Professional Documents
Culture Documents
Technologies
for the Technical-Vocational-Livelihood Track
Teachers Guide
Department of Education
Republic of the Philippines
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
Empowerment Technologies for the Technical-Vocational-Livelihood Track
Teachers Guide
First Edition 2016
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TABLE OF CONTENTS
Unit 1
Week 1-2 Lesson 1: What is Information and Communications Technology? 3
Lesson 2: Online Safety, Security, Ethics, and Etiquette 5
Lesson 3: Contextualized Online Search and Research Skills 6
Weeks 3-4 Lesson 4: Developing ICT content for specific purposes 8
Weeks 5-6 Lesson 5: Manipulating text, graphics, and images to create ICT 10
content intended for an online environment
Unit 2
Weeks 7-8 Lesson 6: The principles and techniques of design using online 15
creation tools, platforms, and applications to develop
ICT content for specific professional tracks
Weeks 9-10 Lesson 7: Integrating ICT content through collaboration with 18
classmate and teacher as both peer and partner
Unit 3
Week 11 Lesson 8: Multimedia and ICT 30
Week 12 Lesson 9: ICTs as platform for change 33
Weeks 13-16 Lesson 10: How to work with peers and external publics/partners 39
for the development of an ICT project that advocates or
mobilizes for a specific Social Change or Cause
Unit 4
Weeks 17-18 Lesson 11: How to manage an online ICT Project for Social 46
Change
Week 19 Lesson 12: How to maintain and sustain the operation of an ICT 49
Project for Social Change
Week 20 Lesson 13: Reflecting on the nature of ICT and the manner by 51
which the learning process has changed your
worldview
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EMPOWERMENT TECHNOLOGIES
(for the Strand)
Curriculum Guide1
iv
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Grade: 11/12 No. of Hours/Semester: 80 hours/semester
Subject Title: Empowerment Technologies (for the Strand) Prerequisite (if needed): N/A
Description: Information and communication technologies as a tool for curating, contextualizing, collaborating, and creating
content and experiences for learning in the professional tracks.
QUARTER 1 The learners The learners shall be able to: The learners:
WEEKS 1-2 demonstrate an
understanding of:
Information and
Communication Technology ICT in the context of at the end of the 2-week 1. compare and contrast CS_ICT11/12-
covering the topics of: global communication period independently the nuances of varied ICTPT-Ia-b-1
1. The current state of ICT for specific professional compose an insightful online platforms, sites,
technologies (i.e., Web track reflection paper on the nature and content to best
2.0, 3.0, convergent of ICT in the context of their achieve specific class
technologies, social, lives, society, and objectives or address
mobile, and assistive professional tracks (Arts, situational challenges
media) Tech-Voc, Sports, Academic)
2. Online systems,
functions, and platforms
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
WEEKS 3-4 The learners The learners shall be able to: The learners:
demonstrate an
Applied productivity tools understanding of: 4. uses common CS_ICT11/12-
with advanced application at the end of the 2-week productivity tools ICTPT-Ic-d-4
techniques the use of advanced period independently apply effectively by
tools and techniques advanced productivity tools to maximizing advanced
These advanced tools and found in common create or develop ICT content application techniques.
techniques currently include, productivity and for use in specific professional
but are not limited to: software applications in tracks
1. Mail merge and label developing ICT content 5. creates an original or CS_ICT11/12-
generation for specific professional These may be in the form of, derivative ICT content ICTPT-Ic-d-5
2. Custom animations and tracks but not limited to: to effectively
timing 1. Calculating spread sheet communicate or present
3. Hyperlinking in of athletic statistics data or information
presentations (Sports) related to specific
4. Integrating images and 2. Layout of catalogue of professional tracks.
external material in creative works (Arts)
word processors 3. Materials/ingredients
5. Embedded files and projections for batches of
data baked goods (Tech- Voc)
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
6. Advanced and complex 4. Letterhead/ business card
formulas and design (Business/
computations Academic)
WEEKS 5-6 how to manipulate text, at the end of the 2-week 6. evaluate existing CS_ICT11/12-
graphics, and images to period independently apply websites and online ICTPT-Ie-f-6
Imaging and Design For the create ICT content the techniques of image resources based on the
Online Environment covering intended for an online manipulation and graphic principles of layout,
the topics of environment design to create original or graphic, and visual
derivative ICT content from message design.
1. Basic principles of existing images, text and
graphics and layout graphic elements for use in
2. Principles of visual specific professional tracks. 7. use image manipulation CS_ICT11/12-
message design using techniques on existing ICTPT-Ie-f-7
infographics These may be in the form of, images to change or
3. Online file formats for but not limited to: enhance their current
images and text 1. Team/ athlete/ league state to communicate a
4. Principles and basic recruitment posters message for a specific
techniques of image (Sports) purpose
manipulation 2. Logo or crest for a
5. Basic image community, school
manipulation using organization or barkada 8. create an original or CS_ICT11/12-
offline or open-source (Arts) derivative ICT content ICTPT-Ie-f-8
software 3. Labeling and manual of to effectively
6. Combining text, operation for tools and communicate a visual
graphics, and images equipment (Tech-Voc) message in an online
7. Uploading, sharing, and 4. Presentation of cafeteria environment related to
image hosting platforms patronage data specific professional
(Business/ Academic) tracks
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
Usable platforms/
applications currently include
but are not limited to:
1. Google Sketch Up
(freeware)
2. GIMP (open source/
freeware)
WEEKS 7-8 the principles and at the end of the 2-week 9. evaluate existing online CS_ICT11/12-
techniques of design period independently apply creation tools, platforms ICTPT-Ig-h-9
Online platforms as tools for using online creation the principles and techniques and applications in
ICT content development tools, platforms, and of design using online developing ICT content
covering the topics of: applications to develop creation tools, platforms, and for specific professional
ICT content for specific applications to create original tracks
1. The nature and professional tracks or derivative ICT content for
purposes of online use in specific professional
platforms and tracks 10. apply web design CS_ICT11/12-
applications principles and elements ICTPT-Ig-h-10
2. Basic web design These may be in the form of, using online creation
principles and elements but not limited to: tools, platforms, and
3. Web page design using 1. Survey instruments using applications to
templates and online Google forms (Business/ communicate a
WYSIWYG platforms Academic) message for a specific
2. Athletic match-ups and purpose in specific
These online platforms league standings using professional tracks
currently include, but are not Mindmeister (Sports)
limited to: 3. Catalogues/Swatches/ 11. create an original or CS_ICT11/12-
1. Presentation/ options for products and derivative ICT content ICTPT-Ig-h-11
visualization (Prezi, services using Prezi using online creation
viii
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
Zoho, Slideshare, (Tech-Voc) tools, platforms, and
mindmeister) 4. Online photo album of applications to
2. Cloud computing artistic works or effectively communicate
(Google Drive, photographs using messages related to
Evernote,Dropbox) Picasa (Arts) specific professional
3. Social Media (Twitter, 5. Online music production tracks
Facebook, Tumblr) using Sibelius (Music)
4. Web Page Creation
(Wix, Weebly)
5. File Management
(zamzar, word2pdf)
6. Mapping (Google Maps,
Wikimapia)
WEEKS 9-10 the key learnings from at the end of the 2-week 12. evaluate the quality, CS_ICT11/12-
the previous weeks, period and quarter value, and ICTPT-Ii-j-12
Collaborative development of which they will collaboratively develop an appropriateness of
ICT content covering the synthesize into an online portal or website to peers existing or
topics of: integrated ICT content showcase and share existing previously developed
through collaboration and previously developed ICT content in relation
1. Team structure and with classmate and content to the theme or
dynamics for ICT teacher as both peer intended audience/
content and partner These may be in the form of, viewer of an ICT project
2. Online collaborative but not limited to:
tools and processes 1. Online newsletter 13. share and showcase CS_ICT11/12-
3. Project management for 2. Blog existing or previously ICTPT-Ii-j-13
ICT content 3. Issuu online magazine developed material in
4. Curating existing the form of a
content for use on the collaboratively designed
web newsletter or blog site
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
intended for a specific
Online collaborative tools audience or viewer
that may be used currently
include, but are not limited
to:
1. Google Docs/ MS Office
365
2. Prezi
3. Google Chat/ Hangouts
4. Skype/ Viber/ Kakao
Talk/ WeChat/ Line
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
xi
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
WEEK 12 ICT as a tool, medium, at the end of the week 15. share anecdotes of how CS_ICT11/12-
and force in bringing independently articulate how he/she has used ICTs ICTPT-IIl-15
ICTs as platform for change about action and ICT tools and platforms have to be part of a social
covering the topics of: mobilize change in a changed the way people movement, change, or
population, society, or communicate, and how social cause to illustrate
1. ICT as medium for culture. change has been brought aspects of digital
advocacy and about by the use of ICTs citizenship
developmental
communication
2. The social power of
social media
3. Digital citizenship and
the Filipino people
xii
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
WEEKS 13-16 how to work with peers at the end of the 4-week 16. identify a local or CS_ICT11/12-
and external publics/ period collaboratively regional cause or issue ICTPT-IIm-p16
Developing an ICT Project partners for the participate actively in the for Social Change
for Social Change covering development of an ICT creation and development of related to specific
the topics of: project that advocates an ICT Project for Social professional tracks that
or mobilizes for a Change relating to an issue in can be addressed or
1. Planning and specific Social Change specific professional tracks tackled using an ICT
conceptualizing an ICT or cause Project for Social
Project for Social Topics may cover, but are not Change
Change limited to:
2. Research for ICT 1. Promotion of wellness 17. analyze how target or CS_ICT11/12-
Projects, Audience in the home (Sports) intended users and ICTPT-IIm-p17
profiling, (demographics 2. Street food safety and audiences are expected
and psychographics) cleanliness drive to respond to the
3. Designing and (Tech- Voc) proposed ICT Project
copywriting for ICT 3. Cultural heritage for Social Change on
Projects promotion through the basis of content,
4. Developing and new designs Pinoy value, and user
constructing the ICT pride (Arts) experience
project 4. Savings and financial
Samples of these advocacies literacy drives and 18. integrate rich CS_ICT11/12-
or projects include but are advocacies (Business/ multimedia content in ICTPT-IIm-p18
not limited to: Academic) design and
1. Antidrug campaigns development to best
2. Youth election volunteer enhance the user
mobilization experience and deliver
3. Animal welfare and content of an ICT
rights Project for Social
4. Environmental Change
conservation and action
xiii
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CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
Contemporary ICT
issues such as cyber 19. develop a working CS_ICT11/12-
bullying, copyright prototype of an ICT ICTPT-IIm-p19
infringement, green Project for Social
technology, and Change
Internet addiction
Weeks 17-18 how to manage an at the end of the 2-week 20. demonstrate how online CS_ICT11/12-
online ICT Project for period independently and ICT Projects for Social ICTPT-IIq-r20
Publishing an ICT Project Social Change collaboratively co-manage an Change are uploaded,
covering the topics of: online ICT Project for Social managed, and
Change through available promoted for maximum
1. Uploading and website tools, resources, and audience impact
management platforms
2. Promotion, traction and
traffic monitoring
3. Evaluation through user
feedback/ interaction
21. generate a technical CS_ICT11/12-
report interpreting data ICTPT-IIq-r21
analytics, e.g. Google,
Facebook, or similar
traffic data on the
general aspects of
search visibility, reach,
and virality
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
CONTENT PERFORMANCE LEARNING
CONTENT CODE
STANDARD STANDARD COMPETENCIES
WEEK 19 how to maintain and at the end of the week 22. generate a report on CS_ICT11/12-
sustain the operation of independently evaluate the the performance of ICTPT-IIs-22
Sustaining an ICT Project for an ICT Project for performance of an advocacy their ICT Project for
Social Change covering the Social Change via an ICT Project for Social Social Change on the
topics of: Change through available basis of data gathered
monitoring tools and from available
1. Updating content and
evaluating techniques such as monitoring tools and
maintaining traffic to an
user interviews, feedback evaluating techniques
ICT Project for Social
forms, and Analytics data
Change
2. Monitoring social impact
of advocacies
communicated via an
ICT Project for Social
Change
WEEK 20 how to reflect on the at the end of the week 23. create a reflexive piece CS_ICT11/12-
nature of ICT and the independently reflect on the or output using an ICT ICTPT-IIt-23
Reflecting on the ICT manner by which the ICT learning process and how tool, platform, or
learning process covering the learning process has his/her world view has evolved application of choice on
topics of: changed his/her world over the past semester the learning experience
view. undergone during the
Outputs during this week may
ICT, the self, and society semester
be in the form of, but not
limited to:
1. Video blog
2. Presentation or image
gallery
3. Website
4. Illustrated document
5. Podcast or webcast
xv
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Code Book Legend
Sample: CS_ICT11/12-ICTPT-IIt-23
LEGEND SAMPLE
Roman Numeral
Quarter Second Quarter II
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between letters to Week Week 20 t
indicate more than a specific week
xvi
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EMPOWERMENT
TECHNOLOGIES
for the Technical-Vocational-Livelihood Track
Teachers Guide
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Unit 1
A connected world needs more than a network of computers and
gadgets. It needs a technology enabled, confidently mindful, and
compassionate digitally aware community of lifelong learners.
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Weeks 1-2
CONTENT STANDARD
The learners demonstrate an understanding of Information
Communication Technology (ICT) in the context of global
communication for the Technical-Vocational-Livelihood (TVL) Track.
PERFORMANCE STANDARD
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.
CONTENT
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 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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ACTIVITY No. 1
Guide Questions
1. What is the importance of hashtags?
2. How does it feel when you receive likes for your hashtags?
Materials Needed
Digital Tools (http://www.pbslearningmedia.org/collection/digital-
tools/2/)
Networked World Readiness
(http://cyber.law.harvard.edu/readinessguide/intro.html)
Sample screenshots of digital tools for specific track
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Lesson 2 Online Safety, Security, Ethics, and Etiquette
CONTENT
Online safety, security, ethics, and etiquette
LEARNING COMPETENCIES
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
At the end of the class period, the teacher should be able to:
ACTIVITY No. 2
Guide Questions
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?
2. 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.
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3. To further discuss ethics and etiquette, tell the
NOTE TO students to pick three TVL related controversial
TEACHER stories from the Internet. Of the selected
developments, identify its possible effect on
The teacher should technology development and other fields of
be oriented on how knowledge. Add your insights regarding whether
to handle such stories should be regulated. The students
should be ready to share their findings and
discussions if
insights.
sensitive and
contentious issues Guide Questions
such as child
1. In what ways are they possibly offensive?
pornography, 2. How can we properly respond to opposing
violence, and views?
culture-sensitive
issues crop up.
CONTENT
Contextualized online search and research skills
LEARNING COMPETENCIES
Use the Internet as a tool for credible research and information gathering 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. 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.
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ACTIVITY No. 3
Guide Questions
1. Which search terms resulted in new or unexpected outcomes?
2. Which of the search items lead to the information you seek?
NOTE TO TEACHER
After the activity, the teacher should process the learning so that
students understand the effect of good search habits as well as how
relevance is affected by the choice or order of search terms.
ASSESSMENT
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.
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Weeks 3-4
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:
LEARNING COMPETENCIES
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:
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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.
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.
Guide Questions
1. What products and services are available in your immediate
surroundings?
2. In what way would you present your catalogue?
Assessment
Content - 25%
Skill - 25%
Aesthetics - 25%
Overall impact - 25 %
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Weeks 5-6
CONTENT STANDARD
The learners demonstrate an understanding of how to manipulate
text, graphics, and images to create ICT content intended for an
online environment.
PERFORMANCE STANDARD
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.
CONTENT
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:
LEARNING COMPETENCIES
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.
10
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3. Create an original or derivative ICT content to effectively communicate
a visual message in an online environment related to specific
professional tracks.
OBJECTIVES
At the end of the class period, the teacher should be able to:
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.
ACTIVITY No. 5
Guide Questions
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.
Assessment
Skill in image manipulation - 35%
Aesthetics - 35%
Overall impact - 30 %
11
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
Unit 1 websites/pages referred to
http://cyber.law.harvard.edu/readinessguide/intro.html
12
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
http://www.pbslearningmedia.org/collection/digital-tools/2/
13
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Unit 2
ICT and related tools reach a higher level of engagement when
used in a more social online context.
14
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
Weeks 7-8
CONTENT STANDARD
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.
PERFORMANCE STANDARD
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:
These online platforms currently include, but are not limited to:
15
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LEARNING COMPETENCIES
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
At the end of the class period, the teacher should be able to:
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 students learning in evaluating online creation tools,
platforms, and applications in developing effective visual image in the
TVL track.
ACTIVITY No. 6
16
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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?
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.
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?
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?
17
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Assessment
Grade the presentation in terms of:
Content - 25%
Skill - 25%
Aesthetics - 25%
Overall impact - 25 %
Weeks 9-10
CONTENT STANDARD
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
PERFORMANCE STANDARD
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.
CONTENT
Collaborative development of ICT content covers the following topics:
18
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Online collaborative tools that may be used currently include, but are not
limited to:
Platforms that may be currently used to host newsletters and similar ICT
content include but are not limited to:
LEARNING COMPETENCIES
1. Evaluate the quality, value, and appropriateness of peers 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
At the end of the class period, the teacher should be able to:
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 peers 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.
19
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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.
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?
20
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get the average score. The average score will serve as the students
grade for his or her collaborative effort.
Collaboration Rubric2
2
Source: Adapted from http://bie.org/object/document/6_12_collaboration_rubric_ccss_aligned
21
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Individual Below Average Average Above Average
Total
Performance 1-2 3 4-5
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Individual Below Average Average Above Average
Total
Performance 1-2 3 4-5
23
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Individual Below Average Average Above Average
Total
Performance 1-2 3 4-5
24
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Rubric for a Collaboratively Designed Website, Blog or Online Newsletter3
3
Source: Adapted from Read, Write, Think. Retrieved from https://docs.google.com/viewer?a=v&pid=sites&
srcid=Ym9pc2VzdGF0ZS5lZHV8d2lraS1wcm9qZWN0fGd4OjU3MjE1MzA3NzA4ODY0MDQ
25
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Category 10 9-8 7-6 5-1 Total
Total
4 Source: http://j.mp/GoldxL
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Rubric for Evaluating Content and Interest of a Website5
Content The site stated The site stated The purpose The site lacks
a clear a clear and theme of a purpose or
purpose and purpose and the site is theme.
theme that is theme, but vague.
carried out may have one
throughout the or two
site. elements 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
exceptional the content of information in a minimum
attempt to this website the website but amount of
make the interesting to there is little information
content of this the target evidence that and has not
website, audience. the person transformed
interesting to tried to present the information
the target the information to make it
audience. in an more
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%
5
Source: Adapted from http://www.u.arizona.edu/~ackers/rubric.jpg
27
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Unit 2 websites/pages referred to
https://support.google.com/sites/answer/4417369?hl=en&ref_topic=23216
&rd=1
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Unit 3
Social change can be a deeply personal experience when social
tools and techniques are done within a real, rich, and relevant
context.
29
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Week 11
CONTENT STANDARD
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.
PERFORMANCE STANDARD
At the end of the week, the learners should be able to independently
assess ones experience along a range of online rich content on the
basis of the usability of the interface.
CONTENT
Multimedia and ICTs cover the following topics:
Types of rich and multimedia content currently include, but are not limited to:
LEARNING COMPETENCIES
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.
30
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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)
Guide Questions
1. What can make an online interface difficult to use?
2. What can help an interface user understand or navigate an
online interface?
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.
31
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Scoring Rubric for Oral Presentation6
Total
Category Scoring Criteria Score
Points
32
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Week 12
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.
PERFORMANCE STANDARD
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.
CONTENT
ICTs as platform for change covers the following topics:
LEARNING COMPETENCIES
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
At the end of the class period, the teacher should be able to:
1. make students exemplify how ICTs have changed the way people
33
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communicate;
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.
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 housebuilding 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.
Guide Questions
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.
Assessment
You may want to use the following rubric for the journal or blog.
34
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Rubric for an Online Journal or Blog7
35
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Unsatis- Proficient Exemplary
Limited
Criteria factory Rating
80% 90% 100%
0%
36
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Unsatis- Proficient Exemplary
Limited
Criteria factory Rating
80% 90% 100%
0%
Text Layout, Does not Selects and Selects and Selects and
Use of insert any inserts many inserts inserts high
Graphics graphics, or low-quality graphics quality
and uses only graphics and and graphics and
Multimedia low-quality multimedia, multimedia multimedia
graphics which do not that are when
Weight for and enhance the mostly high appropriate to
this criterion: multimedia, content. quality, enhance the
which do enhance, contents
20% of total
not and clarify visual appeal
score
enhance the content. and increase
the content. readability.
37
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Unsatis- Proficient Exemplary
Limited
Criteria factory Rating
80% 90% 100%
0%
priately.
TOTAL
General Reference
A Rubric for Evaluating Student Blogs. Retrieved from https://www2.
uwstout.edu/content/profdev/rubrics/blogrubric.html
38
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Week 13-16
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.
PERFORMANCE STANDARD
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.
CONTENT
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.
LEARNING COMPETENCIES
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.
39
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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
At the end of the class period, the teacher should be able to:
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 groups 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.
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:
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?
40
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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.
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.
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.
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?
41
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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.
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?
42
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Step 4: Develop and construct your groups 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.
Heres a link to a Google Site Template that could be useful for this
purpose: https://sites.google.com/site/projectwikitemplate_en/
ASSESSMENT
Essay: How can ICT be a tool in connecting all stakeholders in your
community? What are the implications of your community having a virtual
counterpart online?
Using a concept map, show the intricacies of the following elements: service
and product providers, consumers, ICT, income, tapping into local community
resources, etc.
Further explain your answers through an essay in not more than five
sentences.
43
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Unit 3 websites/pages referred to
https://sites.google.com/site/projectwikitemplate_en/
44
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Unit 4
Transformation produces a deeper impact when continuous
evaluation is designed within a growth mindset for the bigger
community.
45
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Weeks 17-18
CONTENT STANDARD
Learners demonstrate an understanding on how to manage an
online ICT Project for Social Change.
PERFORMANCE STANDARD
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.
CONTENT
1. Uploading and website management
2. Promotion, traction and traffic monitoring
3. Evaluation through user feedback/interaction
LEARNING COMPETENCIES
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
At the end of the class period, the teacher should be able to:
46
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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.
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?
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?
47
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7. Who answers the questions from the viewers? Should you
make a standardized response to frequently asked
questions?
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?
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?
48
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ASSESSMENT
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?
Week 19
CONTENT STANDARD
Learners demonstrate an understanding on how to maintain and
sustain the operation of an ICT Project for Social Change.
PERFORMANCE STANDARD
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
LEARNING COMPETENCIES
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.
49
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OBJECTIVE
At the end of the class period, the teacher should be able to:
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
Project for Social Change.
ACTIVITY No. 12
ASSESSMENT
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 this teacher's guide.
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Week 20
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 ones worldview.
PERFORMANCE STANDARD
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
LEARNING COMPETENCIES
Create a reflective piece or output using an ICT tool, platform, or application
of choice on the learning experience undergone during the semester.
OBJECTIVES
At the end of the class period, the teacher should be able to:
1. assist their students in reflecting on the nature of ICTs; and
2. elicit the students personal insights on the basic principles underlying
how ICTs are empowerment tools to pursue knowledge, creative,
liberating pursuits.
51
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ACTIVITY No. 13
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 Rubric8 that may be used for the
reflection paper.
8
Source: web.uri.edu/assessment/files/reflection_rubric.doc
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Superior Sufficient Minimal Unacceptable
Criteria
(54-60 points) (48-53 points) (1-47 points) (0 points)
53
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
Superior Sufficient Minimal Unacceptable
Criteria
(54-60 points) (48-53 points) (1-47 points) (0 points)
54
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additional online teacher resources
and screenshots
https://globalearlyed.wordpress.com/global- https://www.commonsensemedia.org/
tools/teacher-tools/
http://www.iste.org/standards/iste- https://www.google.com/safetycenter/everyone/sta
standards/standards-for-students rt/
http://www.edutopia.org/blog/classroom-
https://support.google.com/youtube/answer/17408
collaboration-tools-eric-brunsell
4?hl=en
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.
http://lifehacker.com/the-best-collaboration-tools-
https://scholar.google.com/ for-small-groups-and-teams-1477548590
https://wiki.documentfoundation.org/Feature_Com
https://docs.gimp.org/en/index.html.
parison:_LibreOffice_-_Microsoft_Office
https://www.pinterest.com/pin/5140437449402658 https://en.wikiversity.org/wiki/Web_design
92/
https://www.ted.com/speakers/howard_rheingold
http://en.community.epals.com/epals/support/p/we
b-tools.aspx
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2017.