Empowerment Tech TG TVL v5 112416

Empowerment Technologies for the Technical-Vocational-Livelihood Track

Teacher’s Guide

This learning resource was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations.

Department of Education Republic of the Philippines

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.

Empowerment Technologies for the Technical-Vocational-Livelihood Track Teacher’s Guide First Edition 2016 Republic Act 8293. Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this learning resource are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Reader. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at [email protected] or (02) 435-5258, respectively. Published by the Department of Education Secretary: Leonor M. Briones, PhD Undersecretary: Dina S. Ocampo, PhD Development Team of the Teacher’s Guide for Empowerment Technologies for the Technical-Vocational-Livelihood Track Joel C. Yuvienco

Mika Ira L. Santos

Cover Art Illustrator: JM Quincy D. Gonzales

DepEd Management Team Bureau of Curriculum Development Bureau of Learning Resources

Printed in the Philippines by ____________ Department of Education-Bureau of Learning Resources (DepEd-BLR) Office Address: Ground Floor Bonifacio Building, DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: [email protected] / [email protected]

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TABLE OF CONTENTS Empowerment Technologies Curriculum Guide ……………

iv

Unit 1 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

Week 1-2

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

Lesson 10: How to work with peers and external publics/partners

39

Weeks 13-16

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

1

as of December 2013. To check for updates, visit http://www.deped.gov.ph/k-to-12/curriculum-guides

iv 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.

Grade: 11/12 Subject Title: Empowerment Technologies (for the Strand)

No. of Hours/Semester: 80 hours/semester 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. CONTENT STANDARD

CONTENT QUARTER 1 WEEKS 1-2 Information and Communication Technology covering the topics of: 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

PERFORMANCE STANDARD

The learners demonstrate an understanding of:

The learners shall be able to:

ICT in the context of global communication for specific professional track

at the end of the 2-week period independently compose an insightful reflection paper on the nature of ICT in the context of their lives, society, and professional tracks (Arts, Tech-Voc, Sports, Academic)

Online safety, security, ethics, and etiquette

LEARNING COMPETENCIES

CODE

The learners:

1. compare and contrast the nuances of varied online platforms, sites, and content to best achieve specific class objectives or address situational challenges

CS_ICT11/12ICTPT-Ia-b-1

2. apply online safety, security, ethics, and etiquette standards and practice in the use of ICTs as it would relate to their specific professional tracks

CS_ICT11/12ICTPT-Ia-b-2

v 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.

CONTENT STANDARD

CONTENT


Contextualized online search and research skills

WEEKS 3-4 Applied productivity tools with advanced application techniques

These advanced tools and techniques currently include, but are not limited to: 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

LEARNING COMPETENCIES 3. use the Internet as a tool for credible research and information gathering to best achieve specific class objectives or address situational challenges

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 specific professional tracks

The learners shall be able to: at the end of the 2-week period independently apply advanced productivity tools to create or develop ICT content for use in specific professional tracks

These may be in the form of, but not limited to: 1. Calculating spread sheet of athletic statistics (Sports) 2. Layout of catalogue of creative works (Arts) 3. Materials/ingredients projections for batches of baked goods (Tech- Voc)

CODE CS_ICT11/12ICTPT-Ia-b-3

The learners: 4. uses common productivity tools effectively by maximizing advanced application techniques.

CS_ICT11/12ICTPT-Ic-d-4

5. creates an original or derivative ICT content to effectively communicate or present data or information related to specific professional tracks.

CS_ICT11/12ICTPT-Ic-d-5

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CONTENT STANDARD

CONTENT 6. Advanced and complex

Imaging and Design For the Online Environment covering the topics of 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


CODE

4. Letterhead/ business card design (Business/ Academic)

formulas and computations

WEEKS 5-6


how to manipulate text, graphics, and images to create ICT content intended for an online environment

at the end of the 2-week period 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 specific professional tracks.

These may be in the form of, but not limited to: 1. Team/ athlete/ league recruitment posters (Sports) 2. Logo or crest for a community, school organization or barkada (Arts) 3. Labeling and manual of operation for tools and equipment (Tech-Voc) 4. Presentation of cafeteria patronage data (Business/ Academic)

6. evaluate existing websites and online resources based on the principles of layout, graphic, and visual message design.

CS_ICT11/12ICTPT-Ie-f-6

7. use image manipulation techniques on existing images to change or enhance their current state to communicate a message for a specific purpose


8. create an original or derivative ICT content to effectively communicate a visual message in an online environment related to specific professional tracks


vii 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.

CONTENT

CONTENT STANDARD



the principles and techniques of design using online creation tools, platforms, and applications to develop ICT content for specific professional tracks

at the end of the 2-week period 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 specific professional tracks

9. evaluate existing online creation tools, platforms and applications in developing ICT content for specific professional tracks

CODE

Usable platforms/ applications currently include but are not limited to: 1. Google Sketch Up (freeware) 2. GIMP (open source/ freeware) WEEKS 7-8 Online platforms as tools for ICT content development covering 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 platforms

These online platforms currently include, but are not limited to: 1. Presentation/ visualization (Prezi,

These may be in the form of, but not limited to: 1. Survey instruments using Google forms (Business/ Academic) 2. Athletic match-ups and league standings using Mindmeister (Sports) 3. Catalogues/Swatches/ options for products and services using Prezi

CS_ICT11/12ICTPT-Ig-h-9

10. apply web design principles and elements using online creation tools, platforms, and applications to communicate a message for a specific purpose in specific professional tracks


11. create an original or derivative ICT content using online creation


viii 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.

CONTENT STANDARD

CONTENT

2. 3. 4. 5. 6.

Zoho, Slideshare, mindmeister) Cloud computing (Google Drive, Evernote,Dropbox) Social Media (Twitter, Facebook, Tumblr) Web Page Creation (Wix, Weebly) File Management (zamzar, word2pdf) Mapping (Google Maps, Wikimapia)

WEEKS 9-10 Collaborative development of ICT content covering the topics of: 1. Team structure and dynamics for ICT content 2. Online collaborative tools and processes 3. Project management for ICT content 4. Curating existing content for use on the web

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



CODE

(Tech-Voc) 4. Online photo album of artistic works or photographs using Picasa (Arts) 5. Online music production using Sibelius (Music)

tools, platforms, and applications to effectively communicate messages related to specific professional tracks

at the end of the 2-week period and quarter collaboratively develop an online portal or website to showcase and share existing and previously developed content

12. 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

CS_ICT11/12ICTPT-Ii-j-12

13. share and showcase existing or previously developed material in the form of a collaboratively designed newsletter or blog site

CS_ICT11/12ICTPT-Ii-j-13

These may be in the form of, but not limited to: 1. Online newsletter 2. Blog 3. Issuu online “magazine”

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CONTENT STANDARD

CONTENT


LEARNING COMPETENCIES intended for a specific audience or viewer

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 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) 5. Blog sites (Blogger, Wordpress, Livejournal, Issuu)

x 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.

CODE

CONTENT STANDARD

CONTENT QUARTER 2 WEEK 11 Multimedia and ICTs covering the topics of: 1. Rich content in the online environment and the user experience 2. multimedia and interactivity 3. Web 2.0, Web 3.0, and user participation in the web

The learners demonstrate an understanding of: how rich media content and interactivity affects and changes the user experience in the delivery and consumption of ICT content



The learners:

The learners:

at the end of the week independently assess one’s experience along a range of online rich content on the basis of the usability of the interface

14. 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

Types of rich and multimedia content currently include but are not limited to: 1. Video and audio, embedded and ondemand 2. Online games, tests, and courseware 3. Web-, game-, pod-, and vod-casting

xi 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.

CODE

CS_ICT11/12ICTPT-IIk-14

CONTENT WEEK 12 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

CONTENT STANDARD



ICT as a tool, medium, and force in bringing about action and mobilize change in a population, society, or culture.

at the end of the week 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

15. share anecdotes of how he/she has used ICTs to be part of a social movement, change, or cause to illustrate aspects of digital citizenship

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

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CODE CS_ICT11/12ICTPT-IIl-15

CONTENT WEEKS 13-16 Developing an ICT Project for Social Change covering the topics of: 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 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

CONTENT STANDARD



how to work with peers and external publics/ partners for the development of an ICT project that advocates or mobilizes for a specific Social Change or cause

at the end of the 4-week period collaboratively participate actively in the creation and development of an ICT Project for Social Change relating to an issue in specific professional tracks

16. 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

CS_ICT11/12ICTPT-IIm-p16

17.

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


18.

integrate rich multimedia content in design and development to best enhance the user experience and deliver content of an ICT Project for Social Change


Topics may cover, but are not limited to: 1. Promotion of wellness in the home (Sports) 2. Street food safety and cleanliness drive (Tech- Voc) 3. Cultural heritage promotion through new designs “Pinoy pride” (Arts) 4. Savings and financial literacy drives and advocacies (Business/ Academic)

xiii 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.

CODE

CONTENT STANDARD

CONTENT


Contemporary ICT issues such as cyber bullying, copyright infringement, green technology, and Internet addiction

Weeks 17-18 Publishing an ICT Project covering the topics of: 1. Uploading and website management 2. Promotion, traction and traffic monitoring 3. Evaluation through user feedback/ interaction

LEARNING COMPETENCIES 19.

how to manage an online ICT Project for Social Change

at the end of the 2-week period independently and collaboratively co-manage an online ICT Project for Social Change through available tools, resources, and platforms

CODE

develop a working prototype of an ICT Project for Social Change


20. demonstrate how online ICT Projects for Social Change are uploaded, managed, and promoted for maximum audience impact

CS_ICT11/12ICTPT-IIq-r20

21. 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

CS_ICT11/12ICTPT-IIq-r21

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CONTENT WEEK 19 Sustaining an ICT Project for Social Change covering the topics of:

CONTENT STANDARD


how to maintain and sustain the operation of an ICT Project for Social Change

at the end of the week 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

how to reflect on the nature of ICT and the manner by which the learning process has changed his/her world view.

at the end of the week 23. create a reflexive piece independently reflect on the or output using an ICT ICT learning process and how tool, platform, or his/her world view has evolved application of choice on over the past semester the learning experience undergone during the Outputs during this week may semester

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 WEEK 20 Reflecting on the ICT learning process covering the topics of: ICT, the self, and society

LEARNING COMPETENCIES 22. 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

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 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.

CODE CS_ICT11/12ICTPT-IIs-22

CS_ICT11/12ICTPT-IIt-23

Code Book Legend Sample: CS_ICT11/12-ICTPT-IIt-23 LEGEND First Entry

Uppercase Letter/s

SAMPLE Learning Area and Strand/ Subject or Specialization

Applied Track Subject_ICT

Grade Level

Grade 11/12

Domain/Content/ Component/ Topic

Empowerment Technologies (for the Strand)

CS_ICT11/12

ICTPT -

Roman Numeral

*Zero if no specific quarter

Quarter

Second Quarter

II

Week

Week 20

t

Lowercase Letter/s

*Put a hyphen (-) in between letters to indicate more than a specific week

-

Arabic Number

create a reflexive piece or output using an ICT tool, platform, or application of choice on the learning experience undergone during the semester

Competency

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23

EMPOWERMENT TECHNOLOGIES for the Technical-Vocational-Livelihood Track

Teacher’s Guide

1 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.

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.


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.

Lesson 1

What is Information and Communications Technology?

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.


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 cutout 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.

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/digitaltools/2/) Networked World Readiness (http://cyber.law.harvard.edu/readinessguide/intro.html) Sample screenshots of digital tools for specific track


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: 1. discuss what constitutes appropriate and inappropriate online behavior; 2. make the students discern possible deceptive information and wrongly evaluated data; and 3. make the students understand the importance of making judgment calls on possible implications and consequences of making certain information public.

ACTIVITY No. 2 1. 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 _____________________.” 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. 5 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.

NOTE TO TEACHER The teacher should be oriented on how to handle discussions if sensitive and contentious issues such as child pornography, violence, and culture-sensitive issues crop up.

Lesson 3

3. To further discuss ethics and etiquette, tell the students to pick three TVL related controversial stories from the Internet. Of the selected developments, identify its possible effect on technology development and other fields of knowledge. Add your insights regarding whether such stories should be regulated. The students should be ready to share their findings and insights. Guide Questions 1. In what ways are they possibly offensive? 2. How can we properly respond to opposing views?

Contextualized Online Search and Research Skills

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.


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. 2.

3.

4. 5.

Assign ten to fifteen percent of the students to “research” or “search” online for the topic: “how creative ideas are formed.” 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. Do not reveal the articles from the “search” group. The different articles have different combinations of different and varied key words and tags. Task the “search” group to call out or “make” a search by calling out a key word. 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.

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. Inform the students to write their insightful reflection on a piece of paper; if facilities permit, on a suitable digital tool of their choice. 7 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.

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.

Lesson 4

Developing ICT Content for Specific Purposes

CONTENT Applied productivity tools with advanced application techniques including: 1. 2. 3. 4. 5. 6.

Mail merge and label generation Custom animations and timing Hyperlinking in presentations Integrating images and external material in word processors Embedded files and data Advanced and complex formulas and computations

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: 1. demonstrate how to create content to appropriately meet specific objectives; and


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. 2.

What products and services are available in your immediate surroundings? In what way would you present your catalogue?

Assessment    

Content - 25% Skill - 25% Aesthetics - 25% Overall impact - 25 %


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.

Lesson 5

Manipulating Text, Graphics, and Images to Create ICT Content Intended for an Online Environment

CONTENT 1. 2. 3. 4. 5. 6. 7. 8.

Basic principles of graphics and layout Principles of visual message design using infographics Online file formats for images and text Principles and basic techniques of image manipulation Basic image manipulation using offline or open-source software Combining text, graphics, and images Uploading, sharing, and image hosting platforms Usable platforms/ applications currently include but are not limited to: a. Google Sketch Up (freeware) b. GIMP (open source/ freeware)

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 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.

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 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. 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 %


Unit 1 websites/pages referred to *others not included here are already in the student reader



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




http://www.pbslearningmedia.org/collection/digital-tools/2/


Unit 2 ICT and related tools reach a higher level of engagement when used in a more social online context.


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.

Lesson 6

The Principles and Techniques of Design using Online Creation Tools, Platforms, and Applications to Develop ICT Content for Specific Professional Tracks

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. 2. 3. 4. 5. 6.

presentation/ visualization (Prezi, Zoho, Slideshare, mindmeister); cloud computing (Google Drive, Evernote, Dropbox); social media (Twitter, Facebook, Tumblr); web page creation (Wix, Weebly); file management (zamzar, word2pdf); and mapping (Google Maps, Wikimapia)


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 student’s learning in evaluating online creation tools, platforms, and applications in developing effective visual image in the TVL track.

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? 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? 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?


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.

Lesson 7

Integrating ICT Content Through Collaboration with Classmate and Teacher as Both Peer and Partner

CONTENT Collaborative development of ICT content covers the following topics: 1. 2. 3. 4.

team structure and dynamics for ICT content; online collaborative tools and processes; project management for ICT content; and curating existing content for use on the web.


Online collaborative tools that may be used currently include, but are not limited to: 1. 2. 3. 4.

Google Docs/ MS Office 365; Prezi; Google Chat/ Hangouts; and 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. 2. 3. 4. 5.

presentation/ visualization (Prezi, Zoho, Slideshare, Mindmeister); cloud computing (Google Apps); social Media (Facebook Pages, Tumblr); web Page Creation (Wix, Weebly); and blog sites (Blogger, Wordpress, Livejournal, Issuu).

LEARNING COMPETENCIES 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 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 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.


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? 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 20 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.

get the average score. The average score will serve as the student’s grade for his or her collaborative effort. Collaboration Rubric2

2

Individual Performance

Below Average 1-2

Average 3

Above Average 4-5

Takes responsibility for Oneself 5 points

 Is not prepared, informed, and ready to work with the team  Does not use technology tools as agreed upon by the team to communicate and manage project tasks  Does not do project tasks  Does not complete tasks on time  Does not use feedback from others to improve work

 Is usually, prepared, informed, and ready to work with the team  Uses technology tools as agreed upon by the team to communicate and manage project tasks, but not consistently  Does some project tasks, but needs to be reminded  Completes most tasks on time  Sometimes uses feedback from others to improve work

 Is prepared and ready to work; is well informed on the project topic and cites evidence to probe and reflect on ideas with the team  Consistently uses technology tools as agreed upon by the team to communicate and manage project tasks  Does tasks without being reminded  Completes time on time  Uses feedback from others to improve work

Helps the team 10 points

 Does not help the team to solve problems; may cause problems  Does not ask

 Cooperates with the team but may not actively help solve problems  Sometimes expresses

 Helps the team solve problems and manage conflicts  Makes discussions effective by

Total

Source: Adapted from http://bie.org/object/document/6_12_collaboration_rubric_ccss_aligned



Below Average 1-2

Average 3

Above Average 4-5

Total

probing ideas clearly, questions, asks probing express ideas, questions, and or elaborate in elaborates in response to response to the questions in questions in discussions discussions  Does not give  Gives feedback useful to others, but it feedback to may not always others be useful  Does not offer  Sometimes to help others if offers to help they need it others if they  need it

clearly expressing ideas, asking probing questions, making sure everyone is heard, and responding thoughtfully to new information and perspectives Gives useful feedback (specific, feasible, supportive) to others so they can improve their work  Offers to help others do their work if needed

Respect others 5 points

 Is impolite or unkind to teammates (may interrupt, ignore ideas, hurt feelings)  Does not acknowledge or respect other perspectives

 Is usually polite and kind to teammates  Usually acknowledges and respects other perspectives and disagrees diplomatically

 Is kind to teammates  Acknowledges and respects other perspectives; disagrees diplomatically

Makes and follows agreements 5 points

 Does not discuss how the team will work together  Does not follow rules for collegial discussions, decision-

 Discusses how  Makes detailed the team will agreements work together, about how the but not in team will work detail; may just together, “go through including the the motions” use of when creating technology an agreement tools 22



Organizes Work 5 points

Below Average 1-2

Average 3

Above Average 4-5

making, and conflict resolution  Does not discuss how well agreements are being followed  Allows breakdowns in team work to happen; needs teacher to intervene

 Usually follows  Follow rules for rules for collegial collegial discussions, discussions, decisiondecisionmaking, and making, and conflict conflict resolution resolution  Honestly and  Discusses how accurately well discusses how agreements well are being agreements followed, but are being not in depth; followed may ignore  Takes subtle issues appropriate  Notices when action when norms are not norms are not being followed, being followed; but asks the attempts to teacher for resolve issues help to resolve without asking issues the teacher for help

 Does project work without creating a task list  Does not set a schedule and track progress toward goals and deadlines  Does not assign roles or share leadership; one person may do too much, or all members may do random tasks  Wastes time and does not

 Creates a task list that divides project work among the team, but it may not be in detail or followed closely  Sets a schedule for doing tasks but does not follow it closely  Assigns roles but does not follow them or selects only one “leader” who makes

Total

 Creates a detailed task list that divides project work reasonably among them  Sets a schedule and tracks progress toward goals and deadlines  Assigns roles based on team members’ strengths as needed  Uses time and runs meetings efficiently; keeps



Below Average 1-2 run meetings well; materials, drafts, and notes are not organized (may be misplaced or inaccessible)

Works as a whole team 5 points

Average 3 most decisions  Usually uses time and runs meetings well, but may occasionally waste time; keeps materials, drafts, and notes, but not always organized

 Does not  Makes some recognize or attempt to use use special special talents talents of team of team members members  Does protect  Does most tasks project tasks separately and separately and does not put puts them them together; together at the it is a collection end of individual work.

Above Average 4-5

Total

materials, drafts, and notes organized

 Recognizes and uses special talents of each team member  Develops ideas and creates products with involvement of all team members; tasks done separately are brought to the team for critique and revision

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 Newsletter3 Category Content 10 points

Category Organization 5 points

Category Attractiveness 10 points

10

9-8

 Covers  Includes topic inessential depth with knowledg details e about and the topic examples  Subject  Subject knowledg knowledge e appears is to be good excellent

7-6 Includes essential information about the topic, but there are 12 factual errors

5-1

Total

Content is minimal, or there are several factual errors

5

4-3

2

1

Content is well organized, using headings or bulleted lists to group related material

Content uses headings or bulleted lists to organize, but the overall organization of topics appears flawed

Content is logically organized for the most part

There was no clear or logical organization al structure

10

9-8

7-6

5-1

Makes excellent use of font, color, graphics, and effects to enhance the presentation

Makes good use of font, color, graphics, and effects to enhance the presentation

Makes use of font, color, graphics, and effects, but occasionally these detract the presentation content

Makes use of font, color, graphics, and effects, but these often distract from the presentation content

Total

Total

3

Source: Adapted from Read, Write, Think. Retrieved from https://docs.google.com/viewer?a=v&pid=sites& srcid=Ym9pc2VzdGF0ZS5lZHV8d2lraS1wcm9qZWN0fGd4OjU3MjE1MzA3NzA4ODY0MDQ


Category Accuracy 10 points

10

9-8

7-6

5-1

No misspellings or grammatical errors, no HTML errors in wiki like broken links, and missing images

Three or fewer misspellings and/or mechanical errors, no more than two HTML errors in the student’s contribution to the wiki

Four misspellings and/or grammatical errors, no more than four HTML errors in the student’s contribution to the wiki

More than four errors in spelling or grammar, five or more HTML error in the student’s contribution to the wiki.

Total

Total

4. Below is a screenshot of GOLD Foundation’s website4. 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.

4 Source: http://j.mp/GoldxL


Rubric for Evaluating Content and Interest of a Website5 CATEGORY

30-25

24-18

17-11

10-1

Content

The site stated a clear purpose and theme that is carried out throughout the site.

The site stated a clear purpose and theme, but may have one or two elements that do not seem to be related to it.

The purpose and theme of the site is vague.

The site lacks a purpose or theme.

Interest

The author has made an exceptional attempt to make the content of this website, interesting to the target audience.

The author has tried to make the content of this website interesting to the target audience.

The author has put a lot of information in the website but there is little evidence that the person tried to present the information in an interesting way.

The author has provided only a minimum amount of information and has not transformed the information to make it more interesting to the audience (e.g. has only provided a list of links to the content of others).

Assessment   

5

collaborative effort - 35% website/blog/online newsletter - 35% evaluation of Gold Foundation screen shot - 30%

Source: Adapted from http://www.u.arizona.edu/~ackers/rubric.jpg


Unit 2

websites/pages referred to

*others not included here are already in the student reader



https://support.google.com/sites/answer/4417369?hl=en&ref_topic=23216 &rd=1


Unit 3 Social change can be a deeply personal experience when social tools and techniques are done within a real, rich, and relevant context.


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 one’s experience along a range of online rich content on the basis of the usability of the interface.

Lesson 8

Multimedia and ICT

CONTENT 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. 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 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.

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

DIFFICULT

IV

III

FUNCTIONALITY

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. Reports will be graded on the basis of the following rubric.


Scoring Rubric for Oral Presentation6

Category

Organization (15 points)

Content (45 points)

Presentation (40 points)

Scoring Criteria

Total Points

The type of presentation is appropriate for the topic and audience.

5

Information is presented in a logical sequence.

5

Presentation appropriately cites requisite number of references.

5

Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the presentation.

5

Technical terms are well-defined and the language is appropriate for the target audience.

5

Presentation contains accurate information.

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.

10

There is an obvious conclusion summarizing the presentation.

10

Speaker maintains good eye contact with the audience and is appropriately animated (e.g., gestures, and moving around).

10

Speaker uses a clear and audible voice.

10

Delivery is poised, controlled, and smooth.

10

Good language skills and pronunciation are used.

10

Score

6 Source: Scoring rubric for oral presentation. Retrieved from `hplengr.engr.wisc.edu/Rubric_Presentation.doc


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.

Lesson 9

ICTs as platform for change

CONTENT 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. 2. 3. 4.

EDSA and Cardinal Sin’s call to action via radio broadcast; EDSA Dos and the use of text messaging to mobilize people; Million People March against Pork barrel via Facebook; and disaster relief operations and mobilization via Internet and text brigades.

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 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.

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. 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. 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.


Rubric for an Online Journal or Blog7

Criteria

Unsatisfactory 0%

Content and Creativity Weight for this criterion: 40% of total score

Limited

Proficient

Exemplary

80%

90%

100%

Rating

Postings show no evidence of insight, understanding, or reflective thought about the topic.

Postings provide minimal insight, understanding, and reflective thought about the topic.

Postings provide moderate insight, understanding, and reflective thought about the topic.

Postings provide comprehensiv e 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.

Postings present no specific viewpoint. There are no supporting examples or links to websites or documents,

Postings present a specific viewpoint but lack supporting examples or links to websites or documents, but not all

Postings present a specific viewpoint that is substantiat ed by supporting examples and links to websites or

Postings present a focused and cohesive viewpoint that is substantiated by effective supporting examples or links to

7 Source: A+ Rubric https://www2.uwstout.edu/content/profdev/rubrics/blogrubric.html


Criteria

Unsatisfactory

Limited

Proficient

Exemplary

80%

90%

100%

or the links selected are of poor quality and do not add value to the information presented.

links enhance the information presented.

documents, but not all links enhance the information presented.

relevant, updated websites or documents that enhance the information presented.

Postings do not stimulate dialogue and commentary. They do not connect with the audience.

Postings are brief and unimaginativ e, and reflect minimal effort to connect with the audience.

Postings are generally well written with some attempts made to stimulate dialogue and commentary.

Postings are creatively and fluently written to stimulate dialogue and commentary.

Postings do not reflect an awareness of the audience, and it is difficult to identify the author’s voice.

Postings does not fully consider the audience, and the author’s voice is difficult to identify.

Posting are generally appropriate for the intended audience, and an attempt is made to use a consistent voice.

Postings are appealing and appropriate for the intended audience, and a consistent voice is evident throughout.

Postings do not reflect the author’s personality, and word choice does not bring the topic to life.

Postings reflect almost no personality, and little attempt is made to use effective word choices to bring the

Postings reflect a bit of the author’s personality through word choices that attempt to

Postings reflect the author’s unique personality through expressive and carefully selected word choices that

0%

Voice Weight for this criterion: 20% of total score

Rating


Criteria

Unsatisfactory 0%

Text Layout, Use of Graphics and Multimedia Weight for this criterion: 20% of total score

Timeliness and Tags Weight for this criterion:

Limited

Proficient

Exemplary

80%

90%

100%

Rating

topic to life.

bring the topic to life.

bring the topic to life.

Does not insert any graphics, or uses only low-quality graphics and multimedia, which do not enhance the content.

Selects and inserts many low-quality graphics and multimedia, which do not enhance the content.

Selects and inserts graphics and multimedia that are mostly high quality, enhance, and clarify the content.

Selects and inserts high quality graphics and multimedia when appropriate to enhance the content’s visual appeal and increase readability.

Does not acknowledg e any image or multimedia sources, either with a caption or an annotation.

Acknowledge s only a few multimedia and image sources, and uses incomplete captions or annotations.

Acknowled ges most image and multimedia sources with captions or annotations .

Acknowledge s all image and multimedia sources with captions or annotations.

Does not update blog within the required time frame.

Updates blog when reminded; posts are often missing a date stamp.

Updates blog when required; most posts are datestamped with the most current posting listed at the top.

Updates blog more often than required; all posts are datestamped, and the most recent posts are placed at the top of the page.

Does not categorize and tag the topic appropriately.

The post is not categorized and tagged appro-

Post is categorized and tagged.

Post is categorized and topics are tagged appropriately.

10% of total score


Criteria

Unsatisfactory 0%

Limited

Proficient

Exemplary

80%

90%

100%

Rating

priately. Citations

No images, media, or text created by others display appropriate copyright permissions , and do not include accurate, properly formatted citations.

Some of the images, media, or text created by others do not display appropriate copyright permissions, and do not include accurate, properly formatted citations.

Most images, media, or text created by others display appropriate copyright permission s, and accurate, properly formatted citations.

All images, media, and text created by others display appropriate copyright permissions, and accurate citations.

Quality of Written Writing and responses Proofreading contain numerous Weight for grammatica this criterion: l, spelling, or 5% of total punctuation score errors. The style of writing does not facilitate effective communicat ion.

Written responses include some grammatical, spelling, or punctuation errors that distract the reader.

Written responses are largely free of grammatica l, spelling, or punctuation errors. The style of writing generally facilitates communica tion.

Written responses are free of grammatical, spelling, or punctuation errors. The style of writing facilitates communicatio n.

Weight for this criterion: 5% of total score

TOTAL

General Reference A Rubric for Evaluating Student Blogs. Retrieved from https://www2. uwstout.edu/content/profdev/rubrics/blogrubric.html


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.

Lesson 10

Developing an ICT Project for Social Change

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. 2. 3. 4. 5.

antidrug campaigns; youth election volunteer mobilization; animal welfare and rights; environmental conservation and action; and contemporary ICT issues such as cyber bullying, infringement, green technology, and internet addiction.

copyright

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 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.

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 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.

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 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. 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? 42 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.

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.

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.


Unit 3 websites/pages referred to *others not included here are already in the student reader 

https://sites.google.com/site/projectwikitemplate_en/


Unit 4 Transformation produces a deeper impact when continuous evaluation is designed within a growth mindset for the bigger community.


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.

Lesson 11

How to Manage an Online ICT Project for Social Change

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: 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. 46 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.

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? 47


7. Who answers the questions from the viewers? Should you make a standardized response to frequently asked questions? 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?


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.

Lesson 12

How to Maintain and Sustain the Operation of an ICT Project for Social Change

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.


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 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: 

Did you post any product or service on the website?



Did posting on the website help you increase your sales/revenues?



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.

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.


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 one’s 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. 2. 3. 4. 5.

video blog; presentation or image gallery; website; illustrated document; and podcast or webcast.

Lesson 13

Reflecting on the Nature of ICT and the Manner by which the Learning Process has Changed One’s Worldview

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 student’s personal insights on the basic principles underlying how ICTs are empowerment tools to pursue knowledge, creative, liberating pursuits. 51 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.

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 Rubric8 that may be used for the reflection paper.

Criteria Depth of Reflection (25% of total points)

8

Superior (54-60 points)

Sufficient (48-53 points)

Minimal (1-47 points)

Unacceptable (0 points)

Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well

Response demonstrates a general reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate

Response demonstrates a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or

Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or

Source: web.uri.edu/assessment/files/reflection_rubric.doc


Criteria

Required Compone nts (25% of total points)

Structure (25% of total points)





supported. Clear, detailed examples are provided, as applicable.

examples are provided, as applicable.

supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment.

unsupported. Examples, when applicable, are not provided.

Response includes all components and meets or exceeds all requirements indicated in the instructions. Each question or part of the assignment is addressed thoroughly. All attachments and/or additional documents are included, as required.

Response includes all components and meets all requirements indicated in the instructions. Each question or part of the assignment is addressed. All attachments and/or additional documents are included, as required.

Response is missing some components and/or does not fully meet the requirements indicated in the instructions. Some questions or parts of the assignment are not addressed. Some attachments and additional documents, if required, are missing or unsuitable for the purpose of the assignment.

Response excludes essential components and/or does not address the requirements indicated in the instructions. Many parts of the assignment are addressed minimally, inadequately, and/or not at all.

Writing is clear, concise, and well organized with excellent sentence/parag raph construction. Thoughts are expressed in a coherent and logical manner.

Writing is mostly clear, concise, and well organized with good sentence/parag raph construction. Thoughts are expressed in a coherent and

Writing is unclear and/or disorganized. Thoughts are not expressed in a logical manner. There are more than five spelling, grammar, or syntax errors

Writing is unclear and disorganized. Thoughts ramble and make little sense. There are numerous spelling, grammar, or syntax errors


Criteria

Evidence and Practice (25% of total points)





There are no more than three spelling, grammar, or syntax errors per page of writing.

logical manner. There are no more than five spelling, grammar, or syntax errors per page of writing.

per page of writing.

throughout the response.

Response shows strong evidence of synthesis of ideas presented and insights gained throughout the entire course. The implications of these insights for the respondent's overall teaching practice are thoroughly detailed, as applicable.

Response shows evidence of synthesis of ideas presented and insights gained throughout the entire course. The implications of these insights for the respondent's overall teaching practice are presented, as applicable.

Response shows little evidence of synthesis of ideas presented and insights gained throughout the entire course. Few implications of these insights for the respondent's overall teaching practice are presented, as applicable.

Response shows no evidence of synthesis of ideas presented and insights gained throughout the entire course. No implications for the respondent's overall teaching practice are presented, as applicable.


additional online teacher resources …and screenshots https://globalearlyed.wordpress.com/globaltools/teacher-tools/

https://www.commonsensemedia.org/

http://www.iste.org/standards/istestandards/standards-for-students

https://www.google.com/safetycenter/everyone/sta rt/

http://www.edutopia.org/blog/classroomcollaboration-tools-eric-brunsell 

https://support.google.com/youtube/answer/17408 4?hl=en


https://scholar.google.com/ 

https://docs.gimp.org/en/index.html.

https://www.pinterest.com/pin/5140437449402658 92/ 

http://en.community.epals.com/epals/support/p/we b-tools.aspx

http://lifehacker.com/the-best-collaboration-toolsfor-small-groups-and-teams-1477548590

https://wiki.documentfoundation.org/Feature_Com parison:_LibreOffice_-_Microsoft_Office

https://en.wikiversity.org/wiki/Web_design

https://www.ted.com/speakers/howard_rheingold  


Empowerment Tech TG TVL v5 112416

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