EmTech TG Acad v5 112316

Empowerment
Technologies
for the Academic Track
Teacher’s Guide
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Department of Education
Republic of the Philippines
Empowerment Technologies for the Academic Track
Teacher’s Guide
First Edition 2016
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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 Academic Track
Joel C. Yuvienco Consuelo Angela Limson-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)
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ii
TABLE OF CONTENTS
Unit 1
Empowerment Technologies Curriculum Guide …………… iv
Week 1-2 Lesson 1: What is Information and Communications Technology? 3

Lesson 2 Online Safety, Security, Ethics, and Etiquette 4
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 content
intended for an online environment 10
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 classmate and
teacher as both peer and partner 18
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
iii
EMPOWERMENT TECHNOLOGIES
(for the Strand)
Curriculum Guide1
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.
1 as of December 2013. To check for updates, visit http://www.deped.gov.ph/k-to-12/curriculum-guides
v
CONTENT PERFORMANCE LEARNING
CONTENT STANDARD STANDARD COMPETENCIES CODE
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_ICT11/12ICTPT-
covering the topics of: global communication
period independently the nuances of varied Ia-b-1
1. The current state of for specific professional
compose an insightful online platforms, sites,
ICT technologies (i.e., track
reflection paper on the nature and content to best
Web 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
Online safety, security, 2. apply online safety, CS_ICT11/12-

ethics, and etiquette security, ethics, and ICTPT-Ia-b-2
etiquette standards
and practice in the use
of ICTs as it would
relate
to their specific
professional tracks
vi
Contextualized online search 3. use the Internet as a CS_ICT11/12-

and research skills tool for credible ICTPT-Ia-b-3
research and
information gathering
to best achieve
specific class
objectives or address
situational challenges
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
but are not limited to: software applications in professional tracks
developing ICT content
1. Mail merge and label 5. creates an original or CS_ICT11/12ICTPT-
for specific professional
generation These may be in the form of, Ic-d-5
tracks derivative ICT content
2. Custom animations and but not limited to:
to effectively
timing 1. Calculating spread sheet
communicate or
3. Hyperlinking in of athletic statistics
present data or
presentations (Sports)
information related to
4. Integrating images and 2. Layout of catalogue of
external material in creative works (Arts) specific professional
word processors 3. Materials/ingredients tracks.
projections for batches of
baked goods (Tech- Voc)
vii
5. Embedded files and
data
viii
6. Advanced and complex 4. Letterhead/ business card

formulas and design (Business/
computations Academic)
WEEKS 5-6 how to manipulate at the end of the 2-week 6. evaluate existing CS_ICT11/12-
text, graphics, and period independently apply websites and online ICTPT-Ie-f-6
Imaging and Design For the images to create ICT the techniques of image resources based on the
Online Environment covering content intended for manipulation and graphic principles of layout,
an online design to create original or graphic, and visual
the topics of
environment derivative ICT content from message design.
existing images, text and
1. Basic principles of graphic elements for use in
graphics and layout specific professional tracks.
2. Principles of visual 7. use image manipulation CS_ICT11/12-
message design using techniques on existing ICTPT-Ie-f-7
These may be in the form of,
infographics images to change or
but not limited to:
3. Online file formats for enhance their current
1. Team/ athlete/ league
images and text state to communicate a
recruitment posters message for a specific
4. Principles and basic (Sports)
techniques of image purpose
manipulation
ix
5. Basic image 2. Logo or crest for a
manipulation using community, school 8. create an original or CS_ICT11/12ICTPT-
offline or open-source organization or barkada derivative ICT content Ie-f-8
software (Arts) to effectively
6. Combining text, 3. Labeling and manual of communicate a visual
graphics, and images operation for tools and message in an online
7. Uploading, sharing, and equipment (Tech-Voc) environment related to
image hosting platforms 4. Presentation of cafeteria specific professional
patronage data tracks
(Business/ Academic)

Usable platforms/
applications currently include
but are not limited to:
1. Google Sketch Up
(freeware)
2. GIMP (open source/
freeware)
x
WEEKS 7-8 the principles and at the end of the 2-week 9. evaluate existing online CS_ICT11/12ICTPT-
techniques of design period independently apply creation tools, Ig-h-9
Online platforms as tools for using online creation the principles and techniques platforms and
ICT content development tools, platforms, and of design using online applications in
covering the topics of: applications to develop creation tools, platforms, and developing ICT content
ICT content for specific applications to create original for specific professional
professional tracks or derivative ICT content for tracks
1. The nature and use in specific professional
purposes of online tracks
platforms and
applications 10. apply web design CS_ICT11/12ICTPT-
These may be in the form of,
2. Basic web design principles and elements Ig-h-10
but not limited to:
principles and elements using online creation
1. Survey instruments using
3. Web page design using tools, platforms, and
templates and online Google forms (Business/
Academic) applications to
WYSIWYG platforms
2. Athletic match-ups and communicate a
These online platforms
league standings using message for a specific
currently include, but are not
Mindmeister (Sports) purpose in specific
limited to:
3. Catalogues/Swatches/ professional tracks
1. Presentation/
visualization (Prezi, options for products and
services using Prezi 11. create an original or CS_ICT11/12ICTPT-
derivative ICT content Ig-h-11
using online creation
xi
Zoho, Slideshare, (Tech-Voc) tools, platforms, and
mindmeister) 4. Online photo album of applications to
2. Cloud computing artistic works or effectively
(Google Drive, photographs using Picasa communicate messages
Evernote,Dropbox) (Arts) related to specific
3. Social Media (Twitter, 5. Online music production professional 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_ICT11/12ICTPT-
the previous weeks, period and quarter value, and 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 peer’s existing or
topics of: integrated ICT content showcase and share existing
previously developed
through collaboration and previously developed
ICT content in relation
with classmate and content
1. Team structure and teacher as both peer to the theme or
dynamics for ICT and partner intended audience/
content These may be in the form of,
viewer of an ICT
but not limited to:
project
xii
2. Online collaborative 1. Online newsletter
tools and processes 2. Blog 13. share and showcase CS_ICT11/12ICTPT-
3. Project management for 3. Issuu online “magazine” existing or previously Ii-j-13
ICT content developed material in
4. Curating existing the form of a
content for use on the
collaboratively designed
web
newsletter or blog site

xiii
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
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)
xiv
xv
xvi
QUARTER 2 The learners The learners: The learners:
WEEK 11 demonstrate an
understanding of: at the end of the week 14. explore the principles of CS_ICT11/12ICTPT-
Multimedia and ICTs independently assess one’s interactivity and rich IIk-14
covering the topics of: how rich media experience along a range of content in the context
content and online rich content on the of Web 2.0 and the
interactivity affects and basis of the usability of the participation of the
1. Rich content in the
changes the user user
online environment and interface
the user experience experience in the in the online experience
2. multimedia and delivery and
interactivity consumption of ICT
3. Web 2.0, Web 3.0, and content
user participation in the
web
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
xvii
xviii
xix
WEEK 12 ICT as a tool, medium, at the end of the week 15. share anecdotes of how CS_ICT11/12ICTPT-
and force in bringing independently articulate how he/she has used ICTs 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
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
xx
mobilization via Internet
and text brigades
xxi
xxii
WEEKS 13-16 how to work with peers at the end of the 4-week 16. identify a local or CS_ICT11/12ICTPT-
and external publics/ period collaboratively regional cause or issue 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: an ICT Project for Social professional tracks that
project that advocates
Change relating to an issue in can be addressed or
or mobilizes for a
specific professional tracks tackled using an ICT
1. Planning and specific Social Change
Project for Social
conceptualizing an or cause
Topics may cover, but are not Change
ICT
Project for Social limited to:
Change 1. Promotion of wellness 17. analyze how target or
2. Research for ICT in the home (Sports) intended users and
CS_ICT11/12ICTPT-
2. Street food safety and audiences are
Projects, Audience IIm-p17
cleanliness drive expected to respond to
profiling,
(Tech- Voc) the proposed ICT
(demographics and
Project for Social
psychographics) 3. Cultural heritage
Change on the basis of
3. Designing and promotion through
content, value, and
copywriting for ICT new designs “Pinoy
user
Projects pride” (Arts)
experience
4. Developing and 4. Savings and financial
constructing the ICT literacy drives and
project advocacies (Business/ 18. integrate rich
Samples of these advocacies Academic) multimedia content in
or projects include but are design and CS_ICT11/12ICTPT-
not limited to: development to best IIm-p18
enhance the user
1. Antidrug campaigns
experience and deliver
2. Youth election volunteer
content of an ICT
mobilization
Project for Social
xxiii
3. Animal welfare and Change
rights
4. Environmental
conservation and action
xxiv
Contemporary ICT
issues such as cyber 19. develop a working CS_ICT11/12ICTPT-
bullying, copyright prototype of an ICT 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 CS_ICT11/12ICTPT-
online ICT Project for period independently and online IIq-r20
Publishing an ICT Project Social Change collaboratively co-manage ICT Projects for Social
covering the topics of: an online ICT Project for Change are uploaded,
Social Change through managed, and
available tools, resources, promoted for
1. Uploading and website and platforms maximum audience
management impact
2. Promotion, traction
and traffic monitoring
3. Evaluation through
user feedback/
interaction
xxv
21. generate a technical CS_ICT11/12-
report interpreting ICTPT-IIq-r21
data analytics, e.g.
Google, Facebook, or
similar traffic data on
the general aspects of
search visibility, reach,
and virality

WEEK 19 how to maintain and at the end of the week 22. generate a report on CS_ICT11/12ICTPT-
sustain the operation independently evaluate the the performance of IIs-22
Sustaining an ICT Project of an ICT Project for performance of an advocacy their ICT Project for
for Social Change covering Social Change via an ICT Project for Social Social Change on the
the topics of: Change through available basis of data gathered
monitoring tools and from available
1. Updating content and evaluating techniques such monitoring tools and
maintaining traffic to as user interviews, feedback evaluating techniques
an forms, and Analytics data
ICT Project for Social
Change
2. Monitoring social
impact of advocacies
communicated via an
ICT Project for Social
Change
xxvi
WEEK 20 how to reflect on the at the end of the week 23. create a reflexive piece CS_ICT11/12ICTPT-
nature of ICT and the independently reflect on the or output using an ICT IIt-23
Reflecting on the ICT manner by which the ICT learning process and tool, platform, or
learning process covering learning process has how his/her world view has application of choice
the topics of: evolved over the past
changed his/her world on the learning
semester
view. experience undergone
ICT, the self, and society during the semester
Outputs during this week
may 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
xxvii
Code Book Legend
Sample: CS_ICT11/12-ICTPT-IIt-23
LEGEND SAMPLE
Learning Area and Strand/

First Entry Applied Track Subject_ICT
Subject or Specialization CS_ICT11/12
Grade Level Grade 11/12
Domain/Content/ Empowerment Technologies

Uppercase Letter/s ICTPT
Component/ Topic (for the Strand)
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
create a reflexive piece or output using an

ICT tool, platform, or application of choice
Arabic Number Competency 23
on the learning experience undergone
during the semester
xxviii
EMPOWERMENT
TECHNOLOGIES
for the Academic Track
Teacher’s Guide
1
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 Academic 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 academic track.
2
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
3
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/digitalhttp://www.pbsle
arningmedia.org/collection/digital-tools/2/tools/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
Apply Internet online safety, security, ethics, and etiquette standards and
practice in the use of ICTs as it would relate to their specific professional tracks.
OBJECTIVES
1. discuss what constitutes appropriate and inappropriate online behavior;
4
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. Are digital media a small, medium, or big part of your life?
2. What are your favorite and least favorite things to do with digital
media? 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.
3. To further discuss ethics and etiquette, tell the NOTE TO students to pick
three significant developments in
TEACHER science 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 discussions
if should be ready to share their findings and
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 3. Do contentious stories really matter at
all? issues crop up.
5
Lesson 3 Contextualized Online Search and Research Skills
CONTENT
Contextualized online search and research skills
Use the Internet as a tool for credible research and information gathering to
best achieve specific class objectives or address situational challenges.
OBJECTIVES
1. motivate students to demonstrate resourcefulness and creativity in
generating search terms using a search engine; and
2. facilitate the practice of discernment in judging the credibility, value,
and usefulness of researched materials.
6
ACTIVITY No. 3
Ask the students to search how creative ideas are formed. What search
terms can they use? Be guided by the material found in the Student
Reader entitled “What matters in a query?” Simulate in the class how
search engines work by doing the following activities:
1. Assign ten to fifteen percent of the students to “research” or

“search” online for the topic: “how creative ideas are formed.”
2. Give the remaining students index cards with an article title
pertaining to the topic. Each article has a series of search key
words or tags.
3. Do not reveal the articles from the “search” group. The different
articles have different combinations of different and varied key
words and tags.
4. Task the “search” group to call out or “make” a search by calling
out a key word.
5. Ask the students with articles that hit the key words to stand up or
post their “articles” on board—these are the search results. By
calling out different key words and combinations of words the
result will be different.
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 academic track. They should cite examples to show
or explain how digital tools or websites on the social sciences and the
humanities may impact the academic track.
7
Inform the students to write their insightful reflection on a piece of paper; if
facilities permit, on a suitable digital tool of their choice.
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 academic track.
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 academic track. These may be in the form
of, but 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. Mail merge and label generation

2. Custom animations and timing
3. Hyperlinking in presentations
4. Integrating images and external material in word processors
5. Embedded files and data
6. Advanced and complex formulas and computations
1. Use common productivity tools effectively by maximizing advanced
application techniques.
2. Create an original or derivative ICT content to effectively communicate or
present data or information related to the academic track.
OBJECTIVES
At the end of the period, the teacher should be able to:
8
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. What images or artifacts are available in your immediate
surroundings? Where can you find these images or artifacts?
2. 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.
9
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 academic track. These may
be in the form of, but not limited to presenting of cafeteria patronage
data.
Manipulating Text, Graphics, and Images to Create ICT

Lesson 5
Content Intended for an Online Environment
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:
a. Google Sketch Up (freeware)

b. GIMP (open source/ freeware)
1. Evaluate existing websites and online resources based on the principles
of layout, graphic, and visual message design.
2. Use image manipulation techniques on existing images to change or
enhance their current state to communicate a message for a specific
purpose.
3. Create an original or derivative ICT content to effectively communicate a
visual message in an online environment related to specific professional
tracks.
OBJECTIVES
10
1. facilitate students’ learning so they can apply image manipulation
techniques to create an effective visual message in the academic 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 made 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%
Unit 1 websites/pages referred to
*others not included here are already in the student reader
• http://cyber.law.harvard.edu/readinessguide/intro.html
11
• http://www.pbslearningmedia.org/collection/digital-tools/2/
12
13
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 academic track.
independently apply the principles and techniques of design using
14
online creation tools, platforms, and applications to create original or
derivative ICT content for use in the academic track.
These may be in the form of, but not limited to surveying instruments using
Google forms.
The Principles and Techniques of Design using Online

Lesson 6 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. presentation/ visualization (Prezi, Zoho, Slideshare, mindmeister);

2. cloud computing (Google Drive, Evernote, Dropbox);
3. social media (Twitter, Facebook, Tumblr);
4. web page creation (Wix, Weebly);
5. file management (zamzar, word2pdf); and
6. mapping (Google Maps, Wikimapia)
1. Evaluate existing online creation tools, platforms, and applications in
developing ICT content for the academic 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 academic track.
3. Create an original or derivative ICT content using online creation tools,
platforms, and applications to effectively communicate messages related
to the academic track.
15
OBJECTIVES
1. assist students to explore and use online creation tools, platforms, and
applications in developing ICT content for the academic 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 academic
track.
ACTIVITY No. 6
Instruct the students to select a mission statement from a reputable

organization that is relevant to the academic track. One example is the
mission statement of the Department of Education:
“To protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and

motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution,

ensure an enabling and supportive environment for effective
learning to happen.
Family, community, and other stakeholders are actively

engaged and share responsibility for developing life-long learners.”
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 academic track?
16
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%
17
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
collaboratively develop an online portal or website to showcase and
share existing and previously developed content. These may be in the
form of, but not limited to an online newsletter, blog, or online magazine.
Integrating ICT Content Through Collaboration with

Lesson 7
Classmate and Teacher as Both Peer and Partner
CONTENT
Collaborative development of ICT content covers the following topics:
1. team structure and dynamics for ICT content;

2. online collaborative tools and processes;
3. project management for ICT content; and 4. curating existing content for
use on the web.
Online collaborative tools that may be used currently include, but are not limited
to:
1. Google Docs/ MS Office 365;

2. Prezi;
3. Google Chat/ Hangouts; and
4. Skype/ Viber/ Kakao Talk/ WeChat/ Line.
Platforms that may be currently used to host newsletters and similar ICT content
include but are not limited to:
18
1. presentation/ visualization (Prezi, Zoho, Slideshare, Mindmeister);
2. cloud computing (Google Apps);
3. social Media (Facebook Pages, Tumblr);
4. web Page Creation (Wix, Weebly); and
5. blog sites (Blogger, Wordpress, Livejournal, Issuu).
1. Evaluate the quality, value, and appropriateness of peer’s existing or
previously developed ICT content in relation to the theme or intended
audience/viewer of an ICT project.
2. Share and showcase existing or previously developed material in the
form of a collaboratively designed newsletter or blog site intended for a
specific audience or viewer.
OBJECTIVES
1. facilitate learning to allow students to curate previously created content
and create a collaboratively designed newsletter or blog site for a specific
audience;
2. assist students so they may practice doing an evaluation on the basis of
quality, value, and appropriateness of a peer’s work and decide on how
to improve on it;
3. make the students practice collective decision-making such as coming
up with criteria to choose which works previously created within the
semester they can include in the final output (newsletter or blog site); and
4. make students collaboratively manage the production of the chosen
output.
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.
19
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. How can you use academics to promote the values, beliefs, customs,
and practices of a local community?
2. How can you encourage everybody in your team and partners to
sustain participation in managing this website?
3. What are the strengths, weaknesses, and skills of your team members
and partners? How can knowing these help optimize the website?
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.
Show a sample of an existing previously developed online interface related

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

work in a collaborative environment. The system of evaluation will be
through peer evaluation. Each member of the group will evaluate his or her
groupmates/peers using the rubric below. Add all the evaluation scores that
a student will receive and get the average score. The average score will
serve as the student’s grade for his or her collaborative effort.
Collaboration Rubric2
Individual Below Average 1-2 Average Above Average

Performance 3 4-5 Total
2 Source: Adapted from http://bie.org/object/document/6_12_collaboration_rubric_ccss_aligned
20
Takes • Is not prepared,
responsibility informed, and • Is usually, • Is prepared and
ready to work prepared, ready to work;
for Oneself 5 informed, and
with the team is well informed
points ready to work
• Does not use on the project
technology tools with the team topic and cites
as agreed upon • Uses evidence to
by the team to technology probe and
communicate tools as agreed reflect on ideas
and manage upon by the with the team
project tasks team to • Consistently
• Does not do communicate uses
project tasks and manage technology
• Does not project tasks, tools as agreed
complete tasks but not upon by the
on time consistently team to
• Does not use • Does some communicate
project tasks, and manage
feedback from
but needs to be project tasks
others to improve reminded • Does tasks
work • Completes without being
most tasks on reminded
time • Completes time
• Sometimes on time
uses feedback • Uses feedback
from others to
from others to
improve work
improve work
Helps the • Helps the

team • Cooperates team solve
10 points • Does not help with the team problems
the team to solve but may not and
problems; may actively help manage
cause problems solve problems conflicts
• Does not ask • Sometimes • Makes
probing expresses discussions
questions, ideas clearly, effective by
express ideas, asks probing clearly
questions, and expressing
ideas, asking

3 4-5 Total
Performance
21
or elaborate in elaborates in
response to response to the probing
questions in questions in questions,
discussions discussions making sure
• Does not give • Gives feedback everyone is
useful feedback to others, but it heard, and
to others may not always responding
• Does not offer to be useful thoughtfully to
help others if • Sometimes new
they need it offers to help information and
others if they perspectives
need it • Gives useful
feedback
(specific,
feasible,
supportive) to
others so they
can improve
their work
• Offers to help
others do their
work if needed
Respect • Is impolite or • Is kind to

unkind to • Is usually polite teammates
others 5 and kind to
points teammates • Acknowledges
(may interrupt, teammates
and respects
ignore ideas, • Usually
other
hurt feelings) acknowledges perspectives;
• Does not and respects disagrees
other diplomatically
acknowledge
perspectives
or respect
and disagrees
other
diplomatically
perspectives
Makes and • Discusses how • Makes detailed
• Does not
follows the team will agreements
discuss how the
agreements work together, about how the
team will work
5 points but not in detail; team will work
together
• Does not follow may just together,
rules for “go through the including the
motions” when use of
collegial technology
creating an
discussions, agreement tools
decisionmaking, • Usually follows • Follow rules for
and conflict rules for collegial
resolution collegial discussions,
22
Performance 3 4-5 Total
• Does not discussions, decisionmaking,

discuss how decisionmaking, and
well and conflict
agreements are conflict resolution
being followed resolution
• Honestly and
• Allows • Discusses how accurately
breakdowns in well discusses how
team work to agreements are well
being followed, agreements are
happen; needs but not in depth; being followed
teacher to may ignore
• Takes
intervene subtle issues
• Notices when appropriate
norms are not action when
being followed, norms are not
but asks the being followed;
teacher for help attempts to
to resolve resolve issues
issues without asking
the teacher for
help
23
Organizes • Creates a
Work • Does project work • Creates a task detailed task
5 points without list that divides list that divides
creating a task project work project work
list among the reasonably
• Does not set a team, but it may among them
schedule and not be in detail • Sets a
track progress or followed schedule and
toward goals and closely tracks progress
deadlines • Sets a schedule toward goals
• Does not assign for doing tasks and deadlines
roles or but does not • Assigns roles
share leadership; follow based on team
one person may it closely members’
do • Assigns roles strengths as
too much, or all but does not needed
members may do follow them or • Uses time and
random tasks selects only runs meetings
• Wastes time and one “leader” efficiently;
does not run who makes
most decisions keeps
meetings well;
materials, drafts, • Usually uses materials,
time and runs drafts, and
and
notes
Individual Below Average 1- Average Above Average

3 4-5 Total
Performance 2
notes are not meetings well, organized

organized (may but may
be misplaced or occasionally
inaccessible)
waste time;
keeps
materials,
drafts, and
notes, but not
always
organized
24
Works as a • Does not • Makes some • Recognizes
whole team 5 recognize or use attempt to use and uses
points special talents of special talents special talents
team members of team of each team
• Does protect members member
tasks separately • Does most • Develops
and does not put project tasks ideas and
them together; it separately and creates
is a collection of puts them products with
individual work. together at the involvement of
end all team
members;
tasks done
separately are
brought to the
team for
critique and
revision
3. Evaluate the quality, value, and appropriateness of 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 10 9-8 7-6 5-1 Total
3Source: Adapted from Read, Write, Think. Retrieved from https://docs.google.com/viewer?a=v&pid=sites&

srcid=Ym9pc2VzdGF0ZS5lZHV8d2lraS1wcm9qZWN0fGd4OjU3MjE1MzA3NzA4ODY0MDQ
25
Content 10 • Includes Includes Content is
points • Covers essential essential minimal, or
topic knowledg information there are
indepth e about
with the topic about the several
details and • Subject topic, but factual
examples knowledg there are 12 errors
• Subject factual errors
e
knowledge
is appears
excellent to be
good
Category 5 4-3 2 1 Total
Organization 5 Content is Content uses Content is There was

points well logically no clear or
headings or
organized, organized logical
bulleted lists for the most
using to organize, part organization
headings or but the al structure
bulleted lists overall
to group organization
related of topics
material appears
flawed
Attractiveness Makes Makes good Makes use

excellent use of font, of font, Makes use
10 points of font,
use of font, color, color,
color, graphics, color,
graphics,
graphics, and effects graphics,
and effects to enhance and effects,
and effects,
to enhance the but
but these
the presentation occasionally
often distract
presentation these
from the
detract the
presentation
presentation
content
content
26
4. Below is a screenshot of GOLD Foundation’s website 4. Take note
that while the website provides only minimum information, the
keyword “help” may be considered as an attempt to make the
website content inter esting to the target audience. As an exercise,
use the following rubric to evaluate the screenshot in terms of
content and interest.
Accuracy 10 No Three or Four More than

points misspellings fewer misspellings four errors
or misspellings and/or in spelling
grammatical and/or grammatical or
errors, no mechanical errors, no grammar,
HTML errors, no more than
four HTML five or more
errors in more than
errors in the HTML error
wiki like two HTML
errors in the student’s in the
broken
student’s contribution student’s
links, and
contribution to the wiki contribution
missing
to the wiki to the wiki.
images
Total
4
Source: http://j.mp/GoldxL
27
Rubric for Evaluating Content and Interest of a Website4
CATEGORY 30-25 24-18 17-11 10-1
Content The site stated The purpose The site lacks a

a clear purpose The site stated and theme of purpose or
a clear purpose
and theme that and theme, but the site is theme.
is carried out may have one vague.
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 a
exceptional the content of information in
minimum
the website but
attempt to this website amount of
there is little
make the interesting to information and
evidence that
content of this the target has not
the person tried transformed the
website, audience. to present the information
interesting to information in to make it more
the target an interesting interesting to
audience. 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%
4 Source: Adapted from http://www.u.arizona.edu/~ackers/rubric.jpg
28
• https://support.google.com/sites/answer/4417369?hl=en&ref_topic=23
216 &rd=1
29
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.
30
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.
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.
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 academic track. Ask them to rate each interface according to the
simplicity and functionality using the table below.
SIMPLICITY
31
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.
Reports will be graded on the basis of the following rubric.
Scoring Rubric for Oral Presentation5
Total
Category Scoring Criteria Score
Points
Organization The type of presentation is appropriate for the 5

(15 points) topic and audience.
5 Source: Scoring rubric for oral presentation. Retrieved from `hplengr.engr.wisc.edu/Rubric_Presentation.doc
32
Information is presented in a logical sequence. 5
Presentation appropriately cites requisite 5

number of references.
Introduction is attention-getting, lays out the 5

problem well, and establishes a framework for
the rest of the presentation.
Technical terms are well-defined and the 5

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

Content (45
points) Material included is relevant to the overall 10
message/purpose.
Appropriate amount of material is prepared, 10

and points made reflect well their relative
importance.
There is an obvious conclusion summarizing 10

the presentation.
Speaker maintains good eye contact with the 10

audience and is appropriately animated (e.g.,
gestures, and moving around).
Presentation Speaker uses a clear and audible voice. 10

(40 points)
Delivery is poised, controlled, and smooth. 10
Good language skills and pronunciation are 10

used.
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.
33
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. EDSA and Cardinal Sin’s call to action via radio broadcast;

2. EDSA Dos and the use of text messaging to mobilize people;
3. Million People March against Pork barrel via Facebook; and
4. disaster relief operations and mobilization via Internet and text brigades.
Share anecdotes of how the learner has used ICTs to be part of a social
movement, change, or cause to illustrate aspects of digital citizenship.
OBJECTIVES
1. make students exemplify how ICTs have changed the way people
communicate;
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
34
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 creating poetry online, writing blogs on
belief systems, politics, or about environmental concerns, and
participating in a clean-up drive or a fund-raising for typhoon victims.
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
(a class project, a family affair, a celebration) where the student used ICTs
to contribute his or her knowledge to make an announcement, a meme,
or a video clip may be used for this class sharing.
Explain that such personal events also have social and cultural significance
to contextualize the student’s rich social 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.
Rubric for an Online Journal or Blog6
Unsatisfacto
Limited Proficient Exemplary
ry Ratin
Criteria
g
80% 90% 100%
0%
6 Source: A+ Rubric https://www2.uwstout.edu/content/profdev/rubrics/blogrubric.html
35
Content Postings Postings Postings Postings
and show no provide provide provide
Creativity evidence of minimal moderate comprehensi
insight, v
insight, insight, understandin e insight,
Weight for
this understandin understandin g, and understandin
criterion: g, or reflective g, and reflective g, and
thought about reflective thought reflective
40% of total the topic. thought about the thought
score about the topic. about the
topic. 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 Postings
Postings Postings
present a present a
present no present a
specific focused and
specific specific
viewpoint cohesive
viewpoint. viewpoint but
that is viewpoint
There are no lack
substantiat that
supporting supporting
ed by is
examples or examples or
supporting substantiated
links to
links to by effective
websites or examples
websites or and links to supporting
documents,
documents, examples or
but not all websites or links to
Unsatisfactor
y Ratin
Criteria
g
80% 90% 100%
0%
36
or the links links documents, relevant,
selected are enhance the but not all updated
of poor quality information links websites or
presented. enhance the documents
and do not
information that enhance
add value to
presented. the
the
information
information
presented.
presented.
Postings do Postings are Postings are
not stimulate brief and Postings are creatively
dialogue and unimaginativ and
generally well
commenta- fluently
e, and reflect written with written to
ry. They do
minimal effort some stimulate
not connect
to connect attempts dialogue and
with the
with the made to commentary.
audience.
audience. stimulate
dialogue and
commentary.
Voice Postings do Postings Postings are

not reflect an does not fully Posting are appealing
Weight for awareness generally
consider the and
this of the appropriate
audience, for the appropriate
criterion: audience, and
and the intended for the
it is difficult to
20% of total author’s voice audience, intended
identify the
is difficult to and an audience,
score author’s voice.
identify. attempt is and a
made to use consistent
a consistent voice is
voice. evident
throughout.
Postings do Postings Postings
not reflect the reflect almost Postings reflect the
author’s no reflect a bit of author’s
personality, personality, the author’s unique
and word and little
attempt is personality personality
choice does
made to use through word through
not bring the
effective choices that expressive
topic to life.
word choices attempt to and carefully
to bring the selected
37
word choices
that
Unsatisfactor
y Ratin
Criteria
g
80% 90% 100%
0%
topic to life. bring the bring the

topic to life. topic to life.
Text Selects and Selects and

Layout, Does not inserts many Selects and inserts high
Use of insert any low-quality inserts quality
Graphics graphics, or graphics and graphics and graphics and
and uses only low- multimedia, multimedia multimedia
Multimedia which do not that are when
quality
enhance the mostly high appropriate
graphics and content. quality,
Weight for to enhance
this multimedia, enhance,
the content’s
criterion: which do not and clarify the
content. visual appeal
enhance the
and increase
20% of total content.
score readability.
Acknowledge Acknowled Acknowledge
Does not s only a few ges most s all image
acknowledg e multimedia image and and
any image or and image multimedia multimedia
multimedia sources with
sources, and captions or sources with
sources, either uses annotations captions or
with a caption incomplete . annotations.
or an captions or
annotation. annotations.
38
Timeliness Does not Updates blog Updates blog
and Tags update blog Updates blog
when more often
within the when
reminded; than
Weight for required time required;
frame. posts are required; all
this most posts
criterion: often missing posts are
are
a date stamp. datestamped,
datestamped
10% of total and the most
with the most
score recent posts
current
are placed at
posting listed
the top of the
at the top.
page.
Post is Post is
The post is
Does not categorized categorized
not
categorize and and tagged. and topics
categorized
tag the topic are tagged
and tagged
appropriately. appropriately
appro-
.
Unsatisfactor
y Ratin
Criteria
g
80% 90% 100%
0%
priately.
Citations No images, Some of the Most images, All images,

media, or text images, media, or text media, and
Weight for created by media, or text created by text created
this others display created by others display by others
criterion:
appropriate others do not appropriate display
5% of total copyright display copyright appropriate
score permissions , appropriate permission s, copyright
and do not copyright and accurate, permissions,
include permissions, properly and accurate
accurate, and do not formatted citations.
properly include citations.
formatted accurate,
citations. properly
formatted
citations.
39
Quality of Written Written
Writing and Written responses Written responses
Proofreadin responses include some responses are free of
g contain are largely grammatical,
numerous grammatical, free of spelling, or
grammatica spelling, or grammatica punctuation
Weight for
this l, spelling, or punctuation l, spelling, or errors. The
criterion: punctuation errors that punctuation style of
errors. The distract the errors. The writing
5% of total style of writing style of facilitates
does not reader.
score writing communicatio
facilitate generally n.
effective facilitates
communicat communica
ion. tion.
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 a specific cause.
At the end of the four-week period, learners should be able to participate
actively in the development of an ICT Project for Social Change relating
to an issue in the academic track.
Topics may cover, but are not limited to, savings and financial literacy
drives and advocacies.
40
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. 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.
1. Identify a local or regional cause or issue for social change related to
specific professional tracks that can be addressed or tackled using an
ICT Project for Social Change.
2. Analyze how target or intended users and audiences are expected to
respond to the proposed ICT Project for Social Change on the basis of
content, value, and user experience.
3. Integrate rich multimedia content in design and development to best
enhance the user experience and deliver content of an ICT Project for
Social Change.
4. Develop a working prototype of an ICT Project for Social Change.
OBJECTIVES
1. assist students to curate local community resources, namely:
a. identify and gather art ideas and materials available in the
community;
b. organize materials reflective of the group’s content, theme, and
purpose;
2. guide students to make decisions on the appearance and content of a
website such as to:
41
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 for social change in the
community?
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 academic 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 humanities and social sciences that can be tackled
using an ICT Project for Social Change.
An example would be the lack of a digital site that features the community’s
local poets, songwriters, scientists, painters, educators, etc.
A solution could be to showcase poems, songs, manuscripts, video clips

on community belief systems, and the like created by people from the
immediate community to create a community spirit revolving around
humanities and the social sciences using ICT.
Such an ICT platform can provide the interface where local poets,
teachers, students, senior citizens, and other residents from the
community could positively participate in an event such as ‘going online’.
Such digitalization of information about the community empowers
42
everyone involved in putting up the site as a conduit of knowledge and
creative expression, building on the knowledge, presenting all of them in a
coherent manner, and assuming the responsibility for the creative
expressive work are all part of the empowering process.
Aside from the possible expansion of knowledge and creative expression,

such website or interface can contribute in creating a common ground or
forum. This will encourage mindsets wherein knowledge is appropriately
processed. This knowledge can be applied to various concerns such as
environment, health, and governance in an enlightened and effective
manner resulting in a mutually agreeable and beneficial consensus for
community actions.
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 literature, manuscripts, oral traditions, and
documented stories about the community? Who and what are the
sources of these stories? Can you make a category of subject
matters covered by these stories?
2. Who are the target audience, users, and collaborators of this
advocacy website?
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?
43
4. Will you upload forms such as: registration forms, calendar of
events, and list of artwork.
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. In the case of the sample solution aforementioned, do you think

the following points will help sustain their interest?
a. ease in communication enabled by ICT?
b. access to material and empowering support for the art and
culture based creative outputs?
3. If so, how do you incorporate these points into the design and
content of your website and place the community in the digital map
so to speak?
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 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.
44
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.
45
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.
46
Weeks 17-18
CONTENT STANDARD
Learners demonstrate an understanding on how to manage an online ICT
Project for Social Change.
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
1. Demonstrate how online ICT Projects for Social Change are uploaded,
managed, and promoted for maximum audience impact.
2. Generate a technical report interpreting data analytics, e.g. Google,
Facebook, or similar traffic data on the general aspects of search
visibility, reach, and virality.
OBJECTIVES
1. assist the students in illustrating how to upload, manage, and promote a

website based on the functionalities and features as specified by the
website design;
2. facilitate the students’ learning so they are able to evaluate the data
analytics and other pertinent information related to the acceptability,
efficiency of work, and other success measures of a website; and
47
3. encourage students to properly formulate recommendations to improve
the website.
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?
48
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
49
The students are to write a reflection paper on the following questions:
• Are your ICT knowledge and skills enough to manage the website?
• What are the difficulties that you encountered?
Week 19
CONTENT STANDARD
Learners demonstrate an understanding on how to maintain and sustain
the operation of an ICT Project for Social Change.
At the end of the week, learners can independently evaluate the
performance of an advocacy via an ICT Project for Social Change
through available monitoring tools and evaluating techniques such as
user interviews, feedback forms, and analytics data.
How to Maintain and Sustain the Operation of an ICT

Lesson 12
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
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.
50
OBJECTIVE
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 poems, songs, manuscripts, video clips on
community belief systems, and the like created by people from the
immediate community?
• Did posting on the website help you increase or share your
knowledge and creative expression?
• As a content expert, do you feel encouraged to continue
contributing to the website?
• Do you think the contents of this website can be applied to various
concerns such as environment, health, and governance in an
enlightened and effective manner resulting in a mutually agreeable
and beneficial consensus for community actions?
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.
51
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.
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.
Reflecting on the Nature of ICT and the Manner by which

Lesson 13 the Learning Process has Changed One’s Worldview
CONTENT
ICT, the self, and society
Create a reflective piece or output using an ICT tool, platform, or application of
choice on the learning experience undergone during the semester.
OBJECTIVES
1. assist their students to reflect on the nature of ICTs; and
52
2. elicit the student’s personal insights on the basic principles underlying
how ICTs are empowerment tools to pursue knowledge, creative,
liberating pursuits.
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 Rubric7 that may be used for the reflection
paper.
Superior (54- Sufficient (48- Minimal (1-47 Unacceptable

Criteria 60 points) 53 points) points) (0 points)
7 Source: web.uri.edu/assessment/files/reflection_rubric.doc
53
Depth of Response Response Response
Reflection Response
demonstrates demonstrates a demonstrates a demonstrates a
an in-depth general minimal lack of
(25% of reflection on, reflection on, reflection on, or
reflection on,
total and and personalization
and
points) personalization personalization of, the theories,
personalization
of, the theories, of, the theories, of, the theories, concepts,
concepts, concepts, concepts, and/or
and/or and/or and/or strategies
strategies strategies strategies presented in
presented in the presented in the presented in the course
course course the course materials to
materials to materials to materials to date.
date. date. date. Viewpoints and
Viewpoints and Viewpoints and Viewpoints and interpretations
interpretations interpretations interpretations are missing,
are insightful are supported. are inappropriate,
and well Appropriate unsupported or and/or

supported. examples are supported with unsupported.

Clear, detailed provided, as flawed Examples,
examples are applicable. arguments. when
Examples, applicable, are
provided, as
when not provided.
applicable.
applicable, are
not provided or
are irrelevant
to the
assignment.
54
Required Response Response Response is Response
Compone includes all includes all missing some excludes
nts components components components essential
and meets or and meets all and/or does
not fully meet components
(25% of exceeds all requirements
total requirements indicated in the the and/or does
points) indicated in the instructions. requirements not address the
instructions. Each question indicated in the requirements
Each question or part of the instructions. indicated in the
or part of the assignment is Some
instructions.
assignment is addressed. All questions or
addressed attachments parts of the Many parts of
thoroughly. All and/or assignment are the assignment
attachments additional not addressed. are addressed
and/or documents are Some minimally,
additional included, as attachments inadequately,
documents are required. and additional and/or not at
included, as documents, if all.
required. required, are
missing or
unsuitable for
the purpose of
the
assignment.
Structure Writing is clear, Writing is Writing is Writing is
concise, and mostly clear, unclear and/or unclear and
(25% of well organized concise, and disorganized. disorganized.
total with excellent well organized Thoughts are Thoughts
points) sentence/parag with good not expressed ramble and
raph sentence/parag in a logical make little
construction. raph manner. There sense. There
Thoughts are construction. are more than are numerous
expressed in a Thoughts are five spelling, spelling,
coherent and expressed in a grammar, or grammar, or
logical manner. coherent and syntax errors syntax errors

55
There are no logical manner. per page of throughout the
more than There are no writing. response.
three spelling, more than five
grammar, or spelling,
syntax errors grammar, or
per page of syntax errors
writing. per page of
writing.
Evidence Response Response Response Response
and shows strong shows shows little shows no
Practice evidence of evidence of evidence of evidence of
synthesis of synthesis of synthesis of synthesis of
(25% of ideas ideas ideas ideas
total presented and presented and presented and presented and
points) insights gained insights gained insights gained insights gained
throughout the throughout the throughout the throughout the
entire course. entire course. entire course. entire course.
The The Few No implications
implications of implications of implications of for the
these insights these insights these insights respondent's
for the for the for the overall
respondent's respondent's respondent's teaching
overall overall overall practice are
teaching teaching teaching presented, as
practice are practice are practice are applicable.
thoroughly presented, as presented, as
detailed, as applicable. applicable.
applicable.
additional online teacher resources
…and screenshots
56
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
57
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  
http://lifehacker.com/the-best-collaboration-tools-
58
59

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Empowerment

This learning resource was collaboratively developed and reviewed

We value your feedback and recommendations.

Authors and publishers may email or contact FILCOLS at filcols@gmail.com or

Published by the Department of Education

Development Team of the Teacher’s Guide for

Cover Art Illustrator: JM Quincy D. Gonzales

DepEd Management Team

Printed in the Philippines by ____________

Week 1-2 Lesson 1: What is Information and Communications Technology? 3

Weeks 3-4 Lesson 4: Developing ICT content for specific purposes 8

Week 11 Lesson 8: Multimedia and ICT 30

Grade: 11/12 No. of Hours/Semester: 80 hours/semester

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

Online safety, security, 2. apply online safety, CS_ICT11/12-

Contextualized online search 3. use the Internet as a CS_ICT11/12-

6. Advanced and complex 4. Letterhead/ business card

CONTENT PERFORMANCE LEARNING

CONTENT PERFORMANCE LEARNING

Platforms that may be

Types of rich and multimedia

Samples of this phenomenon

CONTENT PERFORMANCE LEARNING

Learning Area and Strand/

Domain/Content/ Empowerment Technologies

create a reflexive piece or output using an

1. Introduce Empowerment Technologies by discussing the Curriculum

Lesson 2 Online Safety, Security, Ethics, and Etiquette

1. discuss what constitutes appropriate and inappropriate online behavior;

1. Direct the students to go to Lesson 2 found in the Empowerment

1. Assign ten to fifteen percent of the students to “research” or

Lesson 4 Developing ICT Content for Specific Purposes

1. Mail merge and label generation

Manipulating Text, Graphics, and Images to Create ICT

a. Google Sketch Up (freeware)

Choose three examples (preferably online platform) of a well-designed

Show a visual message (a combination of text and image) such as a poster,

Unit 1 websites/pages referred to

*others not included here are already in the student reader

The Principles and Techniques of Design using Online

1. the nature and purposes of online platforms and applications;

1. presentation/ visualization (Prezi, Zoho, Slideshare, mindmeister);

Instruct the students to select a mission statement from a reputable

Students learn in a child-friendly, gender-sensitive, safe, and

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution,

Family, community, and other stakeholders are actively

Based on the mission statement, task the students to come up with

Based on the mission statement, principles of good design, principles of

Integrating ICT Content Through Collaboration with

1. team structure and dynamics for ICT content;

1. Google Docs/ MS Office 365;

• The issue that matters to me is ______________ [CAUSE or

2. Share and showcase existing developed content in the form of a designed

Show a sample of an existing previously developed online interface related

Since this project is a collaborative effort, evaluate each student’s ability to

Individual Below Average 1-2 Average Above Average

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

Helps the • Helps the

Individual Below Average 1-2 Average Above Average

Respect • Is impolite or • Is kind to

• Does not discussions, decisionmaking,

Individual Below Average 1- Average Above Average