and applications;
2. basic web design principles and elements; and
3. web page design using templates and online WYSIWYG platforms.
These online platforms currently include, but are not limited to:
1. presentation/ visualization (Prezi, Zoho, Slideshare, mindmeister);
2. cloud computing (Google Drive, Evernote, Dropbox);
3. social media (Twitter, Facebook, Tumblr);
4. web page creation (Wix, Weebly);
5. file management (zamzar, word2pdf); and
6. mapping (Google Maps, Wikimapia).
47
1. Evaluate existing online creation tools, platforms, and applications in
developing ICT content for the TVL track.
2. Apply web design principles and elements using online creation tools,
platforms, and applications to communicate a message for a specific purpose in
the TVL track.
3. Create an original or derivative ICT content using online creation tools,
platforms, and applications to effectively communicate messages related to the
TVL track.
Objectives
1. assist students to explore and use online creation tools, platforms, and
applications in developing ICT content for the TVL track;
2. assist students to apply web design principles and elements to effectively
communicate a message; and
3. facilitate student’s learning in evaluating online creation tools, platforms,
and applications in developing effective visual image in the TVL track.
A. Activity No. 6
Instruct the students to select a mission statement from a reputable

organization that is relevant to the TVL track. One example is the mission statement of
the National Nutrition Council:
“To orchestrate efforts of government, private sector, international organizations and

other stakeholders at all levels, in addressing hunger and malnutrition of Filipinos
through:
• Policy and program formulation and coordination;
• Capacity development;
• Promotion of good nutrition;
• Nutrition surveillance;
• Resource generation and mobilization Advocacy; and
• Partnership and alliance building.”
Based on the mission statement, task the students to come up with a slogan,
message, or call to action that will be subjected to design media.
Guide Questions
1. What does the organization want to communicate based on the mission
statement? What does the organization want to achieve? How is this relevant to
the TVL track?
48
2. After you have crafted your slogan, message, or call to action, design how you
can put it in an online tool, platform, or application. What is the best way of
communicating your message to your target audience?
Tell the students to explore and evaluate online platforms. Remind them to use
a variety of search terms to direct them to social impact organizations and study how
they can express their mission statements. Moreover, encourage them to try out
creation tools, and applications.
Assessment
Grade the presentation in terms of:

Content - 25%
Skill - 25%
Aesthetics - 25%
Overall Impact - 25%
B. Analysis
After two weeks, the students should be ready to share their work.
Guide Questions
1. Which creation application can you use to incorporate ICT content that will help
you effectively communicate messages in your professional track?
2. Which design elements and principles can you combine to communicate with
your intended audiences?
Based on the mission statement, principles of good design, principles of

effective visual messaging, and in consideration of the possible audience/user of the
prospective website to be created at the end of the term, instruct the students to
conceptualize content. Let them discuss with their group mates which combinations
they should include in their website.
Guide Questions
1. How will images affect the effectiveness of the website or other online
platforms? What designs including color combinations could be used to help
communicate your message?
2. Will including an area for a chat box be helpful in achieving the goals of your
online platform? Discuss the reasoning of your answer.
3. What other sections will you include?
49
C. Abstraction
This portion of the module introduces you to online platforms as tools for ICT
content development and covers the topics of:
1. The nature and purposes of online platforms and applications;
2. Basic web design principles and elements;
3. Web page design using templates and online WYSIWYG (What you see is
what you get) platforms.
Topics Related Reference Related Reference
1. The nature and

purposes of online
https://www.academia.e
platforms and Social Software
du/647793/Social_Softw
applications and Community
are_and_Community_L
Learning: Levelling
earning_Leveling_the_P
the Playing Field
laying_Field
2. Basic web design

principles and
elements http://www.edb.utexas.e
Design Elements
du/minliu/multimedia/PD
& Principles
Ffolder/DESIGN~1.PDF
3. Web page design

using templates
and online
WYSIWYG 50 of The Easiest http://1stwebdesigner.c
platforms Website Builder om/easiest-
Collection in 2016 websitebuilder/
In the earlier years, or sometime in the 1990s, creating a web page or a website
was a skill that required a mind of a computer programmer, working on standard lines
of computer code that need to be memorized to produce a basically flat but colorful
document.
The following page shows a screenshot of a Website.
50
51
Nowadays it is so much easier that a high school student with enough creativity
could assemble textual and visual parts that are already interactive and fun to the
user. Moreover, websites have evolved into tools and platforms for discovery, sharing,
connection, and co-creation.
These online social platforms currently include, but are not limited to:
1. Presentation/ visualization (Prezi, Zoho, Slideshare, mindmeister)
2. Cloud computing (Google Drive, Evernote, Dropbox)
3. Social Media (Twitter, Facebook, Tumblr)
4. Web Page Creation (Wix, Weebly)
5. File Management and Filetype conversion (zamzar, word2pdf)
6. Mapping (Google Maps, Wikimapia)
● Emoderation (2012). Team “Am I pretty?” Community management for tweens and
teens. Retrieved April 29, 2016, from http://www.emoderation.com/am-i-pretty-
community-management-for-tweens-and-teens/
Excerpt: “Any community professional who has spent time online with minors
will tell you swiftly it is not all text speech and Justin Bieber out there. According to a
recent Pew Research Center report, 95% of teens ages 12 to 17 are online.
Tweens and teens spend enormous amounts of time saturated in electronic
media—texting, chatting, streaming movies and clips, listening to music, watching
YouTube, playing games, etc.
Their lives are so integrated with media, they manage to squeeze 10 hours of
exposure into seven hours of access. It is no wonder, then that the online concerns
they are willing to present are without boundaries, going far beyond hair and music
into awkwardly phrased but sincerely meant queries about identity, outside
perception, body/gender image, depression, and coping mechanisms. Topics that an
adult might reserve for a close friend or counselor (sex, religion, death) are presented
in a deceptively casual manner to public online audiences.”
● Duncan, Alney. (2011). What Community Means To Me: 17 Teenage Perspectives ...
Retrieved April 29, 2016, from http://www.firebellymarketing.com/
2011/10/community-means-me-teenage-perspectives.html.
Description: While community can be experienced in countless ways, the

meaning of community might be pretty universal.
● Top Nonprofits. (2015). 50 Example Mission Statements - Top Nonprofits. Retrieved

April 29, 2016, from https://topnonprofits.com/examples/nonprofit-mission-
statements/
Excerpt: “Mission Statement (What You Do): A one-sentence statement

describing the reason an organization or program exists and used to help guide
decisions about priorities, actions, and responsibilities. Many nonprofit mission
statements succumb to an overuse of words in general, but especially jargon. Good
mission statements should be clear, memorable, and concise. Some might also add
“inspiring” to the list of descriptors. I don’t altogether disagree, but I find that
52
including this as an upfront criteria often ends up with a Frankenstein that is part
mission, part vision statement (desired end-state), and almost always too long.”
● Yuvienco, Joel. (2007). Social Software and Community Learning: Leveling the
Playing Field. Academia.edu. Retrieved 31 March 2016, from
https://www.academia.edu/647793/Social_Software_and_Community_Learning_Level
ing_the_Playing_Field
Excerpt: “Social Software means different things to different people. A Google

search on February 5, 2007, returned 709 entries on the keywords ‘definition of social
software’. In 2003,Clay Shirky defined it simply as “software that supports group
interaction”.
● Utexas. (n.d.). Design Elements & Principles. Edb.Utexas.edu. Retrieved 31 March

2016, from
http://www.edb.utexas.edu/minliu/multimedia/PDFfolder/DESIGN~1.PDF
Excerpt: “Certain web sites seize users’ sights more easily, while others don’t.
Why? Sometimes we have to remark our opinion about likes or dislikes of web sites,
and it is easy to say just ‘I like this, or I don’t like that…’ But if we are asked to answer
the question why, then it is very difficult to find out the reason.”
● 1st Web Designer. (2016). 50 of The Easiest Website Builder Collection in 2016.
Academia.edu. Retrieved 31 March 2016, from http://1stwebdesigner.com/easiest-
website-builder/
Excerpt: “Website builders are exploding in popularity precisely because they

enable users to create websites without you having to know how to code or be a
talented creative designer. In fact, Website Builders do not require any technical
knowledge at all.”
D. Application
Let the students start exploring online platforms for expression of mission
statements of social impact organizations. On deeper reflection, they should be better
skilled by now in online search using relevant keywords in this activity. Likewise, from
a technical and skills perspective the students should be able to do the following:
1. Evaluate existing online creation tools, platforms and applications in
developing ICT content for specific professional tracks
2. Apply web design principles and elements using online creation tools,
platforms, and applications to communicate a message for a specific purpose in
their professional track.
3. Create an original or derivative ICT content using online creation tools,
platforms, and applications to effectively communicate messages related to their
professional track.
To get ideas about creating smart and powerful statements, go over this link
and read through the “Top 50 Mission Statements of Non-Profits or Social Impact
Organizations: https://topnonprofits.com/examples/nonprofit-missionstatements/.
53
E. Reflection

the lesson.


help me solve?
Prepared by:
FRANCES A. PALEC
Subject Teacher
54

Lesson 7 - Integrating ICT Content Through Collaboration with

Classmate and Teachers as Both Peer and Partner
July 29-August 9, 2019
Content Standards
The key learnings from the previous weeks, which they will synthesize into an
integrated ICT content through collaboration with classmate and teacher as both peer
and partner.
At the end of the two-week period, the learners should be able to collaboratively
develop an online portal or website to showcase and share existing and previously
developed content. These may be in the form of, but are not limited to an online
newsletter, blog, or online magazine.
Contents
Collaborative development of ICT content covers the following topics:
1. team structure and dynamics for ICT content;
2. online collaborative tools and processes;
3. project management for ICT content; and 4. curating existing content for use
on the web.
Online collaborative tools that may be used currently include, but are not
limited to:
1. Google Docs/ MS Office 365;
2. Prezi;
3. Google Chat/ Hangouts; and
4. Skype/Viber/Kakao Talk/WeChat/Line.
Platforms that may be currently used to host newsletters and similar ICT
content include but are not limited to:
1. presentation/ visualization (Prezi, Zoho, Slideshare, Mindmeister);
2. cloud computing (Google Apps);
3. social Media (Facebook Pages, Tumblr);
4. web Page Creation (Wix, Weebly); and
5. blog sites (Blogger, Wordpress, Livejournal, Issuu).
55
1. Evaluate the quality, value, and appropriateness of peer’s existing or
previously developed ICT content in relation to the theme or intended
audience/viewer of an ICT project.
2. Share and showcase existing or previously developed material in the form of
a collaboratively designed newsletter or blog site intended for a specific
audience or viewer.
Objectives
1. facilitate learning to allow students to curate previously created content and
create a collaboratively designed newsletter or blog site for a specific audience;
2. assist students so they may practice doing an evaluation on the basis of
quality, value, and appropriateness of a peer’s work and decide on how to
improve on it;
3. make the students practice collective decision-making such as coming up
with criteria to choose which works previously created within the semester they
can include in the final output (newsletter or blog site); and
4. make students collaboratively manage the production of the chosen output.
A. Activity No. 7
1. Instruct the students to create a Google Site. Direct them to the link
provided in their Student Reader. (https://support.google.com/sites/
answer/4417369?hl=en&ref_topic=23216&rd=1) To assist the students on
the content of their website, ask them to answer the prompters found in the
Student Reader.
To help you start the thematic content of a website, fill in the following blanks to
serve as key points to build the reader’s interest towards your work:
• The issue that matters to me is ______________ [CAUSE or ADVOCACY]
• I could use my ____________________ [TALENT]
• To make a difference by ___________________ [ACTION]
Guide Questions
1. Are you satisfied with the way people in your community make use of their
backyards to plant vegetables?
2. Do you think there is a scarcity of nutritious snacks available in the local
groceries and food stalls in your community?
3. Do you think auto mechanics in the community are unemployed? Or do you
think it is difficult to source skilled labor such as plumbing, woodworks, and
caregiving in your community?
4. If there is something you would like to improve in your community, what
appropriate action can you think of?
56
2. Share and showcase existing developed content in the form of a designed
newsletter, a blog site, or a website with a given cause that is intended for a
specific audience.
The teacher can show a sample of an existing previously developed online

interface related to an advocacy in the TVL track, and ask the class to make a
blog site or a newsletter (online, if available). As an alternative, the students can
choose their own online interface to showcase.
Since this project is a collaborative effort, evaluate each student’s ability to

work in a collaborative environment. The system of evaluation will be through
peer evaluation. Each member of the group will evaluate his or her
groupmates/peers using the rubric below. Add all the evaluation scores that a
student will receive and get the average score. The average score will serve as
the student’s grade for his or her collaborative effort.
Collaboration Rubric
Individual Below Average 1-2 Average Above Average

Performance 3 4-5 Total
Takes • Is not prepared,

responsibility for informed, and ready
Oneself 5 points to work with the • Is usually,
team • Is prepared and
prepared,
• Does not use informed, and
ready to work; is
technology tools as well informed on
ready to work with
agreed upon by the the project topic
the team
team to and cites evidence
• Uses technology to probe and reflect
communicate and
tools as agreed on ideas with the
manage project tasks
upon by the team to
• Does not do project communicate and
team
tasks • Consistently uses
manage
• Does not complete project tasks, but not
technology tools as
tasks on time agreed upon by the
consistently
• Does not use team to
• Does some communicate
feedback from project tasks, but
others to improve and manage project
needs to be tasks
work reminded • Does tasks without
• Completes most being reminded
tasks on time • Completes time on
• Sometimes uses time
feedback from • Uses feedback from
others to improve
others to improve
work
work
57
Helps the team • Does not help the • Cooperates with the • Helps the team
10 points team to solve team but may not solve problems
problems; may cause actively help solve and manage
problems problems conflicts
Does not ask probing Sometimes expresses Makes discussions
questions, express ideas clearly, asks effective by clearly
ideas, or elaborate in probing questions, expressing ideas,
response to questions and elaborates in asking probing
in discussions response to the questions, making
• Does not give useful questions in sure everyone is
feedback to others discussions heard, and
• Does not offer to help • Gives feedback to responding
others if they need it others, but it may not thoughtfully to new
always information and
be useful perspectives
• Sometimes • Gives useful
• offers to help others feedback
if they need it (specific, feasible,
supportive) to others
so they can improve
their work
• Offers to help
others do their
work if needed
Respect • Is impolite or • Is usually polite and • Is kind to
others 5 unkind to kind to teammates teammates
points teammates • Usually • Acknowledges and
(may interrupt, ignore acknowledges and respects other
ideas, respects perspectives;
hurt feelings) other perspectives disagrees
• Does not and disagrees diplomatically
acknowledge or diplomatically
respect other
perspectives
Makes and follows • Does not discuss Discusses how the Makes detailed
agreements how the team will team will work agreements about
5 points work together together, but not in how the team will
• Does not follow detail; may just work together,
rules for collegial • “go through the including the use of
discussions, decision- motions” when technology tools
making, and conflict creating an
• Follow rules for
resolution agreement
collegial
• Does not discuss • Usually follows discussions,
how well rules for collegial
decisionmaking, and
agreements are being discussions,
conflict resolution
followed decisionmaking, and
conflict resolution • Honestly and
• Allows breakdowns accurately discusses
in team work to • Discusses how well
how well
agreements are being
58
happen; needs followed, but not in agreements are being
teacher to intervene depth; may ignore followed
subtle issues Takes appropriate
Notices when norms action when norms
are not being are not being
followed, but asks followed; attempts to
the teacher for help resolve issues
to resolve issues without asking the
teacher for help
Organizes • Does project work • Creates a task list

Work without that divides project
5 points creating a task work among the
team, but it may not • Creates a detailed
list task list that divides
be in detail or
• Does not set a project work
followed closely
schedule and track reasonably among
• Sets a schedule for
progress toward them
doing tasks but
goals and deadlines • Sets a schedule and
does not follow
• Does not assign tracks progress
it closely
roles or toward goals and
• Assigns roles but
share leadership; one deadlines
does not follow
person may do too
them or selects only • Assigns roles based
much, or all on team members’
one “leader” who
members may do strengths as needed
random tasks makes most decisions
Usually uses time Uses time and runs
Wastes time and meetings efficiently;
does not run and runs meetings
keeps materials,
meetings well; well, but may drafts, and notes
materials, drafts, and occasionally waste organized
notes are not time; keeps
organized (may be materials, drafts,
misplaced or and notes, but not
inaccessible) always organized
Works as a • Does not • Makes some • Recognizes and
whole team 5 recognize or use attempt to use special uses special talents
points special talents of each team
talents of team of team members member
members • Does most project • Develops ideas
• Does protect tasks tasks separately and and creates
separately and puts them together products with
does not put them at the end involvement of
together; it is a all team members;
collection of tasks done
individual work. separately are
brought to the team
for critique and
revision
59
3. Evaluate the quality, value, and appropriateness of a classmate’s existing
developed ICT content or media. Pay attention to how the work highlights a
given theme or advocacy.
Refer to the following rubric to evaluate a classmate’s collaboratively designed

website, blog, or (online) newsletter.
Rubric for a Collaboratively Designed Website, Blog or Online Newsletter
Category 10 9-8 7-6 5-1 Total

Content 10 • Covers • Includes Includes Content is
points topic in essential essential minimal, or
depth with knowledge information there are
details and about the about the several
examples topic topic, but factual
• Subject • Subject there are 12 errors
knowledge knowledge factual
is appears to errors
excellent be good
Category 5 4-3 2 1 Total

Organization 5 Content is Content uses Content is There was no
points well headings or logically clear or
organized, bulleted lists organized for logical
using to organize, the most organizational
headings or but the part structure
bulleted lists overall
to group organization
related of topics
material appears
flawed

Attractiveness 10 Makes Makes good Makes use Makes use
points excellent use of use of font, of font, color, of font, color,
font, color, color, graphics, graphics, and graphics, and
graphics, and and effects to effects, but effects, but
effects to enhance occasionally these often
enhance the presentation these detract the distract from the
the presentation presentation presentation
content content
60
Accuracy 10 No misspellings Three or fewer Four More than four

points or grammatical misspellings misspellings errors
errors, no and/or and/or in spelling or
HTML mechanical grammatical grammar, five or
errors in errors, no more errors, no more more HTML
wiki like broken than than four HTML error in the
links, and two HTML errors in the student’s
missing images errors in the student’s contribution to
student’s contribution to the wiki.
contribution to the wiki
the wiki
Total
4. Below is a screenshot of GOLD Foundation’s website. Take note that while

the website provides only minimum information, the keyword “help” may be
considered as an attempt to make the website content interesting to the target
audience. As an exercise, use the following rubric to evaluate the screenshot in
terms of content and interest.
Source: http://j.mp/GoldxL
61
Rubric for Evaluating Content and Interest of a Website
CATEGORY 30-25 24-18 17-11 10-1

Content The site stated a The site stated a The purpose The site lacks a
clear purpose clear purpose and theme of purpose or
and theme that and theme, but the site is vague. theme.
is carried out may have one
throughout the or two elements
site. that do not
seem to be
related to it.
Interest The author has The author has The author has The author has
made an tried to make put a lot of provided only a
exceptional the content of information in minimum
attempt to make this website the website but amount of
the content of interesting to there is little information and
this website, the target evidence that has not
the person tried transformed the
interesting to audience.
to present the information
the target to make it more
audience. information in
an interesting interesting to
way. the audience
(e.g. has only
provided a list of
links to the
content of
others).
Assessment
• collaborative effort - 35%
• website/blog/online newsletter - 35%
• evaluation of Gold Foundation screen shot - 30%
C. Abstraction
What is an advocacy?
● Advocacy is active promotion of a cause or principle.
● Advocacy involves actions that lead to a selected goal.
● Advocacy is one of many possible strategies, or ways to approach a problem.
● Advocacy can be used as part of a community initiative, nested in with other
components.
● Advocacy is not direct service.
● Advocacy does not necessarily involve confrontation or conflict.
62
Some examples may help clarify just what advocacy is:
● You join a group that helps build houses for the poor—that's wonderful, but it's
not advocacy (it's a service)
● You organize and agitate to get a proportion of apartments in a new
development designated as low to moderate income housing—that's advocacy
● You spend your Saturdays helping sort out goods at the recycling center—
that's not advocacy (it's a service)
● You hear that land used for the recycling center is going to be closed down and
you band together with many others to get the city to preserve this site, or find
you a new one. Some of you even think about blocking the bulldozers, if
necessary—that's advocacy
Advocacy usually involves getting government, business, schools, or some other
large institution (also known as Goliath) to correct an unfair or harmful situation
affecting people in the community (also known as David, and friends). The situation
may be resolved through persuasion, by forcing Goliath to buckle under pressure, by
compromise, or through political or legal action.
● Evans, Nic. (2015). How to Collaborate: The Creative & the Practical. Retrieved April
29, 2016, from https://gathercontent.com/blog/how-to-collaborate-the-creative-the-
practical
Excerpt: “To many people, Collaboration is nothing more than a buzzword.

Some hear it and think innovation and open-minded exchanges, while others envision
stale boardrooms and ‘blue sky thinking’.
I see collaboration as the natural first step of the creative process. Not all
projects call for, or can accommodate, a phase of creative exploration and exchange.
It’s a matter of the known objective vs. the yet to be defined.
Collaboration will be as successful and fruitful as you want it to be. Simple.
It requires a handful of things to get off the ground, mainly a suitable
environment and a bunch of open-minded folk. There’s a heap of tools and resources
out there that take collaboration to a new level and gift it the value and significance it
merits.
The act and meaning of collaboration has changed. How people interact and
share has redefined the creative process itself, as well as the roles of collaborators and
the milestones of a project.”
● Brunsell, Eric. (2011). Web Tools Blog Series: Tools to Help Students Collaborate .
Retrieved 29 April 2016 from http://www.edutopia.org/blog/classroom-collaboration-
tools-eric-brunsell
Excerpt: “Randy Nelson (Pixar University) provides a brilliant definition of

collaboration by using two principles of improv. First, accept every offer and second,
make your partner look good. When teams collaborate on a project, they accept each
others' ideas without judgment and "plus" them -- they ask, what can we do with this.
I found this list of "principles" and think we can learn a lot more about collaboration
from improv.”
63
● Henry, Alan. (2013). The Best Collaboration Tools for Small Groups and Teams.
Retrieved April 29, 2016, from http://lifehacker.com/the-best-collaboration-tools-for-
small-groups-and-teams-1477548590
Excerpt: “We talk a lot about personal productivity tools at Lifehacker, but
sometimes you're not the only person who needs to get things done for a project or job
to be a success. Whether you're trying to organize a home renovation, organize a little
league team, plan a family vacation, or get everyone at the office working on the same
projects and priorities, there are plenty of great tools to help.”
● Wikiversity.com. (2011). Sample Collaborative Environment Plan - Wikiversity.

Retrieved April 29, 2016, from https://en.wikiversity.org/wiki/Sample_
Collaborative_Environment_Plan.
Description: The collaborative document identified in the link above covers,
among other things, Collaboration Plan for Needs Analysis Consultation
1.1 Problem description
1.2 Initial State
1.3 Context
1.4 Constraints
1.5 Resources
1.6 Tools
https://en.wikiversity.org/wiki/Sample_Collaborative_Environment_ Plan-Tools
1.7 Goal State
● Davies, Dawn. (2015). How You Can Help Your Local Community - 5 ... - Udemy.
Retrieved April 29, 2016, from https://www.udemy.com/how-you-can-help-your-local-
community-5-amazing-examples/
Course Description
This course is about how one individual, or one small group, can help out in
their local community and create massive, beneficial change. If you think your
community needs to become more active and engaged, then it can start with you!
We will teach you how you can start a community project or business that will make a
difference. Also, we will show you some amazing examples of people who have done
exactly that, and benefitted their local communities tremendously. This can be used
as fantastic inspiration to help you form ideas of ways you can help in your
community.”
● RCSEC. (2015). Our Team, Our Community - RC Social Entrepreneurship. Retrieved

April 29, 2016, from http://rcseclub.weebly.com/our-team-our-community.html
Description: Our learning community (Robert College Social Entrepreneurship

Club) aims to create opportunities to discover and explore our passion to make the
world a better place.
● Wikiversity.com. (2011). Social Enterprise - Wikiversity. Retrieved April 29, 2016, from
https://en.wikiversity.org/wiki/Social_Enterprise
64
Note: A starting point for discussion about community building in relation to a
concept called Social Enterprise.
● Mechanical Design. (n.d.). Team Construction.Mechanicaldesign.asme
digitalcollection.asme.org. Retrieved 31 March 2016, from http://mechanicaldesign.
asmedigitalcollection.asme.org/data/Journals/ JMDEDB/27950/071001_1_2.jpeg
● Stewart, Craig. (n.d.). The 20 best tools for online collaboration. Creativeblog.com.
Retrieved 31 March 2016, from http://www.creativebloq.com/design/online-
collaboration-tools-912855
All rights reserved. No part of this material may be reproduced or transmitted in

any form or by any means - electronic or
Excerpt: “A team of designers does not always work in the same office; you work
in distributed groups, some of you may be working from home, and clients can be
based all over the world. This is where collaboration tools come in—they make it easier
and faster for designers to get feedback and approve artwork in a professional manner,
and they come in all sort of forms, from free Android apps to Chrome extensions.”
● Pipes, Taylor. (2015). 7 Tips for Effective Project Collaboration. Blog.Evernote.com.

Retrieved 31 March 2016, from https://blog.evernote.com/blog/2015/05/12/7-tips-
for-effective-project-collaboration/
65
Excerpt: “Clear organization is essential to effective team collaboration. Projects
have many moving parts, from timelines to checklists, notes, files, and proposals. A
centralized location to projects gives everyone access to current information and the
ability to track deliverables and deadlines.”
● Kanter, Beth. (2011). Content Curation Primer. Bethkanter.org. Retrieved 31 March

2016, from http://www.bethkanter.org/content-curation-101/
Excerpt: “Content curation is the process of sorting through the vast amounts
of content on the web and presenting it in a meaningful and organized way around a
specific theme. The work involves sifting, sorting, arranging, and publishing
information. A content curator cherry picks the best content that is important and
relevant to share with their community.”
D. Application
From a reading of the links/resources below, think about how far sharing your
gift can go.
● https://gathercontent.com/blog/how-to-collaborate-the-creative-thepractical
● http://www.edutopia.org/blog/classroom-collaboration-tools-ericbrunsell
● http://lifehacker.com/the-best-collaboration-tools-for-small-groups-andteams-
1477548590
If you have a reliable access to the Internet, challenge yourself by enrolling in this
Free Online Course, How to Help Your Local Community, https://www.udemy.
com/how-you-can-help-your-local-community-5-amazingexamples/. Also take a look
at a model learning community that aims to create a safe and adventurous place for
its members to discover and chase their individual passions. Follow the link:
http://rcseclub.weebly.com/our-teamour-community.html
66
E. Reflection

the lesson.


help me solve?
Prepared by:
FRANCES A. PALEC
Subject Teacher
67

Lesson 8 - Multimedia and ICT
August 12-16, 2019
Content Standards
The learners demonstrate an understanding of how rich media content and
interactivity affect and change the user experience in the delivery and consumption of
ICT content.
At the end of the week, the learners should be able to independently assess
one’s experience along a range of online rich content on the basis of the usability of
the interface.
Contents
Multimedia and ICTs cover the following topics:
1. rich content in the online environment and the user experience;
2. multimedia and interactivity; and
3. Web 2.0, Web 3.0, and user participation in the web.
Types of rich and multimedia content currently include, but are not limited to:
1. video and audio, embedded and on demand;
2. online games, tests, and courseware; and
3. web-, game-, pod-, and vod-casting.
Explore the principles of interactivity and rich content in the context of Web
2.0 and the participation of the user in the online experience.
Objectives
At the end of the class period, the teacher should be able to encourage the
students to discuss how the new media, through its rich content and collaboration
features, has changed their experiences both as creators and user.
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A. Activity No. 8
Ask the students to select at least ten online content rich interfaces (e.g.,
learning management system, blog, and Facebook page) pertaining to their specific
TVL track. Ask them to rate each interface according to the simplicity and
functionality using the table below.
SIMPLICITY
SIMPLE COMPLEX
EASY I II
FUNCTIONALITY
DIFFICULT IV III
Among your selection, which are your top three favorites? Explain.
Materials Needed
Sample online interfaces (screenshots or drawings of sample interfaces)
Assessment
Tell the students to start conceptualizing the interface that they will create
towards the end of the semester. This website or portal is going to be an interactive
ICT project for social change. Ask the students to imagine how they would like it to
appear. What features do they plan to include?
List down the possible combination of features that you will include in
developing the website to increase its interactivity. Report this in class.
Reports will be graded on the basis of the following rubric.
69
Scoring Rubric for Oral Presentation
Total
Category Scoring Criteria Points Score
The type of presentation is appropriate for the topic and 5

audience.
Organization
Information is presented in a logical sequence. 5
(15 points)
Presentation appropriately cites requisite number of 5
references.
5
Introduction is attention-getting, lays out the problem well,
and establishes a framework for the rest of the presentation.
Technical terms are well-defined and the language is 5

appropriate for the target audience.
Presentation contains accurate information. 10

Content (45
points) 10
Material included is relevant to the overall message/purpose.
10
Appropriate amount of material is prepared, and points
made reflect well their relative importance.
There is an obvious conclusion summarizing the 10

presentation.
10
Speaker maintains good eye contact with the audience and is
appropriately animated (e.g., gestures, and moving around).
Presentation Speaker uses a clear and audible voice. 10

(40 points)
Delivery is poised, controlled, and smooth. 10
10
Good language skills and pronunciation are used.
70
B. Analysis
1. What can make an online interface difficult to use?

2. What can help an interface user understand or navigate an online interface?
C. Abstraction
Look at the images on the following two pages to help you think about the
phrase “simple yet functional”.
BEFORE vs AFTER
BEFORE
71
AFTER
The Evolution to Web 3.0
Web 1.0 Web 2.0 Web 3.0
“the most read only web” “the wildly read-write web” “the portable personal web”
45 million global users 1 billion+ global users (2016) focused on the individual
(1996)
focused on companies focused on communities lifestream
home pages blogs consolidating dynamic content
72
owning content sharing content the semantic web
Britannica Online Wikipedia widgets, drag & drop mashups
HTML, portals XML, RSS use behavior (“me-onomy”)
web forms web applications iGoogle, NetVibes
directories (taxonomy) tagging (“folksonomy”) user engagement
Netscape Google advertainment
page views cost per click
advertising word of mouth
● Brainient. (2014). Brainient | LinkedIn. Retrieved April 29, 2016, from

https://www.linkedin.com/company/brainient
A UK-based social media company that enables its clients “to create rich,
engaging and interactive video formats which can be delivered across a range of
devices and reported on in real time. The only interactive video solutions provider able
to run campaigns across all UK broadcasters.”
● Radionomy.com. (2014). Radionomy | Produce your own radio stations for free.
Retrieved April 29, 2016, from https://www.radionomy.com/en/static/produce.
“Radionomy is an online platform that enables anyone “to produce a radio

station that “can customizable to programming with published music from a user’s
own collection or from the platform’s library of popular music and podcasts. It also
gives to users the ability to manage their stations with personalized shoutouts,
voicetracks, interviews, and more.”
Reference:
ICTs as platform for change covering the topics of: 1. ICT as medium for
advocacy and developmental communication 2. The social power of social media 3.
Digital citizenship and the Filipino People Samples of this phenomenon include but
are not limited to: 1. EDSA and Cardinal Sin’s call to action via radio broadcast 2.
EDSA Dos and the use of text messaging to mobilize people 3. Million People March
against Pork barrel via Facebook 4. Disaster relief operations and mobilization via
Internet and text brigades
73
D. Application
Given the definition in the screenshot below, describe what you would combine
to make your digital content interactive.
The following image shows online features that enhance a video content. Which
feature/s would engage you? Why?
74
E. Assignment/Agreement
Imagine clients as your audience/stakeholder. Reflect on this:
F. Reflection

the lesson.


help me solve?
Prepared by:
FRANCES A. PALEC
Subject Teacher
75

Lesson 9 - ICTs as Platform for Change
August 19-23, 2019
Content Standard
Learners demonstrate an understanding that ICT as a tool, medium, and force
brings action and mobilizes change in a population, society, or culture.
At the end of the week, learners should be able to independently articulate how
ICT tools and platforms have changed the way people communicate, and how social
change has been brought about by the use of ICTs.
Contents
ICTs as platform for change covers the following topics:
1. ICT as medium for advocacy and developmental communication;
2. the social power of social media; and 3. digital citizenship and the Filipino
people.
Samples of this phenomenon include, but are not limited to:
1. EDSA and Cardinal Sin’s call to action via radio broadcast;
2. EDSA Dos and the use of text messaging to mobilize people;
3. Million People March against Pork barrel via Facebook; and
4. disaster relief operations and mobilization via Internet and text brigades.
Share anecdotes of how the learner has used ICTs to be part of a social
movement, change, or cause to illustrate aspects of digital citizenship.
Objectives
1. make students exemplify how ICTs have changed the way people
communicate;
76
2. make students illustrate how ICTs can serve as tools to create social change;
and
3. make students share personal experiences in using ICT to be part of a social
movement, change, or cause.
A. Activity No. 9
Ask the students to recall stories of how they have used ICTs to be part of a
social movement, change, or cause to illustrate aspects of digital citizenship. Examples
of such are participation in a trade fair, participation in school agro-plant fair,
organizing technology and science fairs, participation in community works such as
community clean-ups, and voluntary work such as cooking or house building during
natural calamities. Instruct the students to write a journal or a blog entry. They may
also opt to create an online photo narrative or a photo album if there is no access to
the internet to share their stories/experiences.
If the student has no social change or cause involvement, any social event
(birthday, a reunion, a celebration) where the student used ICTs to contribute
creatively such as cooking for the Christmas holidays, taking photos of the food the
student prepared and posting it on FB, a meme, or a video clip, may be used for this
class sharing.
Postings provide comprehensive insight, understanding, and reflective thought

about the topic by building a focused argument around a specific issue, asking a new
related question, or making an oppositional statement supported by personal
experience or related research.
Assessment
You may want to use the following rubric for the journal or blog.
77
Rubric for an Online Journal or Blog
Unsatisfactory Limited Proficient Exemplary

Criteria Rating
0% 80% 90% 100%
Content and Postings show no Postings provide Postings provide
Creativity evidence of insight, minimal insight, moderate
understanding, or understanding, insight,
Weight for reflective thought and reflective understanding, Postings provide
this criterion: about the topic. thought about and comprehensive
reflective insight,
the topic.
thought about understanding,
40% of total the topic. and
score reflective thought
about the topic by
building a
focused argument
around a specific
issue, asking a
new related
question, or
making an
oppositional
statement
supported by
personal
experience or
related research.
Postings present a
Postings present Postings present focused and
Postings present no
a specific a specific cohesive
specific viewpoint.
viewpoint but viewpoint that is viewpoint that
There are no
lack supporting substantiated by is
supporting
examples or links supporting substantiated by
examples or links
to websites or examples effective
to websites or
documents, and links to supporting
documents,
but not all websites or examples or
links to
78
Criteria Rating
0% 80% 90% 100%
links documents,
or the links enhance the but not all relevant, updated
selected are of information links websites or
poor quality and presented. enhance the documents that
do not add value to information enhance
the information presented. the information
presented. presented.
Postings do Postings are brief Postings are

not stimulate and Postings are creatively and
dialogue and unimaginative, generally well fluently written
commentary. They and reflect written with to stimulate
do not connect with minimal effort to some attempts dialogue and
the audience. connect with the made to commentary.
audience. stimulate
dialogue and
commentary.
Voice Postings do Postings does not

not reflect an fully consider the Posting are
generally Postings are
Weight for this awareness audience, and the
of the author’s voice is appropriate appealing and
criterion:
audience, and it is for the appropriate for
difficult to
difficult to identify intended the intended
20% of total identify.
the author’s voice. audience, and audience, and a
score an attempt is consistent voice
made to use a is evident
consistent throughout.
voice.
Postings do not Postings reflect

Postings
reflect the author’s Postings reflect the author’s
personality, and reflect a bit of
almost unique
word choice does the author’s
no personality, personality
not bring the topic personality
and little attempt through
to life. is made to use through word
expressive and
effective word choices that
carefully selected
choices to bring attempt to
word choices that
the topic to life. bring the topic
bring the topic to
to life.
life.
79
Criteria Rating
0% 80% 90% 100%
Text Layout, Selects and
inserts many Selects and Selects and
Use of
low-quality inserts inserts high
Graphics and
Does not insert any graphics and graphics and quality graphics
Multimedia
graphics, or uses multimedia, multimedia and multimedia
only low-quality which do not that are mostly when
Weight for this appropriate to
graphics and enhance the high
criterion:
multimedia, which content. quality, enhance the
do not enhance the enhance, content’s visual
20% of total content. and clarify the appeal and
score content. increase
readability.
Acknowledge Acknowledges Acknowledge

s only a few most image s all image and
Does not and
multimedia and multimedia
acknowledge any multimedia
image sources, sources with
image or sources with
and uses captions or
multimedia captions or
incomplete annotations.
sources, either annotations
captions or
with a caption or .
annotations.
an annotation.
Timeliness Does not update Updates blog Updates blog

and Tags blog within the when reminded; more often than
required time posts are often Updates blog required; all
Weight for this frame. missing a date when required; posts are date
criterion: stamp. most posts are stamped, and the
date stamped most recent posts
10% of total with the most are placed at the
score current posting top of the page.
listed at the
top.
Post is
The post is not categorized Post is
Does not categorize
categorized and and tagged. categorized and
and tag the topic
tagged topics are tagged
appropriately.
appropriately. appropriately.
80
Criteria Rating
0% 80% 90% 100%
Citations No images, media, Some of the Most images, All images, media,
or text created by images, media, media, or text and text created by
Weight for this others display or text created created by others others display
criterion: appropriate by others do not display appropriate
copyright display appropriate copyright
5% of total score permissions , and appropriate copyright permissions, and
do not include copyright permission s, and accurate citations.
accurate, properly permissions, and accurate,
formatted citations. do not include properly
accurate, formatted
properly citations.
formatted
citations.
Quality of Written Written

Writing and responses responses are
Proofreading include some free of
Written
Written responses grammatical, grammatical,
responses are
spelling, or
Weight for this contain numerous spelling, or largely free of
grammatical, punctuation
criterion: punctuation grammatical,
spelling, or errors. The style
errors that spelling, or
punctuation errors. distract the of writing
5% of total punctuation facilitates
The style of
score reader. errors. The communication.
writing does not
facilitate style of writing
effective generally
communication. facilitates
communication.
TOTAL
General Reference
A Rubric for Evaluating Student Blogs. Retrieved from https://www2.

uwstout.edu/content/profdev/rubrics/blogrubric.html
81
B. Analysis
1. What advocacy in your professional track have you supported? In what way
did you support it? Did you use any digital tool to do so?
2. How was the ICT experience? Was it positive or negative?
3. How did ICT change the way people communicated? Compare and contrast
how things would have been done had there been no ICTs used and had
ICTs been used.
C. Abstraction
How does it feel having your work liked by people? Is there any difference
whether or not you know those who liked your work?
Use the visual prompt in the following page to respond to the challenge.
Did you know that writer, artist and designer, theorist and community builder,
Howard Rheingold is one of the driving minds behind our netenabled, open,
collaborative life? Learn more about Howard Rheingold via this link: https://www.
ted.com/speakers/howard_rheingold.
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● TED.com. (2014). Howard Rheingold | Speaker | TED.com. Retrieved April 29, 2016,
from https://www.ted.com/speakers/howard_rheingold
Writer, artist and designer, theorist and community builder, Howard Rheingold
as one of the driving minds behind our net-enabled, open, collaborative life.
D. Application
Share anecdotes of how you have used ICTs to be part of a social movement,
change, or cause to illustrate aspects of digital citizenship. You may use any
ICT/digital tool to share your insight. For your output, you could write a journal or
blog entry or even an online photo narrative.
E. Reflection

the lesson.


help me solve?
Prepared by:
FRANCES A. PALEC
Subject Teacher
83

Lesson 10 - Developing an ICT Project for Social Change
August 26-September 20, 2019
Content Standard
Learners demonstrate an understanding on how to work with peers and

external publics/ partners for the development of an ICT project that advocates
specific social change or cause.
At the end of the four-week period, learners should be able to participate

actively in the development of an ICT Project for Social Change relating to an issue in
the TVL track.
Topics may cover, but are not limited to, street food safety and cleanliness
drive.
Contents
Developing an ICT Project for Social Change covers the following topics:
1. planning and conceptualizing an ICT Project for Social Change;
2. research for ICT Projects, audience profiling (demographics and
psychographics);
3. designing and copywriting for ICT Projects; and 4. developing and
constructing the ICT project.
Samples of these advocacies or projects include, but are not limited to:
1. antidrug campaigns;
2. youth election volunteer mobilization;
3. animal welfare and rights;
4. environmental conservation and action; and
5. contemporary ICT issues such as cyber bullying, copyright infringement,
green technology, and internet addiction.
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1. Identify a local or regional cause or issue for social change related to specific
professional tracks that can be addressed or tackled using an ICT Project for
Social Change.
2. Analyze how target or intended users and audiences are expected to respond
to the proposed ICT Project for Social Change on the basis of content, value,
and user experience.
3. Integrate rich multimedia content in design and development to best
enhance the user experience and deliver content of an ICT Project for Social
Change.
4. Develop a working prototype of an ICT Project for Social Change.
Objectives
1. assist students to curate local community resources, namely:
a. identify and gather art ideas and materials available in the
community;
b. organize materials reflective of the group’s content, theme, and
purpose;
2. guide students to make decisions on the appearance and content of a
website such as to:
a. develop an appropriate design based on the previous knowledge
acquired in the course;
b. plan the details involved in the various phases of building a website;
and
3. assist students to identify possible items in the website which may be
considered as invasion of privacy, items that could endanger minors, or
items that could affect community norms and mores.
A. Activity No. 10
Divide your students into groups and direct them to collaborate and develop an
ICT Project for Social Change. Guide them through four steps, which should make this
task doable. They are as follows:
Step 1: Planning and conceptualizing an ICT Project for Social Change
85
Guide Questions
1. What are some sample advocacies in the field of TVL?
2. What is it that you want to change in your community?
3. Is there something that many people ignore because either they have become
accustomed to taking things for granted, or because they think that things
cannot be changed?
4. What is it that you feel strongly about the TVL track that you think can
contribute something to create a change?
Ask your students to identify a local or regional cause or issue for social change
related to the TVL track that can be addressed or tackled using an ICT Project for
Social Change.
An example would be the lack of a centralized market for the local products and
services produced within the community. A sample solution is to create a bridge
between producers and consumers through ICT.
Such an ICT platform can provide the interface where local producers and
service providers can advertise their products and services. Consequently, the
community will have a centralized market where they can present the varied choices of
products and services available to the community.
Aside from the economic aspect, such a website can contribute to creating a
common ground or forum, and encourage a mindset where local residents strengthen
and expand their market to nearby towns, well-established companies and
restaurants, and even to foreign markets instead of competing with each other.
Now, ask the groups to discuss, research, and identify a local or regional cause
or problem. Remind the group that they should also think about the value that their
solution can contribute to the community.
Step 2: Research for ICT Projects, Audience Profiling, (Demographics

and Psychographics)
Guide Questions
1. What are the local products or services prevalent in your community? Who
usually avail of such services and products in your community and in the
nearby towns? Can you make a list of products and services available in your
community?
2. How can the advocacy website help in the trade and transfer of goods in the
community?
3. Who are the target audience, users, and collaborators of this advocacy
website?
4. How will the users of this website respond to a call to action?
Ask your students to do a survey of the visitors and users of the website using
an online survey tool. Formulate questions so they can find out what courses of action
the users/members of the site are willing to do.
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Step 3: Designing and Copywriting for ICT Projects
Guide Questions
In terms of content
1. What guidelines will you put out to guide the users on what and how they can
contribute to the website?
2. What mission statement will you use? What about a tagline? Will you use
one?
3. What sections will you include?
4. Will you upload forms such as registration forms, lists of products and
services, consumer profile, product and services descriptions, planting
calendars, or harvest calendars? What other forms can you think of?
In terms of design
1. How will you design the website? Which platform will you use? What colors
will you use? What font?
2. Will you include background music? In what format will you upload them?
3. Will you include videos? What kind of videos? What editing software will you
use?
4. Will you include photos? In what format will you upload them? Do you need to
edit the photos?
5. What kind of content would encourage or motivate you to participate in a call
to action?
In terms of value
1. What do you think will motivate the intended audience to participate in this
website?
2. What are the possible effects of the website on the product and service
providers in the community?
3. What are the possible effects of the website on the consumers in the
community?
4. If so, how do you incorporate these points in the design and content of your
website?
Step 4: Develop and construct your group’s ICT advocacy project, which is based on
the context of your local community.
Instruct the students to create a group website (separate from the one in the
previous lesson) as a platform to document their project online.
Here’s a link to a Google Site Template that could be useful for this purpose:
https://sites.google.com/site/projectwikitemplate_en/
The students will develop a working prototype of an ICT Project for Social
Change. The prototype could take the form of a printed infographic or even hand-
drawn on a poster-sized material.
87
B. Analysis
Have you done community service? Can you combine service and formal
learning?
Read through the following references and discover how ICT can enable
collaboration that cuts across geographic and institutional borders to forge solutions
and new business models.
1. http://america.aljazeera.com/articles/2016/2/8/tech-start-ups-promiseto-
empower-workers-through-automation.html
2. http://skillsforchange.com/
C. Abstraction
1. Tech start ups promise to empower workers through automation
88
2. Skills for Change: Online volunteering platform “For Busy People”
Here is a sample infographic of impact

that is enabled by “Skills for Change”.
89
Take a look at the image below. Between identifying a problem to crafting a
solution, you will notice that the tools that provide the solution do not operate in a
vacuum. They evolve within the boundaries of system’s context through to the
constraints and resources.
● Appropedia. (n.d.). Service learning. Appropedia.org. Retrieved 31 March 2016, from

http://www.appropedia.org/Service_learning
Excerpt: “Service learning is a teaching method, which combines community

service with academic instruction as it focuses on critical, reflective thinking and civic
responsibility. Service-learning programs involve students in organized community
service that addresses local/global needs, while developing their academic skills, sense
of civic responsibility, and commitment to the community. Here service learning is
focused on applied sustainability.”
● Singh, Timon. (2013). 19-Year-Old Develops Ocean Cleanup Array That Could
Remove 7,250,000 Tons Of Plastic From the World’s Oceans. Inhabitat.com. Retrieved
31 March 2016, from http://inhabitat.com/19-year-old-student-develops-ocean-
cleanup-array-that-could-remove-7250000-tons-of-plastic-from-the-worlds-oceans/
Excerpt: “19-year-old Boyan Slat has unveiled plans to create an Ocean

Cleanup Array that could remove 7,250,000 tons of plastic waste from the world’s
oceans. The device consists of an anchored network of floating booms and processing
platforms that could be dispatched to garbage patches around the world.”
90
● McCoy, Terrence. (2016). Boyan Slat's High School Project Raises Millions to Clean
Up World's Oceans. Smh.com.au. Retrieved 31 March 2016, from
http://www.smh.com.au/environment/boyan-slats-high-school-project-raises-
millions-to-clean-up-worlds-oceans-20160201-gmj8dq.html
Excerpt: “Until that point, in 2012, the leading proposal to clean up the ocean's
trash was dispatching big ships to troll for bits of plastic—and it would take
thousands of years. So the teen, Boyan Slat, said he'd come up with a low-cost
solution that could do it in a matter of years. He proposed erecting a large and angled
barrier and mooring it to the ocean floor in the areas of densest garbage
accumulation.”
● McCoy, Terrence. (2016). ALI, EDC, Petron top sustainability, CSR firms.
Philstar.com. Retrieved 31 March 2016, from http://www.philstar.com/
business/2015/10/18/1511826/ali-edc-petron-top-sustainability-csr-firms
Excerpt: “ALI’s large-scale land development projects were assessed for impacts
and underwent Department of Environment and Natural Resources (DENR)
Environmental Impact Assessment Process, the report said.”
D. Application
After you have showcased, with your teacher’s guidance, start collaborating
with your group mate in developing a common ICT project for social change covering
the following steps:
1. Planning and conceptualizing an ICT Project for Social Change
2. Research for ICT Projects, Audience profiling, (demographics and
psychographics)
3. Designing and copywriting, i.e. writing textual content for ICT Projects
4. Developing and constructing the ICT project around an advocacy such as
any of the following:
a. Anti-drug campaigns
b. Youth election volunteer mobilization
c. Animal welfare and rights
d. Environmental conservation and action
e. Contemporary ICT issues like cyber-bullying, copyright infringement,
green technology, and Internet addiction
Please note that there are many more causes. Some causes are more specific or
relevant to your locality.
You will need to create a group website (separate from the one from the prior
lesson) as platform to document your project online. Here’s a link to a Google Site
Template that could be useful for the purpose: https://sites.google.com/
site/projectwikitemplate_en/.
91
Some Articles for Inspiration
Please follow the links below which point to articles that could serve as models
for advocacy:
 http://www.appropedia.org/Service_learning
 http://inhabitat.com/19-year-old-student-develops-ocean-cleanuparray-that-
could-remove-7250000-tons-of-plastic-from-the-worldsoceans/
 http://www.smh.com.au/environment/boyan-slats-high-school-projectraises-
millions-to-clean-up-worlds-oceans-20160201-gmj8dq.html
 http://www.philstar.com/business/2015/10/18/1511826/ali-edc-petrontop-
sustainability-csr-firms
E. Agreement/Assignment
1. Identify a local or regional cause or issue for Social Change related to your
specific professional tracks that can be addressed or tackled using an ICT
Project for Social Change.
2. For your pre-work, make sure you do a search on the example advocacies
discussed earlier.
3. Analyze how target users and audiences are expected to respond to the
proposed ICT Project for Social Change on the basis of content, value, and
user experience.
4. Part of your collaborative work entails creating a survey on how participants
respond to a call to action in social networks, like Facebook.
5. Integrate rich multimedia content in design and development to best
enhance the user experience and deliver content of an ICT Project for Social
Change
6. Ask yourself: What kind of content would encourage or motivate you to
participate in a call to action?
7. Develop a working prototype of an ICT Project for Social Change. The
prototype could take the form of a printed infographic or even hand-drawn
on a poster-sized material.
92
E. Reflection

the lesson.

help me solve?
Prepared by:
FRANCES A. PALEC
Subject Teacher
93

Lesson 11 - How to Manage an Online ICT Project for Social Change
September 23-October 4, 2018
Content Standard
Learners demonstrate an understanding on how to manage an online ICT
At the end of the two-week period, learners independently and collaboratively
co-manage an online ICT Project for Social Change through available tools, resources,
and platforms.
Contents
1. Uploading and website management
2. Promotion, traction and traffic monitoring
3. Evaluation through user feedback/interaction
1. Demonstrate how online ICT Projects for Social Change are uploaded,
managed, and promoted for maximum audience impact.
2. Generate a technical report interpreting data analytics, e.g. Google,
Facebook, or similar traffic data on the general aspects of search visibility,
reach, and virality.
Objectives
1. assist the students in illustrating how to upload, manage, and promote a
website based on the functionalities and features as specified by the website
design;
2. facilitate the students’ learning so they are able to evaluate the data
analytics and other pertinent information related to the acceptability,
efficiency of work, and other success measures of a website; and
3. encourage students to properly formulate recommendations to improve the
website.
94
A. Activity No. 11
I. Explain to the students that in the coming two weeks, they are to continue
with publishing their ICT Project. With your guidance the students will demonstrate
how ICT Projects for Social Change are uploaded, managed, and promoted for
maximum audience impact. The following are the guide questions for the three tasks.
A. Uploading and website management
Guide Questions
1. Who are the moderators of the website or social networking sites?

2. How can you arrive to a particular guideline that pertains to moderating
uploads? Per group, create guidelines regarding:
a. uploading photographs (technical specs);
b. making comments; and
c. blocking members.
3. Who will handle the security of the webpage? Is it a close group? Will there be
security problems? Will you have a back-up system?
4. What about a verification system wherein each member should provide an
official contact number that will be posted on the site? What else can you
add?
5. What features will you include?
B. Promotion, traction, and traffic monitoring
Guide Questions
1. How can you sustain or increase the number of people who visit the site?
2. How can the site encourage content authors to sustain their participation?
3. Can you devise a system in managing the site?
4. How many people visited the site? Among these visitors, how many availed
the products and services offered?
5. How can you use hashtags to monitor the reach of your posts/website? Who
decides the official hashtags used?
6. How will you monitor the topics discussed on your website? What are their
concerns and apprehensions? What do they appreciate? How can this
information help you in managing and improving your website?
7. Who answers the questions from the viewers? Should you make a
standardized response to frequently asked questions?
95
C. Evaluation through user feedback/interaction
Guide Questions
1. From user feedback, has your advocacy been translated into actions?
2. Who will manage/interact with the users of the site? Will there be
moderators? What will be their schedule for taking turns?
3. Will uploads (e.g. photo, and video clips) undergo approval? Will there be an
approving body? Will the uploads be edited? Can members directly upload or
post information about their products? Should the veracity of the information
be checked? If so, who should check it?
4. Who monitors whether members follow appropriate online behavior?
5. How will the site handle opposing views? How will the site handle unethical
behavior such as flaming, bashing, and trolling?
6. How will the site handle unethical content?
7. Do the members follow proper rules in the conduct of their online behavior?
II. Instruct the students to generate a technical report interpreting data

analytics like Google, Facebook, or similar traffic data on the general aspects of search
visibility, reach, and virality.
Guide Questions
1. Are there regular viewers and contributors of the website? How many are
they?
2. How do you monitor the traffic of the website (e.g. followers, likes, comments,
posts, shares, views, and hashtag count)?
3. How do you qualify the nature of information or exchanges in the website?
What topics do they cover?
4. What can be measures of impact?
B. Analysis
After beginning to work for a period setting up and planning the activities on
the earlier lesson, have you discovered what type of a worker you are?
1. Do you work best alone?
2. Or do you operate best in a group setting?
http://www.businessinsider.com/kate-wards-the-secret-to-working-with-almost-
anyone-2012-5
96
C. Abstraction
With guidance from your teacher, continue with the following:

Publishing an ICT Project covering the following tasks.
1. Uploading and website management
2. Promotion, traction and traffic monitoring
3. Evaluation through user feedback/ interaction
Image source: https://en.wikiversity.org/wiki/Social_Media/Marketing
If you use Facebook Pages, you may find the following as a useful resource
Social Media Marketing: https://en.wikiversity.org/wiki/Social_Media/ Marketing#

Facebook
To answer the question “Where can I see how many views my Page is getting?” read
this article52: https://www.facebook.com/help/ 257762887594688
97
If you are using Google Doc or Google Sites, here are steps to generate useful data
and report on online activity on the site: http://www.thunder active.com/blog/ using-
google-sites-campaign-reporting/
● Lutz, Ashley. (2012). The Secret To Working With 4 Different Types Of People.
Businessinsider.com. Retrieved 31 March 2016, from http://www.business
insider.com/kate-wards-the-secret-to-working-with-almost-anyone-2012-5
Excerpt: “Understanding your personality, those of your coworkers and how to

deal with them can make all the difference between success and failure, according to
the book "Personality Style At Work: The Secret to Working With (Almost) Anyone" by
Kate Ward.”
● Wikiversity. (n.d.). Social Media/Marketing. Businessinsider.com. Retrieved 31 March

2016, from https://en.wikiversity.org/wiki/Social_Media/ Marketing#Facebook
Excerpt: “The purpose for using Facebook is to reach current and future
consumers but also to reach other businesses by combining promotional with them to
create publicity.”
D. Application
The students are to write a reflection paper on the following questions:

Are your ICT knowledge and skills enough to manage the website?
What difficulties did you encounter in your advocacy?
With guidance from your teacher and using the tips in this lesson, do the
following:
1. Demonstrate how online ICT Projects for Social Change are uploaded,
managed, and promoted for maximum audience impact.
2. Generate a technical report interpreting data analytics, e.g. Google,
Facebook, or similar traffic data on the general aspects of search visibility,
reach, and virality.
98
E. Reflection


the lesson.

help me solve?
Prepared by:
FRANCES A. PALEC
Subject Teacher
99
WEEKLY LESSON PLAN IN EMPOWERMENT TECHNOLOGIES

Lesson 12 - How to Maintain and Sustain the Operation of an ICT

Project for Social Change
October 7-11, 2019
Content Standard
Learners demonstrate an understanding on how to maintain and sustain the
operation of an ICT Project for Social Change.
At the end of the week, learners can independently evaluate the performance of
an advocacy via an ICT Project for Social Change through available monitoring tools
and evaluating techniques such as user interviews, feedback forms, and analytics
data.
Content
1. Updating content and maintaining traffic to an ICT Project for Social Change
2. Monitoring social impact of advocacies communicated via an ICT Project for
Social Change
Generate a report on the performance of their ICT Project for Social Change on
the basis of data gathered from available monitoring tools and evaluating techniques.
Objectives
1. facilitate for the students to generate ideas and steps to maintain and
sustain the operation of the ICT Project for Social Change;
2. assist the students in evaluating the progress and direction of their ICT
100
A. Activity No. 12
1. Ask the students to rate the website they created.

2. Instruct them to come up with a tool on how to measure the impact of their
ICT Project for Social Change.
3. Using a survey tool, ask the members of the website certain questions that
will allow you to assess the impact of this ICT Project for Social Change.
Below are some sample questions:
a. Did you post any product or service on the website?
b. Did posting on the website help you increase your sales/revenues?
c. As a content expert, do you feel encouraged to continue contributing to
the website?
Encourage the students to add other questions to generate recommendations to

maintain and sustain the operation of their ICT Project for Social Change.
B. Analysis
How do you measure impact? Is it better done in qualitative or quantitative

terms?
C. Abstraction
The following is a photo53 of what appears like a furniture set that was
assembled with a theme in mind. Could you identify with the advocacy?
101
Run a search about the Pareto Principle. Discover how the principle applies in
almost every aspect of life.
Image Source: http://empoweringed.weebly.com/about-us.html Credit:

Trisketched.
102
Learn about impact via the website appropedia.org: http://www.appropedia.
org/ Welcome_to_Appropedia

Appropedia. (2006). Appropedia. Retrieved April 29, 2016, from
http://www.appropedia.org/
Learn about impact via the website appropedia.org:

http://www.appropedia.org/Welcome_to_Appropedia
D. Application
Instruct the students to report on the progress, initial impact, and possible
direction of their ICT Project for Social Change. Use the scoring rubric for oral
presentation under activity no. 8 of the teacher's guide.
Generate a report on the performance of their ICT Project for Social Change on
the basis of data gathered from available monitoring tools and evaluating techniques.
Use this reference:
Kielburger, Craig and Mark Kielburger (2015). Me to We: Together We Change the
World. http://trackyourimpact.com/
F. Reflection
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
help me solve?
Prepared by:
FRANCES A. PALEC
Subject Teacher
103

Lesson 13 - ICT Project Publication and Statistics
October 14-18, 2018
Content Standard
Learners demonstrate an understanding on how to reflect on the nature of ICT
and the manner by which the learning process has changed one’s worldview.
At the end of the week, the learners can independently reflect on the ICT
learning process and how his/her worldview has evolved over the past semester.
Outputs during this week may be in the form of, but are not limited to:
1. video blog;
2. presentation or image gallery;
3. website;
4. illustrated document; and
5. podcast or webcast.
Content
ICT, the self, and society
Create a reflective piece or output using an ICT tool, platform, or application of
choice on the learning experience undergone during the semester.
Objectives
1. assist their students in reflecting on the nature of ICTs; and
2. elicit the student’s personal insights on the basic principles underlying how
ICTs are empowerment tools to pursue knowledge, creative, liberating
pursuits.
104
A. Activity No. 13
Instruct the students to make a reflection paper using an ICT platform or
application of their choice to explain their journey of the learning process in making
use of ICTs as an empowerment tool.
Guide Questions
1. How did this subject change the way you view ICT?
2. Are they tools to be used to achieve higher goals?
3. After going through the lessons and visiting online sites, reflect on how they
are currently being used. Do you agree or disagree with it?
4. Based on your reflection, do you have recommendations regarding ICT uses in
the country?
Assessment
Following is an example of a Rubrics that may be used for the reflection paper.
Superior Sufficient Minimal Unacceptable

Criteria
(54-60 points) (48-53 points) (1-47 points) (0 point)
Response
demonstrates a
Response
minimal Response
demonstrates an Response
reflection on, demonstrates a
in-depth demonstrates a
and lack of reflection
reflection on, general
personalization on, or
and reflection on,
of, the theories, personalization
personalization and
concepts, and/or of, the theories,
of, the theories, personalization
strategies concepts, and/or
concepts, and/or of, the theories,
presented in the strategies
strategies concepts, and/or
course materials presented in the
Depth of presented in the strategies
to date. course materials
Reflection course materials presented in the
Viewpoints and to date.
(25% of total to date. course materials
interpretations Viewpoints and
points) Viewpoints and to date.
are unsupported interpretations
interpretations Viewpoints and
or are missing,
are insightful interpretations
supported with inappropriate,
and well are supported.
flawed and/or
supported. Appropriate
arguments. unsupported.
Clear, detailed examples are
Examples, when Examples, when
examples are provided, as
applicable, are applicable, are
provided, as applicable.
not provided or not provided.
applicable.
are irrelevant to
the assignment.
105
Required Response Response Response is Response
Components includes all includes all missing some excludes
(25% of total components and components and components essential
points) meets or meets all and/or does not components
exceeds all requirements fully meet the and/or does not
requirements indicated in the requirements address the
indicated in the instructions. indicated in the requirements
instructions. Each question or instructions. indicated in the
Each question or part of the Some questions instructions.
part of the assignment is or parts of the Many parts of
assignment is addressed. All assignment are the assignment
addressed attachments not addressed. are addressed
thoroughly. All and/or additional Some minimally,
attachments documents are attachments and inadequately,
and/or additional included, as additional and/or not at all.
documents are required. documents, if
included, as required, are
required. missing or
unsuitable for
the purpose of
the assignment.
Structure Writing is clear, Writing is mostly Writing is Writing is
(25% of total concise, and well clear, concise, unclear and/or unclear and
points) organized with and well disorganized. disorganized.
excellent organized with Thoughts are not Thoughts ramble
sentence/paragr good expressed in a and make little
aph construction. sentence/paragr logical manner. sense. There are
Thoughts are aph construction. There are more numerous
expressed in a Thoughts are than five spelling,
coherent and expressed in a spelling, grammar, or
logical manner. coherent and grammar, or syntax errors
There are no logical manner. syntax errors throughout the
more than three There are no per page of response.
spelling, more than five writing.
grammar, or spelling,
syntax errors per grammar, or
page of writing. syntax errors per
page of writing.
106
Evidence and Response Response Response Response
Practice shows strong shows evidence shows little shows no
(25% of total evidence of of synthesis of evidence of evidence of
points) synthesis of ideas presented synthesis of synthesis of
ideas presented and insights ideas presented ideas presented
and insights gained and insights and insights
gained throughout the gained gained
throughout the entire course. throughout the throughout the
entire course. The implications entire course. entire course.
The implications of these insights Few implications No implications
of these insights for the of these insights for the
for the respondent's for the respondent's
respondent's overall teaching respondent's overall teaching
overall teaching practice are overall teaching practice are
practice are presented, as practice are presented, as
thoroughly applicable. presented, as applicable.
detailed, as applicable.
applicable.
B. Analysis
Have you started co-creating impact around you? In what area or areas? You
may refer to the list on http://appropedia.org via this link: http://www.
appropedia.org/ Appropedia:CategoryTree.
107
C. Abstraction
Go to this link for a longer and more comprehensive list: http://www.

appropedia.org/Appropedia: CategoryTree
108
Portable Apps: http://portableapps.com/apps
D. Application
Instruct the students to make their finished reflection paper in the activity to be
finalized and report it in the class using a PowerPoint presentation. Rubrics on page
60 of this Lesson Plan.
109
E. Reflection

the lesson.

help me solve?
Prepared by:
FRANCES A. PALEC
Subject Teacher
110

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LESSON PLAN IN EMPOWERMENT TECHNOLOGIES

Lesson 1 - What is Information and Communications Technology?

June 3-7, 2019

Write the letter that corresponds to the correct answer.

1. A web page that allows interaction from the user

4. It provides a common framework to allow data to be shared and reused across

6. This is the operating system for blackberry phones.

7. Pinterest is a social media website that can be classified as

8. Currently, this is the fastest mobile network.

1. Introduce Empowerment Technologies by discussing the Curriculum Guide to

Digital Tools (http://www.pbslearningmedia.org/collection/digitaltools/2/)

1. What is the importance of hashtags?

1. Assistive Media - a component under Assistive technology (AT), which is a

SoundCloud and Mobile

More here: http://cyber.law.harvard.edu/readinessguide/intro.html

Exploration 1. Identifying the Correct Web Platform for Social Change

1. Identify a problem in your community (e.g., littering, garbage disposal, blocked

I. True or False: Write T if the sentence is correct; otherwise, write F.

A. No. of learners who earned 80% on

C. Did the remedial lessons work? No.

F. What difficulties did I encounter

LESSON PLAN IN EMPOWERMENT TECHNOLOGIES

Lesson 2 - Online Safety, Security, Ethics, and Etiquette

June 10-14, 2019

Direct the students to go to Lesson 2 found in the Empowerment Technologies

You might be interested to know that digital media can be interchanged

The following image is a screenshot from a video from Common Sense

“Watch the video “Digital Life 101,” (https://www.commonsensemedia.org/

1. Aggregator is a website or Web application where headlines and other content

2. An avatar is a two- or three-dimensional icon that represents a computer user

3. Blog, from the term “weblog”, is a type of website usually updated by an

5. Mash-up is a remix or blend of multiple songs, videos, or other media content

9. Podcast is a downloadable video or audio file. Podcasts can be verbal, based on

Republic Act No. 10175 is AN ACT DEFINING CYBERCRIME, PROVIDING FOR

 Pinterest. (2016). Pinterest. Retrieved 30 March 2016, from

From a personal and community perspective, this shorter link on Pinterest.com

 Online Safety Security Ethics Etiquette. (2016). prezi.com. Retrieved 30 March

 Poway Unified School District (2016). Www2.powayusd.com. Retrieved 30

Exploration 2. Cyber News Report

Task Description: Students will work together in assigned teams to create a

Concept 15-20 points 10-14 points 5-9 points 0-4 points

Script/ 12-15 points 8-11 points 4-7 points 0-3 points

Content/ 15-20 points 10-14 points 5-9 points 0-4 points

Quality 12-15 points 8-11 points 4-7 points 0-3 points

Timeliness 12-15 points 8-11 points 4-7 points 0-3 points

All project deadlines Most project Many project Deadlines were

I. Identify what is being defined. Choose your answer in the box.

Virus Phishing Incognito

II. Essay. Answer briefly and concisely.

Take the Challenge!

Criteria: Content-50% Quality-20% Teamwork-20% Timeliness-10%

A. No. of learners who earned 80% on

LESSON PLAN IN EMPOWERMENT TECHNOLOGIES

Lesson 3 - Contextualized Online Search and Research Skills

June 17-21, 2019

2. Which of the following is not a component of the mail merge?

3. What are the steps in creating a simple mail merge?

6. What types of document can you create using mail merge?

10. What image compression/file type is capable of displaying simple animation?

Image source: http://www.brainyquote.com/

A. Find the Hidden Calculator

B. Definitions and More

E. The Perfect Search